IACER Overview

MISSION STATEMENT

IACER is committed to providing an interdisciplinary academic experience that transforms students and equips them for a lifetime of learning. We offer students the concepts and tools required to engage with issues of local and global concern, and prepare them for professions that are in demand in an increasingly interdependent world.

IACER will stimulate your intellectual curiosities and challenge you to explore new avenues of thought.

DISCIPLINARY FOCUS
Master’s program incorporates study of literature and cultural discourses.  Consequently, students are oriented towards both English Studies and studies of various cultural notables like Race, Ethnicity, Class, Nation, Gender, and Conflict.  M. Phil. program covers wide ranging topics from the Humanities and Social Sciences which enable them to comprehend the vocabularies, concepts, and methodologies with a wider sense of proportion.  Such interdisciplinarity equip them to carry on disciplinary research of their interest.  The pedagogic motto is that disciplinary research begins with interdisciplinary beginnings

OBJECTIVES
IACER is devoted to excellence in writing and research, teaching and learning to help students push the boundaries of knowledge so that they enable themselves in highly competitive world of professionalism.

IACER opened in 2001 with the goal to find a higher educational space where students from various disciplines specialize in their areas of interest.  The institute with its very nature of courses provide scholars platforms to develop their area of specialization, instead of opting for specialized graduate programs from the outset.  Once equipped with the concepts and methods of Human and Social Sciences, a student can focus on a particular field of study.  Specialization, we believe, does not begin with hoodwink epistemic, pragmatic fields of university education.  Furthermore, IACER believes that a student should always be given choices to move from one discipline to another instead of blocking his or her goals and objectives of scholarship.

OUR STUDENTS
IACER is committed to fostering a vigorous and distinctive campus community, and we pride ourselves on the diversity of our students’ academic and professional backgrounds. We believe that this diversity enriches the educational experience at IACER, creating a rich intellectual and communal environment wherein we interact with, and learn from, those who possess values, abilities and opinions that differ from our own.
Some of the disciplinary backgrounds from which students come to IACER are:

M. Phil.

  • English Literature
  • Education (English)
  • Sociology
  • Political Science
  • Public Administration
  • Management
  • Sciences
  • Media Studies

M. A.

  • English Literature
  • Education (English)
  • Sociology and Anthropology
  • Political Science
  • Media Studies
  • Business Administration
  • Business Studies
  • Pure and Applied Sciences
  • Environmental Science
  • Management
  • Mass Communication
  • Economics and Rural Development

 

IACER Sample Courses

635. 3. Theories of Literature and culture: Plato, Kant, Nietzsche, Foucault, Derrida, Spivak (MPHIL)

Course Description
The course focuses on Western intellectual tradition by concentrating on the foundational writings of six major thinkers:Plato, Kant, Nietzsche, Foucault, Derrida, and Spivak.  The objective of the course is twofold: to concentrate on the selected writings of these  philosophers to comprehend their ideas and connectivities; to close read the passages and analyze them in detail.  The underlying ideas are that they reveal the nature, role, and purpose of literature and culture and hence are critique of culture.

We will discuss some major issues and questions like: how does Socrates propose the problems of defining and teaching excellence, how Derrida, in a similar tone, finds meaning as dissemination, and why is Spivakhesitant and inadvisable while remarking on the subaltern or any such rigid and categorical terms of reference?  How do Foucauldian ideas of truth and knowledge have Nietzschean connections?  What makes Kantian logic both rational and romantic?  What is the manifest double bind in all these propositions and concepts?

Assignment
Group Presentation: Select a passage from any one of the writings and discuss the topic in 10 minutes
Term Paper:  5-7 pages (check and follow MLA guidelines)

Democracy, Development and Conflict: Peacebuilding in Divided Societies (MPHIL)
This course combines theories of conflict and peacebuilding practices with aclose exploration of Nepal's history and peace process. The central focus of this course will be understanding conflict in terms of the relationship between the state and society andexplore how peacebuilding practices around the world seek to address suchconflict through political processes and rebuilding of the state.

The first section focuses on interdisciplinary approaches to social conflict with an emphasis on state and the society. The second section focuses on different strategies of peacebuilding in divided societies. The third section delves into Nepal's history and seeks to discover sources of conflict inherent in the contentious relationship between the subjects, culture and socio-political structures. The fourth section takes a deeper look at Nepal's conflict and unfolding peace processes.

The course is designed in such a way that each section informs the other and allows the students to gain a deeper knowledge about the nature of conflict and peacebuilding processes in the contemporary world.

Students will be required to attend all the lectures, take part in four workshops on critical thinking and writing based on the course materials, and make two presentations.
Grading and exams will follow the standard requirements of Pokhara University for MPhil courses. The 60 internal marks will be based on the following:

  • One Final Paper (4500-5000 words) 1X 15 = 15 %
  • Four Essays (900-1000 words) 5 x 4 = 20 %
  • Two Workshop Exercises (500-600 words) 2x2.5 = 5 %
  • Two presentations 2x2.5 = 5 %. Group presentation on one of the assigned readings.
  • Weekly assignments 15x 1 = 15 %. One paragraph summary and one paragraph analysis (240-300 words) of one of the weekly readings.

Writing through the Labyrinth: An Introduction to Gothic Fiction (MA)

Course Description
This course introduces students to a rich variety of short stories in the Gothic tradition. Led in their journey to the heights and depths of the Gothic imagination by writers such as Edgar Allan Poe, Joyce Carol Oates, Charlotte Perkins Stetson, and William Faulkner, students will have the opportunity to explore—and critically reflect upon the ambiguous nature of—evil, possession, and deviance. Through their critique of key gothic themes and features, they will also gain an understanding of the social contexts out of which these writings were born, as well as issues of power, inequality, and subversion that often drive writings in this tradition.

Assignments
This course will feature in-class presentations, reading responses, and longer papers designed to help students speak and write with greater clarity and intent.

  • Bi-weekly reading responses (2-3 pages) to be presented individually
  • Group presentations on key features of the Gothic tradition 
  • Mid-term paper (5-7 pages)
  • Final paper (5-7 pages)