Monday, October 6, 2025

Sherni: Movie Review

“Sherni” (2021): Ecology, Power, and the Politics of Coexistence




Recently, I watched Sherni (2021), directed by Amit V. Masurkar. The film revolves around a jaded forest officer, Vidya Vincent, who leads a team of trackers and locals in an effort to capture an unsettled tigress, T12. As Vidya navigates bureaucratic apathy, political pressures, and social hostility, the film becomes much more than a story about a tiger hunt—it transforms into a quiet, layered meditation on ecology, gender, and power.

I vividly recall my Master’s days when Prof. Dilip Barad was teaching Ecocriticism and the Future of Postcolonial Studies. He had mentioned this film as a case that vividly represents ecological imbalance and human interference with nature. That lecture stayed with me and inspired me not only to revisit the film but also to write this reflection.

My motivation, however, goes beyond nostalgia. The ecological crises surrounding us—deforestation, climate shifts, animal displacement—make Sherni profoundly relevant today. My own doctoral research in ecocritical studies deals with similar intersections of environment, displacement, and human responsibility. Moreover, the place where I teach—Rajpipla, surrounded by forests and tribal communities—constantly reminds me of the fragile balance between human life and wilderness. It is not rare to spot multiple snakes in a single day within our college campus. These daily encounters with nature make Sherni not just a film but a mirror to our lived reality.


The Story Beyond the Plot

On the surface, Sherni narrates the journey of T12—a tigress labeled a “man-eater”—and the forest department’s attempts to capture her. The villagers, terrified after a series of attacks, demand immediate action. The forest officials, led by Vidya Vincent, try to find a humane solution, but their efforts collapse under political manipulation and bureaucratic lethargy. Eventually, the tigress is killed by the self-proclaimed hunter Pintu Bhaiya, who symbolizes the triumph of masculine aggression over ecological ethics.

What stands out, however, is not the plot itself but the ethical ambiguity it presents. No one in the film is entirely right or wrong. Vidya’s compassion clashes with her helplessness; villagers’ fear is genuine, yet their anger is exploited; politicians use tragedy for publicity, while conservation becomes a performance of power. The question lingers: Who truly encroaches on whom?


Women, Nature, and Resistance

The film also establishes a quiet parallel between Vidya Vincent and the tigress T12. Both are female figures navigating patriarchal structures—Vidya within bureaucratic and political systems, and T12 within shrinking natural habitats dominated by human intrusion. Both are silenced, controlled, and ultimately punished for asserting their presence.

This resonance echoes ecofeminist theory, which draws connections between the oppression of women and the exploitation of nature. As Vandana Shiva (1989) and Carolyn Merchant (1980) argue, patriarchal power systems view both women and nature as resources to be subdued or regulated. Vidya’s integrity, her moral isolation, and her resistance to political spectacle mirror the tigress’s instinctive struggle to survive within an altered ecosystem.


The Forest as Character

The forest in Sherni is not a backdrop—it is an active participant. It breathes, hides, threatens, and shelters. The film’s cinematography deliberately avoids romanticizing wilderness; instead, it shows the forest as fragmented, encroached upon by human settlements, and scarred by development projects. The slow pacing and muted tones remind us that ecological imbalance is not sudden—it unfolds silently, almost invisibly, through everyday human activities.

Ecologists studying Human–Wildlife Conflict (HWC) in India have documented similar realities. Research by Baishya et al. (2025) and The Indian Forester journal shows that habitat fragmentation, prey depletion, and expanding agriculture are key reasons behind tigers straying into villages. As natural corridors shrink, wild animals lose prey and shelter, forcing them to enter human spaces in search of food. The “conflict” is therefore not a sudden anomaly—it is the inevitable outcome of human expansionism (Sukumar, 2003; Thapar, 2019).


Politics of Conservation

What Sherni captures brilliantly is how conservation often becomes politicized. The forest department’s aim—to capture T12 alive—is continually undermined by local politicians eager for quick solutions and media attention. Vidya’s ethical stand is dismissed as weakness, while Pintu Bhaiya’s violent act is celebrated as heroism.

This aligns with the observations of environmental sociologist Rob Nixon (2011), who coined the term “slow violence” to describe the gradual, invisible destruction wrought by ecological neglect and bureaucratic indifference. Environmental degradation, displacement, and exploitation happen not through spectacle but through silence, policy, and neglect. Vidya Vincent’s silent resignation at the film’s end becomes symbolic of how integrity and ecological ethics are often devoured by the machinery of politics.


The Human–Animal Boundary

At the film’s heart lies a haunting question: When nature retaliates, who is to blame? The villagers’ fear of T12 stems from real loss—human lives are at stake. Yet, the film subtly exposes the deeper irony: it is humans who have intruded upon the tiger’s habitat. The so-called “man-eater” is, in fact, the victim of ecological displacement.

Ecologists like Raman Sukumar (2003) and Valmik Thapar (2019) have long emphasized that conflicts between humans and tigers in India are ecological symptoms, not behavioral anomalies. Deforestation, mining, and unsustainable development alter migration routes and prey patterns. The tiger, much like T12, becomes a scapegoat in a human drama of greed and governance failure.


Rajpipla and the Everyday Ecology

Living and teaching in Rajpipla makes Sherni more than cinema for me—it feels lived. The region’s forests, tribal communities, and wildlife form a delicate ecosystem where human coexistence with nature is an everyday negotiation. Villagers know the forest intimately, but like those in the film, they are often voiceless in policy decisions. Ecologists suggest that community participation is the only sustainable path forward: involving locals in forest monitoring, benefit sharing, and conservation strategies reduces conflict and fosters empathy (Baishya et al., 2025).

Such involvement could turn fear into stewardship—a principle both Sherni and real-world ecology agree upon.

Conclusion: The Roar Beneath the Silence

Sherni refuses to offer easy answers. It does not glorify nature nor demonize humanity; instead, it exposes the uneasy coexistence of both. Vidya Vincent’s quiet dignity contrasts sharply with the loud politics around her, just as the tigress’s unseen presence dominates the narrative.

The film ultimately invites us to rethink what ecological responsibility means. It is not about saving animals from humans, but about redefining how humans live with animals. It reminds us, as Lawrence Buell (1995) suggests, that the environment is not a passive setting for human action—it is a participant in human moral and cultural imagination.

In the end, Sherni roars not through sound but through silence—through Vidya’s restrained defiance, through the forest’s mute endurance, and through the haunting memory of T12. It reminds us that ecology is not only about trees and tigers—it is about ethics, empathy, and the courage to protect what cannot speak for itself.

References

Baishya, R., Bhuyan, M., & Deka, R. (2025). Human–Wildlife Conflict and Management with Special Reference to India. Asian Research Journal of Agriculture and Biology.

Buell, L. (1995). The Environmental Imagination: Thoreau, Nature Writing, and the Formation of American Culture. Harvard University Press.

Merchant, C. (1980). The Death of Nature: Women, Ecology, and the Scientific Revolution. Harper & Row.

Nixon, R. (2011). Slow Violence and the Environmentalism of the Poor. Harvard University Press.

Shiva, V. (1989). Staying Alive: Women, Ecology, and Development. Zed Books.

Masurkar, A. V. (Director). (2021). Sherni [Film]. Abundantia Entertainment. Amazon Prime Video.

Sukumar, R. (2003). The Living Elephants: Evolutionary Ecology, Behaviour, and Conservation. Oxford University Press.

Thapar, V. (2019). Tiger Fire: 500 Years of the Tiger in India. Aleph Book Company.


Thursday, September 18, 2025

Play Screening: Ghashiram Kotwal by Vijay Tendulkar

 

Experiencing Theatre Beyond the Page: A Classroom Screening of Ghashiram Kotwal




When we study literature, we do much more than simply read texts—we step into worlds of art, imagination, and performance. Literature encompasses multiple art forms, and drama is perhaps the most dynamic among them. While we may engage with plays through reading in classrooms, the very essence of drama lies in performance. Without experiencing its staging, students often miss the theatrical techniques and dramatic intensity that a written script alone cannot fully convey.

This thought guided me as I introduced my B.A. English students to Vijay Tendulkar’s celebrated play, Ghashiram Kotwal. Instead of confining our learning only to the text, I organized a screening of a stage performance to give students a glimpse into how literature transforms into theatre.


Why Screening the Play Was Important

Reading Ghashiram Kotwal provides deep insights into themes of power, corruption, morality, and gender politics. Yet, Tendulkar’s brilliance also lies in his experimentation with theatre techniques. These are not easily grasped on the page. The performance highlights elements such as:

  • ЁЯОн Use of Chorus: The collective voice of the people, adding rhythm and commentary.

  • ЁЯСе Characters and Events: How the actors embody satire, irony, and exaggeration.

  • ЁЯеБ Tamasha Technique: A traditional folk-theatre form from Maharashtra, blending song, dance, and drama to critique society.

By watching the performance, students were able to appreciate these techniques in action, rather than simply imagining them.









The Screening Experience

We watched the play performed by рднाрд░рддेंрджु рдиाрдЯ्рдп рдЕрдХाрджेрдоी and the Culture Department of Uttar Pradesh, presented in Hindi. 

Here is the video:


While there were some technical issues, such as sound quality due to the recording of the stage performance, the overall performance was mesmerizing. The vibrancy of costumes, the rhythm of the chorus, and the raw energy of tamasha brought the text to life.

Interestingly, the play is originally written in Marathi, later translated into English, and the performance we watched was in Hindi. Despite this linguistic shift, the staging remained remarkably faithful to the English text, allowing students to connect their reading experience with the performance on screen.

Reflections

The screening reaffirmed a crucial lesson: 

"...drama must be experienced, not just read."

Watching Ghashiram Kotwal helped students understand how theatricality enriches meaning. The satire, folk elements, and interplay of power structures came alive in ways that reading alone could not achieve.

For students, it was not only an academic exercise but also an introduction to the vitality of Indian theatre traditions. For me as a teacher, it was rewarding to see their engagement grow through performance-based learning.


Conclusion

Organizing this screening of Ghashiram Kotwal was a reminder that literature teaching should go beyond the page. Watching theatre performances allows students to witness the fusion of text and performance, making the learning process holistic and memorable.

Though challenges like language barriers and limited availability of performances exist, initiatives like these open up new dimensions of learning. After all, drama is not just a script—it is a living art form.


Have you ever watched a stage performance of a play you studied in the classroom? How did it change your understanding of the text?


Guidance Lecture: ICT in Education/ Paper 1/NET/SET

 Guidance Lecture: ICT in Education/ Paper 1/NET/SET


On 14th September, I had the privilege of delivering a guidance lecture for NET/GSET aspirants, organized by the Alumni Association of the Department of English, Maharaja Krishnakumarsinhji Bhavnagar University.



ЁЯОЩ My session focused on “ICT in Education” from Paper 1 (General Paper) for NET/GSET, along with strategies for preparing for the exam in general. The session was streamed live on YouTube. Here is the video link:


Here is the Online Quiz link: Click Here


ЁЯФС Highlights from the session:


ICT is an umbrella term for technologies like computers and the internet used to create, store, and share information.

Three main objectives: ICT Education (learning about ICT), ICT Supported Education (using tools like multimedia), and ICT Enabled Education (delivering complete courses digitally).

Key models: e-learning, blended learning, and distance learning.

Major initiatives by the Indian government: SWAYAM, National Digital Library (NDL), and DIKSHA.

NEP 2020 strongly emphasizes the integration of ICT into education.

Benefits include personalised learning, wider reach, and educational continuity in times of crisis.

Challenges include infrastructure costs, accessibility issues, and the need for continuous training—requiring a crucial attitudinal shift to fully embrace ICT in teaching and learning.






It was truly wonderful to interact with the aspirants and share insights on this important topic. I am deeply thankful to the Department of English and Alumni Association for this platform, and to all the aspirants who joined with such enthusiasm.

Special thanks to Dr. Dilip Barad Sir, Megha Trivedi Ma’am, and Prakruti Ma’am for providing me this opportunity.


Thursday, August 21, 2025

Ghashiram Kotawal by Vijay Tendulkar

 


Vijay Tendulkar’s Ghashiram Kotwal is more than just a historical play—it’s a sharp critique of corruption, lust for power, and the cyclical nature of exploitation. Set during the Peshwa rule in Pune, this iconic Marathi drama combines history with folk theatre elements like Tamasha, music, and dance to question morality and politics.

To make this fascinating text come alive, I’ve prepared a detailed video lecture that dives deep into:
✔ The historical and cultural context of the play
✔ Themes of power, gender, and morality
✔ Key characters like Ghashiram, Nana Phadnavis, and the Sutradhaar

The lecture simplifies complex ideas and connects them with contemporary issues—because Tendulkar’s message is still relevant today!


Here is the video:


ЁЯТб After watching the lecture, test your understanding with a 15-mark MCQ quiz designed to help you revise important aspects of the play.

Click below to appear in an online quiz:

Online Quiz

ЁЯУМ Watch the lecture → Take the quiz → Strengthen your concepts
Because literature is not just to be read, but experienced, analyzed, and debated!


Happy Learning!

Monday, August 18, 2025

Paper 3: Ph.D. Coursework Presentation

 

Studying Amitav Ghosh’s Gun Island Through the Lens of Digital Literary Cartography

Paper 3: Ph.D. Coursework Presentation


Here is the Presentation PPT:
   

Here is the Video of the Presentation:





Thanks for Visiting...

Paper 2: Ph.D. Coursework Presentation

 

Digital Literary Cartography: Exploring Literary Texts Through Mapping

Paper 2: Ph.D. Coursework Presentation



Here is the Presentation PPT:

Here is the presentation video:








Thanks for Visiting...

Paper 1: Ph.D. Coursework Presentation

 

Predatory Publication

Paper 1: Ph.D. Coursework Presentation




Here is the Presentation PPT:

 





Here is the Video recording of my presentation:


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Wednesday, July 30, 2025

ркоોрк░рккિркЪ્ркЫ - рк╡િркиોркж ркЬોрк╢ી: ркк્рк░ркдિркнાрк╡ (рккркд્рк░- рлзрлк/рлжрлм/рлирлжрлирлк)


ркоોрк░рккિркЪ્ркЫ - рк╡િркиોркж ркЬોрк╢ી

This blog features a letter I wrote to the respected Dr. Vinod Joshi sir, offering my reflections on his epistolary novel Morpichchh."


                рлзрлк/рлжрлм/рлирлжрлирлк 


ркк્рк░િркп/ ркЖркжрк░ркиીркп рк╡િркиોркж ркЬોрк╢ી рк╕ાрк╣ેркм,(рк╕ંркмોркзрки рк╢ું рк▓ркЦું ркдે рки рк╕ркоркЬાркпું ркПркЯрк▓ે ркмંркиે рк▓ркЦું ркЫું)


ркХાрк▓ે рк╕ાંркЬે ‘ркоોрк░рккિркЪ્ркЫ’ркиું рк╡ાંркЪрки рккૂрк░ું ркХрк░્ркпું. ‘ркоોрк░рккિркЪ્ркЫ’ рккркд્рк░ркирк╡рк▓ рк╣ોрк╡ાркеી рк╡િркЪાрк░્ркпું ркХે ркк્рк░ркдિркнાрк╡ рккркг рккркд્рк░ ркж્рк╡ાрк░ા ркЬ рк▓ркЦું. ркЖрко ркдો ркоે ркХ્ркпાрк░ેркп ркХોркИ рккркд્рк░ો рк▓ркЦ્ркпા ркиркеી, рк╕િрк╡ાркп ркХે ркЙркд્ркдрк░рк╡рк╣ીркоાં. ркХોркИ рккркг рк╡ાркд рк╣ોркп ркдો ркЖрк╕ાркиીркеી WhatsApp, ркЯેрк▓િркЧ્рк░ાрко ркЪેркЯ ркоાં ркХે рклોрки ркж્рк╡ાрк░ા  ркеркИ ркЬાркп. рк╡рк│ી ркЧુркЬрк░ાркдીркоાં ркЬ рккркд્рк░ рк▓ркЦрк╡ાркиો ркиિрк░્ркгркп ркХрк░્ркпો ркЫે. ркЖрк╢ા ркЫે ркк્рк░ркерко ркк્рк░ркпркд્рки рк╕ાрк░ો ркдો ркирк╣ીં рккркг ркаીркХ ркаીркХ ркмркиે. 


           ркЖ рккુрк╕્ркдркХ рк╡ાંркЪрк╡ાркиી рк╢рк░ૂркЖркд ркоે ркШркгા рк╕ркоркп рккૂрк░્рк╡ે ркХрк░ેрк▓. рккрк░ંркдુ рк╡ркЪ્ркЪે ркПрко. ркП. ркиી рккрк░ીркХ્рк╖ા, ркШркгા ркмркзા ркХાрк░્ркпркХ્рк░ркоો ркЕркиે ркЕрки્ркп ркХાрк░્ркпો рк╣ોрк╡ાркеી ркЖркЧрк│ рк╡ાંркЪрк╡ાркиું рк╢ркХ્ркп рки ркмрки્ркпું ркЕркиે ркЕркбркзેркеી рк╡ાંркЪрк╡ાркиું ркЫોркбી ркжીркзેрк▓. рк╣ાрк▓ркоાં рккркг рк╣ું ркиેркЯ рккрк░ીркХ્рк╖ાркиી ркдૈркпાрк░ીркоાં рккрк░ોрк╡ાркпેрк▓ рк░рк╣ું ркЫું. рлзрло ркдાрк░ીркЦે рккрк░ીркХ્рк╖ા ркЫે. рлзрлй ркдાрк░ીркЦે ркЕркЪાркиркХ ркЬ ‘ркоોрк░рккિркЪ્ркЫ’ рк╣ાркеркоાં рк▓ીркзી ркиે рк╡ાંркЪрк╡ાркиું рк╢рк░ૂ ркХрк░્ркпું. ркЖрко ркдો ркХોркИ рккркг рккુрк╕્ркдркХ рк╡ાંркЪрк╡ા ркмેрк╕ું ркдો ркнાркЧ્ркпે ркЬ ркЫેрк▓્рк▓ા рккાркиાં рккрк░ ркиркЬрк░ ркЬાркп, рккркг ркЦркмрк░ ркирк╣ીં ркдે ркжિрк╡рк╕ે ркеોркбું рк╡ાંркЪ્ркпા рккркЫી ркЫેрк▓્рк▓ા рккાркиાં рккрк░ ркоાрк░ી ркиркЬрк░ ркЧркИ.  рк▓ркЦ્ркпું ркЫે, ‘рк▓િ. ркЕркирки્ркпા, ркЬે рк╣рк╡ે рк░рк╣ી ркиркеી.’ ркЖ рк╡ાંркЪી рк╣ું ркеોркбી ркоુંркЬાркп ркЧркпેрк▓ી. ркоркиે ркЦркмрк░ рки рк╣ркдી ркХે ркЖ ркПркХ рк╡ાркХ્ркп ркоркиે рк╕ркдркд ркЬркХркбી рк░ાркЦрк╢ે. рк╕ાркЪું ркХрк╣ું ркдો ркЕркирки્ркпા ркЕркиે ркЕрккૂрк░્рк╡ рк╡ркЪ્ркЪે рккркд્рк░рк╡્ркпрк╡рк╣ાрк░ ркж્рк╡ાрк░ા ркеркдો рк╡ાрк░્ркдાрк▓ાркк ркЕркиે ркнાрк╡ોркиું ркЖркжાрки-ркк્рк░ркжાрки рк╢рк░ૂркЖркдркоાં ркПркХрк╕ૂрк░ીрк▓ું рккркг рк▓ાркЧ્ркпું. ркХркжાркЪ ркПркЯрк▓ે ркЬ рк▓ાંркмા рк╕ркоркп рк╕ુркзી ркмૂркХ рк╡ાંркЪрк╡ા рки рк▓ીркзી. ркЖрк╢્ркЪрк░્ркпркиી рк╡ાркд ркП ркХે ркП рккркЫી ркоાркд્рк░ ркжોркв ркжિрк╡рк╕ркоાં ркЬ ‘ркоોрк░рккિркЪ્ркЫ’ркиું рк╡ાંркЪрки рккૂрк░ું ркеркпું. рк╡ркЪ્ркЪે ркХркИ ркХрк░рк╡ાркоાં рккркг ркЪિркд્ркд рки рккрк░ોрк╡ાркпું 


‘ркоોрк░рккિркЪ્ркЫ’ркиું ркЫેрк▓્рк▓ું рккાркиું рк╡ાંркЪી ркмૂркХ рк╣ાркеркоાં рк▓ркИркиે рк╣ું ркмેрк╕ી. рк╡ાંркЪркдાં рк╡ાંркЪркдાં ркЖંркЦો ркнીркиી ркеркИ ркЧркпેрк▓ી. ркЖркХાрк╢ркоાં ркЬેрк╡ા ркХાрк│ા ркбિркмાંркЧ рк╡ાркжрк│ોркП ркХркмркЬો ркХрк░્ркпો, ркдрк░ркд ркЬ рк▓ાркЗркЯ ркЬркдી рк░рк╣ી. ркорко્ркоી, ркмрк╣ેрки ркЕркиે ркнાркИ ркЧрк░ркоીркеી ркд્рк░рк╕્ркд ркеркИ ркУрк╕рк░ીркоાં ркмેркаા. рк╣ું ркУрк╕рк░ીркиા ркПркХ ркЦૂркгાркоાં ркЦાркЯрк▓ા рккрк░ ркмેрк╕ી рк╣ркдી. рк╣ાркеркоાં рккુрк╕્ркдркХ ркЕркиે ркЖંркЦો ркнીркиી. ркдેркоркиી рк╣ાркЬрк░ીркиા рк▓ીркзે рк░ркбી рккркг рки рк╢ркХાркпું. рк╣્рк░ркжркпркоાં ркЕркХрк│ાркоркг ркерк╡ાркеી ркоે ркЬркЯ ркХрк░ી ркбેрк▓ો ркЦોрк▓્ркпો. рк╣ркоркгાં ркЬ ркирк╡ું ркПркХ્рк╕ૈрк╕ ркЦрк░ીркж્ркпું. ркЪрк▓ાрк╡ркдા ркЖрк╡ркбી ркЧркпું ркЫે рккркг ркб્рк░ાркЗрк╡િંркЧ ркЯેрк╕્ркЯ ркмાркХી ркЫે ркПркЯрк▓ે ркдેркиે рккркг ркоાрк░ી рк╕ાркеે ркбેрк▓ ркмрк╣ાрк░ ркХાркв્ркпું. рк▓ાркпрк╕рки્рк╕ ркоાркЯેркиી ркб્рк░ાркЗрк╡િંркЧ ркЯેрк╕્ркЯ рлирлп ркдાрк░ીркЦે ркЫે ркПркЯрк▓ે рк░ોркЬ ркеોркбી ркк્рк░ૅркХ્ркЯિрк╕ ркХрк░рк╡ી рккркбે ркЕркиે ркЖંркаркбો ркШૂંркЯркдા рк╢ીркЦрк╡ું рккркбે. ркЕркоાрк░ી рк╢ેрк░ી ркПрк╡ркбી рккрк╣ોрк│ી ркХે ркмે ркЯ્рк░ркХ ркПркХрк╕ાркеે рккрк╕ાрк░ ркеркИ рк╢ркХે ркПркЯрк▓ે рк╕рк░рк╕  ркк્рк░ૅркХ્ркЯિрк╕ ркеркИ ркЬાркп ркЫે. ркоંркж ркоંркж рккрк╡ркиркиી рк▓рк╣ેрк░ркЦી рк╕ાркеે рк╡рк░рк╕ાркжркиા рккрк╣ેрк▓ા рк╡рк╣ેрк▓ા рк╡ркзાркоркгાં ркерк╡ાркиા ркПંркзાркг рк╣ркдા. ркмрк╣ાрк░ рккркг ркЪિркд્ркд рки рккрк░ોрк╡ાркпું ркПркЯрк▓ે ркШрк░ે ркЖрк╡ીркиે ркЖрккркиે рккркд્рк░ рк▓ркЦрк╡ાркиું рк╢рк░ૂ ркХрк░્ркпું. ркзોркзркоાрк░ рк╡рк░рк╕ાркж ркдૂркЯી рккркб્ркпો. ркк્рк░ркгાрк▓ી ркЕркиે ркз્рк░ુрк╡ી ркжોркбркдા ркжોркбркдા ркоાрк░ા ркШрк░ે ркЖрк╡્ркпા ркЕркиે ркХрк╣ે ркЪાрк▓ો ркжીркжી рк╡рк░рк╕ાркжркоાં ркирк╣ાрк╡ા. ркЕркоે ркмркзા рк╡рк░рк╕ાркжркоાં ркЦૂркм рк░рко્ркпા( рк░рко્ркпા ркЬ ркХрк╣ીрк╢ ркХાрк░ркг ркХે ркЦૂркм ркзીંркЧાркорк╕્ркдી ркХрк░ી. ркЖркЦી рк╢ેрк░ી ркоાркеે рк▓ીркзી рк╣ркдી.) рккркг ркорки рк╣ркЬુ ркШркгા рк╡િркЪાрк░ોркоાં рккрк░рк╡ાркпેрк▓ું рк╣ркдું. 


ркХાрк▓ે ркоркиે ркк્рк░ркгાрк▓ી ркХрк╣ે, “ркжીркжી ркоાрк░ા рккркЧ ркдркоાрк░ા рккркЧ ркЬેрк╡ркбા ркерк╢ે ркиે ркд્ркпાрк░ે ркоркиે ркдркоાрк░ા ркЪркк્рккрк▓ ркеркИ рк░рк╣рк╢ે”. рк░િркж્ркзિ ркП рк╣рк╕ીркиે ркХрк╣્ркпું, “ркдાрк░ા рккркЧ ркмрк╣ુ рк╕рк░рк╕ ркЫે, ркжીркжી ркЬેрк╡ркбા ркерк╢ે ркд્ркпાрк░ે ркдркиે ркерк╢ે ркХે рк╣рк╡ે рккрк╣ેрк▓ા ркЬેрк╡ા ркиાркиા рккркЧ ркеркИ ркЬાркп ркдો ркХેрк╡ું рк╕ાрк░ું!” ркЖ рккркд્рк░ркирк╡рк▓ркоાં ркЖрк╡ા ркЕркиેркХ рк╕ાрк╣ркЬિркХ ркк્рк░рк╢્ркиો ркЫે. ркЬ્ркпાрк░ે ркоે ркЖ рккુрк╕્ркдркХ рк╡ાંркЪрк╡ાркиી рк╢рк░ૂркЖркд ркХрк░ી рк╣ркдી ркд્ркпાрк░ે ркЬ ркоે ркЖрккркиે ркХрк╣્ркпું рк╣ркдું ркХે ркХркжાркЪ ркЖ рккુрк╕્ркдркХ рк╡ાંркЪ્ркпા рккркЫી ркоркиે ркШркгા рк╕рк╡ાрк▓ોркиા ркЬрк╡ાркм ркорк│ી ркЬрк╢ે. рккрк░ંркдુ ркеркпું ркПрк╡ું ркХે рк╣рк╡ે ркЕркиેркХ ркирк╡ા рк╕рк╡ાрк▓ો ркерк╡ા рк▓ાркЧ્ркпા ркЫે.


ркЖ рккркд્рк░ркирк╡рк▓ркоાં ркк્рк░ркгркпркиું ркЖрк▓ેркЦрки ркЫે. ркк્рк░ેрко рк╢ું ркХрк╣ેрк╡ાркп ркП ркХркжાркЪ ркоркиે ркЦркмрк░ ркиркеી. ркХ્ркпાрк░ેркп ркПрк╡ું ркХркИ рк╡િрк╢ેрк╖ ркЕркиુркнрк╡્ркпું ркЬ ркиркеી. рк╣ા, рккрк░િрк╡ાрк░ рк╕ાркеે ркк્рк░ેркоркиી рк╡િрк╢ુркж્ркз ркПрк╡ી рк▓ાркЧркгી ркЬોркбાркпેрк▓ рк╣ોркп ркЫે. ркПркЯрк▓ે ркЬ ркХркжાркЪ рк╣ું рккોркдાркиે ркЕркирки્ркпા ркХે ркЕрккૂрк░્рк╡ркиી ркЬркЧ્ркпાркП ркоૂркХીркиે рк╡િркЪાрк░ું ркЫું, ркЖрк╡ો рк╕્ркиેрк╣ ркмે рк╡્ркпркХ્ркдિркУ рк╡ркЪ્ркЪે рк╣ોркп ркЦрк░ો? ркЕркиે рк╣ોркп ркдો рккркг ркП ркХેркЯрк▓ો рк╕ркоркп ркЯркХી рк░рк╣ે. ркеોркбા ркжિрк╡рк╕ рккрк╣ેрк▓ા ркЬ ркоાрк░ી ркЦૂркм ркиркЬીркХ ркПрк╡ા ркПркХ рк╡્ркпркХ્ркдિркП рккોркдાркиો ркЕркиે ркЬીрк╡ркирк╕ાркеીркиો рклોркЯો рк╕ોрк╢િркпрк▓ ркоીркбિркпા рккрк░ ркоૂркХ્ркпો. ркоે ркоેрк╕ેркЬ ркХрк░્ркпો ‘ркпૂ ркмોрке ркЖрк░ рк▓ૂркХિંркЧ рк╕ો ркк્рк░િркЯી ’. ркПркоркгે рк╣рк╕ркдું ркЗркоોркЬી ркоોркХрк▓્ркпું. ркоે ркХрк╣ркпું, ‘ркХેрко рк╣рк╕ો ркЫો?’ ркдો ркХрк╣ે, ‘ркдાрк░ા рк▓ркЧ્ркиркиા ркд્рк░ીрк╕ рк╡рк░્рк╖ ркерк╢ે ркд્ркпાрк░ે ркдркиે рккркг ркЖрко ркЬ рк╣рк╕рк╡ું ркЖрк╡рк╢ે.’ ркоркиે ркЖрк╢્ркЪрк░્ркп ркеркпું. ркоે ркХрк╣્ркпું, ‘ркпોрк░’рк╕ ркЗрк╕ рк▓рк╡ ркоેрк░ેркЬ рк░ાркЗркЯ?’ ркдો ркХрк╣ે, ‘рк╣ા, рккркг ркПркдો рк╡ркЦркдркиી рк╡ાркд рк╣ોркп. рк╣рк╡ે ркоેрк░ેркЬ рк░рк╣ી ркЧркпા, рк▓рк╡ ркКркбી ркЧркпો.’ ркоркиે рк╣рк╕рк╡ું ркЖрк╡્ркпું. ркоે рккૂркЫ્ркпું, ‘ркдો ркк્рк░ેрко ркХрк░ાркп ркХે ркирк╣ીં?’. ркП ркХрк╣ે ‘рк╣ા, рккркг ркЯркХрк╢ે ркПркиી ркЖрк╢ા рки рк░ркЦાркп.’ ркоે рк╣рк╕ીркиે рк▓ркЦ્ркпું ‘ркЯркХાркЙ ркк્рк░ેрко’. ркоркиે ркХрк╣ે, ‘ркзેркЯ ркЗрк╕ ркУркХркЬીркоોрк░ોрки’. ркП рк╡ркЦркдે ркоркиે ркеркпું ркХે рк╢ું ркк્рк░ેрко ркЯркХાркЙ рки рк╣ોркп? ркЕркирки્ркпા ркЕркиે ркЕрккૂрк░્рк╡ рк╡ркЪ્ркЪે ркдો ркЧાркв ркк્рк░ેрко ркЫે. ркЬો ркЖ рккркд્рк░ркирк╡рк▓ ркЖркиાркеી ркЖркЧрк│ркиા ркЬીрк╡рки рк╡િрк╖ે рккркг рк▓ркЦાркИ рк╣ોркд ркдો рк╢ું ркмંркиે рк╡ркЪ્ркЪેркиા ркк્рк░ેркоркоાં ркУркЯ ркЖрк╡ી ркЬાркд? ркЕркирки્ркпા ркЫેрк▓્рк▓ા рккркд્рк░ркоાં ркЕрккૂрк░્рк╡ркиે рк▓ркЦે ркЫે, ‘ркдркоે ркмંркиે ркЕрк╣ી рккрк╣ોંркЪો ркд્ркпાં рк╕ુркзી ркЬો рк╣ું ркЯркХી рк░рк╣ેрк╡ાркиી рк╣ોркд ркдો ркоાрк░ા рк╣ાркеે ркЬ ркоે ркдркиે рк▓ીркЭાркиે рк╕ોંрккી ркжીркзો рк╣ોркд... .. рк▓ીркЭાркиે ркХрк╣ેркЬે ркХે ркоાрк░ી ркЫેрк▓્рк▓ી ркИркЪ્ркЫા рккૂрк░ી ркХрк░ે.’ рк╣ркЬુ ркмે-ркЪાрк░ рккркд્рк░ો рккрк╣ેрк▓ા ркПркХркмીркЬા рк╕ાркеે рк╡ૃркж્ркз ркерк╡ાркиા рк╢ркоркгાં рк╕ેрк╡ркдી рк╣ркдી ркЕркиે рк╣рк╡ે ркП рккોркдાркиા ркЕрккૂрк░્рк╡ркиે рк▓ીркЭાркиે рк╕ોંрккрк╡ાркиી ркдૈркпાрк░ી ркмркдાрк╡ે ркЫે. ркЬીрк╡ркиркиી ркЖркЦрк░ી ркХ્рк╖ркгો ркХેркЯрк▓ી ркжુઃркЦркжાркпркХ рк╣ોркп ркЫે? 


рк╣ркоркгાં ркЬ рк╣ું, ркоાрк░ા ркорко્ркоી, ркЕркиે ркмрк╣ેрки ркЬૂркиી рк╡ાркдો рк▓ркИ ркмેрк╕ેрк▓ા. рк╡ાркдркоાંркеી рк╡ાркд ркиીркХрк│ркдા ркоркиે ркеркпેрк▓ ркоુркд્ркпુркиા рк╕ાркХ્рк╖ાркд્ркХાрк░ркиી рк╡ાркд ркЖрк╡ી. рк╣ું рк▓ркЧркнркЧ рк╕ાркдркоાં ркзોрк░ркгркоાં рк╣ોркИрк╢ ркЬ્ркпાрк░ે ркоркиે ркЬીрк╡рк▓ેркг ркЖંркЪркХી ркЖрк╡ેрк▓. ркорк╣ુрк╡ાркиી ркдркоાрко ркЕрк╕્рккркдાрк▓ોркоાં рк╣ું ркмે ркХрк▓ાркХркиી ркорк╣ેркоાрки ркЫું ркПрк╡ું ркХрк╣ી ркоાрк░ા ркЕંркдિрко рк╕ંрк╕્ркХાрк░ркиી ркдૈркпાрк░ી ркХрк░рк╡ાркиું рк╕ૂркЪрк╡ેрк▓. ркмркзા ркХુркЯુંркмીркЬркиોркиે рккркг ркЖ ркмાркмркдે ркЬાркг ркХрк░ી ркжેрк╡ાркоાં ркЖрк╡ી рк╣ркдી. ркбોркХ્ркЯрк░ોркП рк╕ાркеે ркП рккркг рк╕ૂркЪрк╡ેрк▓ું ркХે ркоાрк░ી рккાрк╕ે ркоાркд્рк░ ркмે ркХрк▓ાркХркиું ркЬીрк╡рки ркЫે. ркЬો ркЖ рк╕ркоркпркЧાрк│ાркоાં ркоркиે ркнાрк╡ркиркЧрк░ рккрк╣ોંркЪાркбી ркжેрк╡ાркоાં ркЖрк╡ે ркдો ркХркжાркЪ ркоркиે ркЬીрк╡ркиркжાрки ркорк│ે. ркП рк╕ркоркпે ркорко્ркоી ркЕркиે рккркк્рккા ркоુрки્ркЬાркИ ркЧркпેрк▓ા. ркПркХ ркдો рк░рк╡િрк╡ાрк░ ркЕркиે ркЬрк│ркЬીрк▓ી ркЕркЧિркпાрк░рк╕. рк░ાркд્рк░િркиા ркмે рк╡ાркЧેрк▓ા. ркЬેркоркдેрко ркХрк░ીркиે рккркк્рккા ркЕркиે ркШрк░ркиા рк▓ોркХોркП ркПрко્ркм્ркпુрк▓рки્рк╕ркиો ркоેрк│ ркХрк░્ркпો. рккркг ркмે ркХрк▓ાркХркоાં ркорк╣ુрк╡ાркеી ркнાрк╡ркиркЧрк░ ркХોркИ рккркг рк╕ંркЬોркЧોркоાં рккрк╣ોંркЪી рк╢ркХાркп ркирк╣ીં ркП ркоુંркЬрк╡ркг рк╣ркдી. ркмркзાркП ркЖрк╢ા ркЫોркбી ркжીркзી рк╣ркдી. рккркг ркХркжાркЪ ркоાрк░ે ркЖ ркжુркиિркпા рк╕ાркеેркиી рк▓ેркгાркжેркгી ркмાркХી рк╣рк╢ે ркПркЯрк▓ે ркмે ркиી ркЬркЧ્ркпાркП ркИрк╢્рк╡рк░ે ркЪાрк░ ркХрк▓ાркХркиું ркЖркпુрк╖્ркп ркЖрккી ркжીркзું ркЕркиે ркоркиે ркнાрк╡ркиркЧрк░ркиી рк╕рк░ ркЯી. рк╣ોрк╕્рккિркЯрк▓ ркоાં ркжાркЦрк▓ ркХрк░ી. ркд્рк░ркг ркжિрк╡рк╕ે ркнાркиркоાં ркЖрк╡ી. ркнાрк╡ркиркЧрк░ркеી ркЬ્ркпાрк░ે рккાркЫી ркШрк░ે ркЖрк╡ી ркд્ркпાрк░ે ркмркзા ркоркиે ркХрк╣ેркдા, ркЬો ркдркиે ркХркИ ркеાркд ркдો ркдાрк░ા ркорко્ркоીркиે ркмрк╣ુ ркЖркШાркд рк▓ાркЧркд. рк▓ાркЧે ркЬ ркиે рк╣ું ркЖркЦું ркШрк░ ркоાркеે рк▓ркИркиે рклрк░ркдી. ркЕркиે ркЖрко рккркг рккોркдાркиું рк╕ંркдાрки ркоૃркд્ркпુ рккાркоે ркдો ркоાં-ркмાрккркиે ркдો ркЖркШાркд рк▓ાркЧે ркЬ ркиે! рк╡ાркд ркЕрк╣ી ркП ркЫે ркЬો рк╣ું ркд્ркпાрк░ે ркоૃркд્ркпુ рккાркоી рк╣ોркд ркдો рк╢ું рклрк░ркХ рккркбркд? ркХркжાркЪ ркеોркбો рк╕ркоркп ркмркзાркиે ркпાркж ркЖрк╡ркд, ркеોркбા ркжિрк╡рк╕ ркмркзા ркЖંрк╕ુ рк╕ાрк░ркд ркЕркиે рккркЫી рк╣ું ркнુрк▓ાркИ ркЧркИ рк╣ોркд. ркдૃрк╖ાрк▓િркиું ркЕрк╕્ркдિркд્рк╡ ркЬ рки рк╣ોркд. ркдркоркиે рккркг ркорк│ી рки рк╣ોркд. 


рк╡ાркд ркЕрк╣ી ркП ркЫે рк╢ું ркЕрккૂрк░્рк╡ ркЕркирки્ркпાркиે ркнૂрк▓ી ркЬрк╢ે? ркЕркиે ркнૂрк▓ી рки ркЬાркп ркдો рккркг ркЬે рк░ીркдે ркПркгે ркЕркирки્ркпાркиે ркЪાрк╣ી ркдે рк░ીркдે  рк▓ીркЭાркиે ркЪાрк╣ી рк╢ркХે ркЦрк░ો? ркЬો рк╣ા, ркдો ркЕркирки્ркпાркиું ркЕрк╕્ркдિркд્рк╡ ркПркиા ркоાркдાрккિркдા рк╕િрк╡ાркп ркХોркИркиે рки рк╕ાંркнрк░ે ркПрко ркмркиે. ркЕркиે ркЬો ркЕрккૂрк░્рк╡ ркЕркирки્ркпા ркиી ркЕંркдિрко ркИркЪ્ркЫા рккૂрк░ી ркХрк░ી рк▓ીркЭાркиે ркЕрккркиાрк╡ે ркЕркиે рк▓ીркЭાркиે ркдે рк░ીркдે ркЪાрк╣ી рки рк╢ркХે ркдો ркП рк▓ીркЭા рк╕ાркеે ркЕрки્ркпાркп ркеркпો рки ркХрк╣ેрк╡ાркп? ркЖрк╡ા ркдો ркЕркиેркХ ркк્рк░рк╢્ркиો ркЫે. 


ркЖ рккркд્рк░ркирк╡рк▓ рк╡ાંркЪрк╡ાркоાં ркЦૂркм ркЬ рк░рк╕ рккркб્ркпો. рккркд્рк░ркиી рк╢рк░ૂркЖркдркоાં ркХрк╣્ркпું ркдેрко, ркЕркзрк╡ркЪ્ркЪે ркоોркиિркЯોркирк╕ рклીрк▓િંркЧ ркЖрк╡ી. рккркг рккркЫી рк╕ркоркЬાркпું ркХે ркП рк╡ાркдો ркирк╡рк▓ркХркеાркиે ркирк╡ી ркЧрк╣ેрк░ાркИ ркЖрккે ркЫે. ркЕркирки્ркпા рк╕ાрк╣િркд્ркпркиી рк╡િркз્ркпાрк░્ркеીркиી ркЫે ркЕркиે ркПркиા ркж્рк╡ાрк░ા рк▓ркЦાркпેрк▓ рккркд્рк░ોркоાં рк╡рккрк░ાркпેрк▓ рк╕ાрк╣િркд્ркпркХૃркдિркиા рк╡િрк╡િркз ркЙркжાрк╣рк░ркгો ркП рк╕્рккрк╖્ркЯ ркХрк░ે ркХે рккોркдે ркдેрко ркКંркбી ркКркдрк░ેрк▓ ркЫે. рк╣ું рккркг рк╕ાрк╣િркд્ркпркиી рк╡િркз્ркпાрк░્ркеીркиી ркЫું ркПркЯрк▓ે ркеркпું ркХે ркЬો рк╣ું ркХркИркХ рк▓ркЦркдી рк╣ોрк╡ ркдો ркЖрк╡ા ркЙркжાрк╣рк░ркгો ркоાрк░ા рк▓ેркЦркиркоાં рккркг ркЕрк╡рк╡ા ркЬોркИркП. ркЕрккૂрк░્рк╡ рк╡ркирк╕્рккркдિрк╢ાрк╕્ркд્рк░ркиો рк╡િркз્ркпાрк░્ркеી ркЫે. ркмંркиે рккોркдрккોркдાркиાં ркХ્рк╖ેркд્рк░ркоાં ркиિрккુркг ркЫે ркдેрк╡ું ркдрк░ркд ркЬ рк╕ркоркЬાркп ркЬાркп ркЫે. ркХ્ркпાંркп рккркг ркЕркдિрк╢ркпોркХ્ркдિ ркеркдી ркиркеી. рк╡рк│ી ркмંркиે ркПркХркмીркЬાркиા ркХ્рк╖ેркд્рк░ркиી ркЪрк░્ркЪાркоાં рк░рк╕ ркжાркЦрк╡ે ркЫે. ркеોркбા рк╕ркоркп рккрк╣ેрк▓ા рк╣ું ркЕркиે ркмрк╣ેрки рк▓ркЧ્рки рк╡િрк╖ે рк╡ાркдો ркХрк░ркдાં рк╣ркдા ркХે ркХેрк╡ું рк╕ાрк░ું ркеાркп ркЬો ркПрк╡ી рк╡્ркпркХ્ркдિ ркЬીрк╡ркиркоાં ркорк│ે ркЬે ркЖрккркгાં ркХાркоркиે рккркг рк╕ркоркЬી рк╢ркХે-ркЬાркгрк╡ાркиો ркк્рк░ркпркд્рки ркХрк░ે!(ркЕрк╣ી рк╣ું ркШрк░ркХાркоркиી рк╡ાркд ркиркеી ркХрк░ркдી).  


рк╡ાંркЪркдી рк╡ркЦркдે ркШркгી рк╡ркЦркд ркЖрккркиા рк▓ેркХркЪрк░ркоાં ркмેрк╕ી рк╣ોркп ркПрк╡ું рк▓ાркЧркдું. ркЖркоાркиા ркШркгા ркмркзા ркЙркжાрк╣рк░ркгો ркЖрккે ркЗંркбિркпрки рккોркПркЯિркХ્рк╕ркиા рк╡рк░્ркЧોркоાં ркХрк╣ેрк▓ાં. ркЖркеી рк╡ાંркЪркдી рк╡ркЦркдે ркХркИркХ рк╕ાંркнрк│ેрк▓ું ркПрк╡ું рк▓ાркЧркдું. 


рк╣рк╡ે ркЕрк╣ી рк╡ркзુ ркирк╣ીં рк▓ંркмાрк╡ું. ркЖ рккркд્рк░ркоાં ркнાрк╖ાркиી, рк╡્ркпાркХрк░ркгркиી, ркПрк╡ી ркШркгી ркнૂрк▓ો рк╣рк╢ે. ркдે ркоાркЯે рккрк╣ેрк▓ેркеી ркЖркк ркнાрк╖ાрк╡િркжркиી ркоાрклી ркЪાрк╣ું ркЫું. 


ркЖркоркдો ркоેрк╕ેркЬркоાં рк╡ાркд ркеાркп ркЬ ркЫે, рккркг рк╣рк╡ે ркЬрк▓્ркжી ркЖрккркиી рк╕ાркеે ркоુрк▓ાркХાркд ркерк╢ે ркд્ркпાрк░ે рк╡િрк╕્ркдાрк░ркеી ркк્рк░рк╢્ркиો ркХрк░ીрк╢. 


                                                                                                                              рк▓િ. 

                                                                                                                      ркЖрккркиી ркдૃрк╖ાрк▓િ 


Friday, June 13, 2025

Learning Outcome: Ph.D. Coursework

 Reflections on the Ph.D. Coursework



This blog reflects my learning outcomes and personal insights from the recently completed Ph.D. Coursework organized by Prof. (Dr.) Dilip Barad, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, held from 1st to 8th June 2025. The coursework was designed for newly enrolled research scholars in English and marked the formal beginning of our research journey. Though preliminary online sessions had already been conducted earlier by Dilip Barad sir to introduce us to the structure and expectations of the program, this intensive one-week course served as an enriching and rigorous academic initiation.

This year, the Ph.D. batch consists of only three scholars, all working under the esteemed guidance of Barad sir. The small group size proved to be a boon, allowing for personalized attention, in-depth discussion, and a more interactive, dialogue-based learning environment. It created a space where we could freely discuss our individual research interests, raise doubts, and critically engage with both foundational concepts and practical challenges of research.

Key Components and Learning Highlights:

The coursework was thoughtfully designed to cover the core aspects of academic research, from reading and reviewing literature to writing a research thesis. The sessions combined asynchronous learning (through assigned video lectures and online quizzes) and synchronous classroom engagement, ensuring a blended learning approach that catered to different modes of understanding.


We were assigned a series of video lectures covering fundamental research topics such as:

  • The mind and temperament of a research scholar

  • The art of literary research (based on Richard D. Altick’s work)

  • Understanding research hypotheses and framing research questions

  • Basics of qualitative and quantitative research

Following each video, we had to reflect on our learning through blog writing, which encouraged critical thinking and articulation of ideas in academic prose. These were accompanied by online quizzes to reinforce conceptual understanding.


In-Class Learning and Practical Insights

During the classroom sessions, Prof. Barad not only elaborated on the concepts introduced in the videos but also provided practical strategies and tips. Some of the major themes discussed included:

  • Tools and strategies for literature review

  • How to organize reading and writing in research

  • The difference between good and poor academic writing

  • How to make compelling arguments

  • Using digital tools like Google Scholar, ResearchGate, and OpenAlex

  • Creating researcher IDs (ORCID, Scopus ID, Vidwan, etc.)

  • Accessing and evaluating scholarly databases and journals

  • Exercises for developing academic discipline and inquiry



What stood out the most was the emphasis on the researcher’s mindset. We learned that research is not just about collecting data or summarizing books—it’s about developing a habit of questioning, interpreting, and contributing new perspectives. Prof. Barad encouraged us to embrace skepticism, uncertainty, and doubt as necessary components of the research process. As beginners, we were reassured that confusion is the starting point of clarity.


For me, this coursework was much more than a formal academic requirement—it was a transformative experience. It helped me:

  • Gain confidence in navigating the landscape of academic research

  • Understand the ethical and intellectual responsibilities of a scholar

  • Cultivate a habit of reflective writing

  • Begin to see my research area in clearer and more focused terms

The small batch size fostered a deeply engaging learning atmosphere. Every query—no matter how basic—was welcomed and addressed. Discussions were often spontaneous and shaped by our individual curiosities, making the sessions dynamic and intellectually stimulating.

Here is the list of blogs written as part of the Ph.D. Coursework:

The Ph.D. Coursework has laid a strong foundation for my research journey. It has equipped me not only with knowledge but also with the tools and mindset needed to undertake meaningful academic inquiry. I am grateful to Prof. Dilip Barad sir for his constant support, detailed guidance, and visionary teaching approach. As I move forward with my research, I carry with me the learnings, reflections, and inspiration gained during this vital academic initiation.



Thank you...

Thursday, June 12, 2025

Webinar: Learn How to Access Taylor & Francis Journals Subscribed Under One Nation One Subscription

Webinar


Today, I had the opportunity to attend an insightful webinar titled “Learn How to Access Taylor & Francis Journals Subscribed Under One Nation One Subscription,” conducted by Ms. Radhika Sharma and organized by Taylor & Francis. This free webinar was open to all and specifically designed to benefit researchers, faculty members, and students across Indian academic institutions.










The session proved to be highly informative, particularly for those engaged in academic research and scholarship. Ms. Sharma provided a comprehensive demonstration of the Taylor & Francis Online platform, covering key aspects such as account registration, search techniques, advanced filtering, and accessing full-text articles. The webinar focused on how to effectively utilize the extensive collection of peer-reviewed journals made available under the One Nation One Subscription (ONOS) initiative launched by the Government of India.


The session was structured to be both informative and practical. It offered a comprehensive walkthrough of the Taylor & Francis Online platform, guiding attendees through registration, article searches, the use of advanced filters, and accessing full-text research articles via institutional access provided under ONOS.

A significant highlight of the webinar was the hands-on practice session, where participants were encouraged to engage directly with the platform. This real-time demonstration helped bridge theoretical understanding with practical application, making the platform accessible and familiar, especially for new users.


Key Features and Learnings

1. Free Access Through ONOS

  • Indian users affiliated with ONOS-registered institutions can access millions of peer-reviewed research articles at no cost.

  • Access is provided via institutional Wi-Fi, LAN, or specific IP ranges, without needing personal subscriptions.

2. Account Registration and Login

  • Guidance was provided for creating a personal account on the platform.

  • Although institutional access works without login, having a personal account enables bookmarking, saving searches, setting alerts, and personalized reading lists.

3. Multiple Search Options

  • Users can search for content using:

    • Title

    • Author

    • Keywords

    • DOI

    • Journal Name

  • Advanced Search Filters allow refinement by:

    • Subject area

    • Date of publication

    • Access type (Open Access or Subscription)

    • Article type (Research, Review, etc.)

4. Broad Disciplinary Coverage

  • The platform provides access to journals across:

    • Humanities and Social Sciences

    • Science, Technology, and Medicine (STM)

    • Health and Allied Sciences

  • Journals are published under renowned imprints like:

    • Taylor & Francis

    • Routledge

    • Dove Medical Press

5. Accessibility and Listening Feature

  • A text-to-speech (audio) feature is available, allowing users to listen to articles, making the platform accessible and user-friendly for diverse learning needs.


Additional Features of the Platform

1. Personalized Dashboard

  • Users can:

    • Save and organize articles

    • Create reading lists

    • Set up content alerts based on keywords, topics, or journals

2. Citation and Reference Management

  • The platform supports various citation styles such as APA, MLA, Chicago, and Harvard.

  • Direct export options to tools like:

    • Zotero

    • EndNote

    • RefWorks

    • Mendeley

    • BibTeX

3. Article-Level Metrics

  • Articles include:

    • Altmetric scores

    • Citation counts

    • Download statistics

    • These metrics help in evaluating academic visibility and impact.

  • All references are hyperlinked for seamless cross-referencing.

  • Some articles include supplementary files like datasets, charts, or multimedia elements.

  • The platform is fully optimized for mobile and tablet use, enabling flexible, on-the-go research.


Hands-On Practice Session

The interactive hands-on session allowed attendees to:

  • Register or log in to the platform

  • Execute sample searches using various filters

  • Browse specific journals and topics

  • Access full-text articles through institutional login

This participatory approach helped users navigate the platform efficiently, encouraging confidence and ease in exploring scholarly content.


Personal Reflection

As a Ph.D. researcher, I have been actively using the Taylor & Francis Online platform for my academic work. This session proved particularly beneficial for deepening my understanding of the platform’s advanced features and helped me explore resources in a more organized and systematic way. It also highlighted tools that I had not used before, such as citation exports and listening features, which will support my future research.

Moreover, the session also emphasized that researchers can submit and publish their work through Taylor & Francis journals. This dual opportunity—for accessing and contributing to global scholarship—makes the platform highly valuable for emerging scholars and experienced researchers alike.

Conclusion

The webinar conducted by Ms. Radhika Sharma served as a comprehensive guide for maximizing the use of Taylor & Francis journals under the ONOS initiative. By blending technical instruction with hands-on experience, the session empowered participants with practical research tools and deeper engagement with quality academic resources. For any researcher seeking to strengthen their research practice, sessions like these are an essential step toward informed and efficient scholarly exploration.


This blog, I hope, serves as a useful starting point for accessing quality scholarly resources available through Taylor & Francis.


Thank you for reading...

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