India | Study Abroad | Sustainable Development | NGOs | Hindi | Jaipur

India: Sustainable Development and Social Change

Examine India’s socioeconomic development trends and how rethinking development is gaining urgency for shaping sustainable social change.

This program examines the diverse factors, internal and global, shaping India’s development strategies and patterns. You will gain foundational knowledge of India’s past, present, and future development paradigms, economic growth, and development alternatives. The program is based in Jaipur, a historical city in the state of Rajasthan.

Major topics of study include:

  • Development concepts, theories and approaches
  • India’s transition: post-1990s
  • Rural and urban development: crisis, challenges, and response
  • Moving beyond developmentality
  • Creating a roadmap for sustainability in India and radical ecological democracy (RED) 
  • Development alternative interventions and case studies
I am convinced of the power of grassroots organizing, since our program introduced us to many NGOs making a significant impact in India.

Liam Toney, Pomona College

lecture in IndiaIndia is the world’s largest democracy with a rapidly growing economy, vibrant IT industry and service sector, and burgeoning middle class, and it is poised to become an influential world power. Despite its impressive economic growth, social hierarchy, inequity, and poverty remain enormous challenges for this country of more than one billion people.

Live and study in Jaipur and witness the daily dichotomy of traditional and modern characterizing much of contemporary India.

In Jaipur, you will begin thematic coursework, language study, and the Field Methods and Ethics course while enjoying access to academics, professional associations, and grassroots organizers working in areas such as community development, natural resource management, and poverty alleviation through state-led social security provisions and livelihood development.

Jaipur presents itself as a wealthy and regal city containing clean, stately, tree-lined streets; traditional and contemporary architecture; heritage palaces and forts; five-star hotels; and a thriving tourism industry. However, the largely rural and agricultural state of Rajasthan is among the underdeveloped regions in India, and Jaipur, the state's capital city, reflects this reality. Rural and urban youth throughout the region struggle with problems ranging from life-threatening droughts to gaining admission to prestigious universities. Organizations supported by concerned urban citizens are seeking innovative ways to address issues of poverty, social justice, and sustainable development in Rajasthan’s rural areas as well as among the urban poor.

Gain direct exposure to some of the most inspired and important Indian experts working in the development and social change arenas.

The program’s lecturers include policymakers and planners, academicians, development practitioners, NGO workers, researchers, Gandhi scholars, journalists, social workers, feminists, and development and social change activists.

Study Hindi language.

practicing Hindi in marketplaceStudy the Hindi language daily in both large- and small-group formats. You will be encouraged to continue working on your language skills outside the classroom, especially with your homestay families, during excursions, and while completing the NGO workshop. If you have advanced Hindi skills, you may opt for tutoring.

Acquire research and field study skills.

Through the program’s course on the ethics and methods of field research, you will learn appropriate methodologies that will prepare you to undertake primary research on critical issues and topics relating to social and political change and development.

You will acquire research skills and approaches that will be used for the Independent Study Project such as:

  • Cross-cultural adaptation and skills building
  • Project selection and refinement
  • Appropriate fieldwork methodologies
  • Field study ethics and the World Learning / SIT Human Subjects Review Policy
  • Developing skills in observation and interviewing
  • Gathering, organizing, and communicating data
  • Maintaining a work journal
  • Networking and resource mobilization

Assigned papers will provide an opportunity for you to test the tools introduced during the course while providing occasions for discussions on ethics and intercultural readings. Throughout the Field Methods and Ethics course, you will work to develop your research topics for the Independent Study Project, and you will advance your initial ideas, assumptions, and drafts in close consultation with the program’s academic director.

Independent Study Project

meeting with Pakistanis

You will spend the final four weeks of the program engaged in an Independent Study Project (ISP) conducted in Rajasthan or in another approved location in India. The ISP provides you with an opportunity to pursue original research on a situation or topic of particular interest to you. Sample topic areas for the ISP include:

  • The role of women in traditional seed supply systems
  • Information technology and social change
  • Socioeconomics of water scarcity
  • Communism in Kerala and its impact on human development measures
  • Gandhi and the Khadi industry in contemporary India
  • Dams, mining, and tribal displacement and conflict
  • Food security and the public distribution system
  • Impacts of globalization on traditional art and artisans in northern India
  • Usage patterns and social consequences of a mobile phone–based alternative citizen journalism platform
  • Climate change, water, and biodiversity conservation
  • Urban farming in Indian cities
  • Indian wildlife conservation and international NGO involvement
  • Human-elephant conflict in northern West Bengal explored through documentary film
  • Microfinance, fair trade, and women’s empowerment

Students have conducted ISPs in the states of Kerala, Karnataka, Andhra Pradesh, Tamil Nadu, Maharashtra, New Delhi, West Bengal, Sikkim, Uttarakhand, Madhya Pradesh, Gujarat, Himachal Pradesh, and Uttar Pradesh. NGOs often play a critical role in facilitating ISPs.

Access virtual library guide.

Browse this program’s Independent Study Projects / undergraduate research.

This interdisciplinary program is designed to provide students with an understanding of social, political, and economic change within the Indian context by exploring both the historical and contemporary dynamics of India’s colonial past and present frenetic growth. Students consider the most effective transformative tools for India in the 21st century, and examine the notion of “Indian culture” from both anthropological and contemporary Indian political perspectives.

The Field Methods and Ethics course addresses culturally appropriate, ethical field methodology, in preparation for the Independent Study Project (ISP). Study of Hindi opens windows into the culture and the theme of the program.

Links to syllabi below are from current and forthcoming courses offered on this program. Because courses develop and change over time to take advantage of dynamic learning opportunities, actual course content will vary from term to term.

The syllabi can be useful for students, faculty, and study abroad offices in assessing credit transfer. Read more about credit transfer.

Shaping Sustainable Social Change – syllabus
(ASIA3010 / 3 credits / 45 hours)
This course explores successful interventions for viable economic, political, and social change; the role of change agents; and the exploration of alternative development paradigms to address emerging and future development issues. The course enables students to analyze successful development interventions through the lens of sustainability and to identify agents of change and their role in shaping sustainable social change.
Development Approaches and Distributive Justice – syllabus
(ASIA3020 / 3 credits / 45 hours)
This course introduces India’s pre- and post-independence development scenarios. By critically analyzing and reflecting on past and ongoing development processes, students gain knowledge on basic aspects of Indian society, culture, and identity, including responses to and challenges of India’s colonial legacy. Pre-independence development approaches along with a Gandhian approach to development will also be discussed.
Beginning Hindi – syllabus
(HIND1000-1500 / 3 credits / 45 hours)
Intermediate Hindi – syllabus
(HIND2000-2500 / 3 credits / 45 hours)
Advanced Hindi – syllabus
(HIND3000-3500 / 3 credits / 45 hours)
Emphasis on speaking and comprehension skills through classroom and field instruction. Based on in-country evaluation, including oral proficiency testing, students are placed in beginning, intermediate, or advanced classes.
Field Methods and Ethics – syllabus
(ANTH3500 / 3 credits / 45 hours)
A course in the concepts of learning across cultures and from field experience and an introduction to the Independent Study Project. Topics include cross-cultural adaptation and skills building; project selection and refinement; appropriate methodologies; field study ethics and the World Learning/SIT Human Subjects Review Policy; developing contacts and finding resources; developing skills in observation and interviewing; gathering, organizing, and communicating data; maintaining a work journal.
Independent Study Project – syllabus
(ISPR3000 / 4 credits / 120 hours)
Conducted in Rajasthan or in another approved location in North India. Sample topic areas: theater for social change; traditional women’s crafts and the modern market; Indian wildlife conservation and international nongovernmental organization involvement; irrigation and water management issues; a critical analysis of elephant tourism; call centers as the job of the educated future; marketing culture and Rajput identity; microfinance and women’s empowerment; language and literacy; a comparison of traditional and mass production of Indian textiles.
During the SIT program, we had the opportunity to meet and discuss issues of international development with officials from the Indian federal government, to visit a multitude of NGOs across the subcontinent working in fields ranging from rural healthcare to sustainable energy to gender inequality, and to undertake independent study. The experiences I had conversing with NGO leaders, rural hospital employees, civilians, and SIT staff have helped me establish a stronger understanding of the collaborative efforts involved in sustainable development and have helped shape my ambitions and career goals.

Nicky Mehtani, Rice University

Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.

learning dandiya

The program includes visits to a diversity of NGO headquarters, prominent academic and research institutes, and villages. Visits to locations in Rajasthan will expose you to the realities of rural life in India and socioeconomic development in arid and semi-arid regions on the state.

In a typical semester, the excursion component of the program may include visits to all or many of the following NGOs and academic and research institutions:

  • Bodh Shiksha Samiti (Jaipur and Rajasthan) works toward quality education for underprivileged children through its community residential schools founded in 1987. It currently serves more than 26,000 children (urban and rural) through its bodhshalas and government schools in Rajasthan. 
  • Bhagwan Mahaveer Viklang Sahayata Samiti (Jaipur Foot Factory)
    The Jaipur Foot Factory is the world’s largest producer of prosthetic below-the-waist limbs provided free of cost to those in need, irrespective of caste, religion, origin, and ethnicity. This excursion introduces students to one of the most successful models of a physical disability rehabilitation center and provides an opportunity to learn about social change and the empowerment of individuals with physical disabilities.
  • International College for Girls (ICG), University of Rajasthan
    ICG is a private institution that provides higher education for women in the Jaipur district of Rajasthan. SIT students may interact with students their own age currently enrolled in the college.
  • Gram Vikas Navyuvak Mandal Laporiya (GVNML) (Laporiya, Rajasthan)
    GVNML is run by Mr. Laxman Singh, an Asoka fellow, social activist, and development practitioner. The organization is engaged in various development and conservation initiatives including biodiversity conservation.
  • Pak Visthapit Sangh (PVS) (Jodhpur)
    PVS is a rights-based movement that highlights the plight of Hindu refugees who have been victims of religious fundamentalism. The organization conducts advocacy work for their citizenship and rehabilitation.
  • Uttari Rajasthan Milk Union Limited (URMUL) Trust (Bikaner) works with indigent individuals to facilitate increased self-reliance.
  • National Research Centre on Camel (Bikaner)
    Considering the importance of camels in the socioeconomic development of arid and semi-arid zones, the government of India established this research institution. The center undertakes basic and applied research for the improvement of keystone camel species in collaboration with national and international institutes.
  • Barefoot College (Tilonia)
    The Barefoot College is a rural development organization led by the people it serves and whose development goals are self-defined. The Barefoot College provides basic services and solutions to problems in rural communities, with the objective of making communities self-sufficient and sustainable. These solutions can be broadly categorized into the delivery of solar electrification, clean water, education and livelihood development, healthcare, rural handicrafts, and communication.

Development Workshops

Immersion in development interventions and sustainability development and social change occurs through the program’s five- to seven-day workshop. Diverse workshop opportunities vary every semester but are offered in the states of Gujarat, Uttar Pradesh, Uttarakhand, Andhra Pradesh, Rajasthan, and Himachal Pradesh. The number and choice of workshop vary every semester. All of the below or only few may be selected depending on logistics, facilitation, and interests.

Sample workshop sites:

  • Kiran Centre (Madhopur/Varanasi, Uttar Pradesh)
    A center for education and rehabilitation for children and youth — many of whom have polio, cerebral palsy, rickets, or hearing impairments — Kiran provides children with education, vocational training, physical rehabilitation, and other skills. At Kiran, you will be able to see the work in all the units and to volunteer your time with children and youth.
  • Shikshantar is an organic learning community, video and library resource center, and applied research institute working in the areas of lifelong societal learning and just and balanced living for the 21st century. It aims to challenge and dismantle the existing monopoly of factory schooling and enable and connect open learning communities that support the generation of new visions of Swaraj, or self-rule, envisioned by Gandhi. At Shikshantar, you will engage in various activities to go through an “unlearning” process through transdisciplinary reflection, dialogue, vision-building, and experimentation.
  • Rural Litigation and Entitlement Kendra (RLEK) (Dehradun, Uttarakhand)
    DehradunRLEK is a nongovernmental organization that works with communities in the hill state of Uttarakhand. Started in the 1970s, spearheading the local issues and development work in the tribal area of Jaunsar-Bhawar, today it works in six states: Uttarakhand, Uttar Pradesh, Himachal Pradesh, Jharkhand, Chhattisgarh, and Haryana. It currently works to bring awareness about human rights and to supplement the initiatives of the National Human Rights Commission and the various state commissions; community forest management (CFM), with special focus on safeguarding the rights of the indigenous nomadic Van Gujjars community and on capacity building of marginalized communities in Panchayati Rule (local self-governance) while working towards gender equity in local governance.
  • The Adivasi Academy (Tejgadh, Gujarat)
    The Adivasi Academy is established to create a unique educational environment for the study of tribal communities. It is aimed to become an institute for the study of tribal history, folklore, cultural geography, social dynamics, economy, development studies, medicine, music, arts, and theater. With its multidisciplinary approach and related interventional measures, the academy is striving to create a new approach of academic activism.
  • Jagori Grameen (Dharamsala, Himachal Pradesh)
    Jagori is a national feminist-based organization committed to social justice that works with communities to address discrimination based on gender, class, caste, religion, and disability. At Jagori, you will be exposed to different interventions such as informal women’s courts, rural knowledge resource centers, inclusion and capacity building of women in local governance systems, and sexuality and human rights education.
  • Watershed Activities and Services Network (WASSAN) (Hyderabad, Andhra Pradesh)
    WASSAN is working toward bringing about a qualitative change in the watershed-based development programs in India and provides capacity building and support services for development initiatives in natural resources management with a focus on promoting livelihoods for people living in poverty and economic and gender equity.

Trilochan PandeyTrilochan Pandey, Academic Director

Trilochan Pandey received a bachelor’s degree in economics and political science from the University of Delhi and studied sustainable development from the Indian Institute of Ecology and Environment. Before joining SIT, he worked with The Mountain Institute, India (TMI); Right to Food Campaign, India; Oxfam GB; Control Arms Foundation (CAFI); and Greenpeace, India, in New Delhi. He previously served as academic and field coordinator of this program before becoming the academic director in 2016. He has keen interest in right-to-food policies and systems, organic farming, family farming in mountains, and the solidarity economy within. He assists students in their academics, including field studies, and facilitates their overall academic learning experience. He enjoys photography, reading books, and playing badminton.

Awadhesh AadharAwadhesh Aadhar, Senior Program and Administrative Coordinator

Mr. Awadhesh Aadhar has worked with SIT for 14 years. He has a bachelor’s degree in law and sociology from the University of Rajasthan. Mr. Aadhar brings a wealth of diverse expertise to the program, along with his vast network of public connections and resources. He is the key person for organizing and coordinating program logistics, assisting with student affairs, and performing office administration. He also assists students in language classes. He has excellent organizational skills and approaches all his work with great dedication. With his tremendous patience and smiling face, Mr. Aadhar is a valuable asset to his students and the program. Outside of work, he enjoys playing cricket and badminton.

Manoj SainManoj Sain, Library and Student Services Coordinator

Mr. Manoj Sain has a bachelor’s degree in humanities from the University of Rajasthan. He has worked with SIT for more than six years and is a key person in several areas: the library, student health, and program logistics. In addition, he assists in teaching and individual tutoring in language classes. Before joining SIT, he managed his own pharmaceuticals business and worked as a tutor for more than three years. He is also a professionally trained photographer. With his versatility and wide range of experience, great sense of humor, and generous, helpful nature, Mr. Sain is a tremendous asset to the program. He loves to dance and enjoys playing cricket and badminton.

Ms. Anjani Sharma, Language Faculty

Anjani Sharma has a master’s degree in Aacharya from Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeeth, Delhi, and a bachelor’s in education with a focus on Hindi and Sanskrit language instruction. She has more than six years of experience teaching Hindi in both public and private institutions, including primary schools, and has taught spoken Hindi to foreign nationals. She interned for six months in Johannesburg, South Africa, and taught Hindi to American students at the American Institute of Indian Studies (AIIS), Jaipur. She has translated many educational high school textbooks and other material from English into Hindi. Anjani is very innovative in her teaching and possesses extensive knowledge of Indian culture, traditions, and development. She is a great resource and source of support for students. Her favorite pastimes include reading, gardening, and coin collecting.

Ms. Pragya Vardhan, Language Faculty

Pragya Vardhan has a master’s degree in journalism and mass communication from the University of Rajasthan. She has worked as a language coordinator in Neerja Modi School, where she conducted the student and teacher exchange programs and taught Hindi to foreign nationals. In addition to teaching, she has assisted Dr. Matthew C. J. Rudolph in his research work on economic, political and social reforms of South Asian countries and has edited a magazine and received training at Dainik Bhaskar (a leading Hindi daily). Pragya brings a wealth of knowledge on Indian culture and traditions as well as language learning and is an extrovert with a great sense of humor who enjoys life to its fullest. She loves to dance, cook, and travel to exotic places.

Rama Kumari, Homestay and Lifestyle Coordinator

Rama Kumari Ms. Rama Kumari has a degree in social sciences from the University of Delhi. She has been a homestay mother since 1996. She joined the SIT Jaipur team as a homestay coordinator in 2007 and now has full responsibility for the homestay needs of all students. She also plays an active role in delivering cross-cultural orientation, guiding students on social and cultural activities, and attending to other lifestyle issues. Ms. Kumari enjoys cooking various Indian delicacies. She has traveled widely across Europe, has studied German, and enjoys making new friends.

Uday Mehto, Program Officer

Uday Mr. Uday Kumar Mehto joined SIT in 1999 as a program associate and chef. Trained at the prestigious Lodhi Garden restaurant in New Delhi, he specializes in Thai delicacies. He has also worked at Flow, a restaurant in Jaipur. He has participated in the SIT exchange training program in Kathmandu, Nepal, and has trained SIT’s Nepal staff in Indian cooking. He also offers Indian cooking classes to interested students. Mr. Mehto is a committed team player, and when not in the kitchen he is often busy helping the administrative team. He enjoys listening to traditional Hindi music and playing cricket.


Key guest lecturers for the program include:

Dr. Prathiba Jain

Dr. Jain obtained her PhD in history from the University of Jaipur, Rajasthan. For many years, she was a professor of history and served until recently as the vice chairperson of the Institute of Development Studies at the University of Jaipur. Dr. Jain has published several research papers and books, including Gandhian Ideas, Social Movements, and Creativity and Honour Status and Polity, Rajputana. Dr. Jain is the recipient of many national and international awards. She is a practicing Gandhian and a renowned scholar on Mahatma Gandhi.

Dr. Rajiv Gupta

Dr. Rajiv Gupta is the professor and head of the Department of Sociology at the University of Rajasthan. He is presently the research convener on military sociology / armed forces and conflict resolution of the Indian Sociological Society (INSOSO). He specializes in the sociology of education, professions, and intellectuals; Marxism; gender studies; and development.

Pradip Saha

Pradip Saha is a development activist and an independent communication specialist and filmmaker in the areas of environment and development. He worked with the Centre for Science and Environment (CSE), New Delhi, as an associate director and edited India’s foremost environment and development journal, Down to Earth. He is currently a freelancer and co-directs a research and communication consultancy firm in New Delhi, catering to diverse national and international development organizations.

Pramada Menon

Pramada Menon is a queer, feminist activist. She works as an independent consultant on issues of sexuality, sexual rights, gender, violence against women, organizational development, and change and livelihoods. She is the co-founder of CREA, an international women’s human rights organization and worked as the director of programs of the organization from 2000 to 2008. Before co-founding CREA, she was the executive director of Dastkar, an organization working to ensure sustainable livelihoods for craftspeople.

homestay family

As a student in the India: Sustainable Development and Social Change program, you will live with a homestay family in Jaipur for approximately six weeks. The homestay is an enthralling experience and an integrated part of the program. Homestay families have a longstanding relationship with SIT and are always eager to welcome students into their family with joy and curiosity, semester after semester. Most of the families are from the upper middle class, with varied religious backgrounds and worldviews. Some members of the family are homemakers, while others hold professions such as teacher/professor, engineer, business owner, government official, doctor, artist, etc.

Indian family structure is in transition from multi-generational to nuclear. In addition, the number of families with both parents working outside the home is growing. Students live in families of varied sizes composed of parents, grandparents, brothers and sisters, small children, and uncles and aunts. Few families have pet dogs and cats. The program has a one student, one family norm. Each student typically has a separate room with an attached bathroom that is occasionally shared by visiting relatives.

You will be matched with a family based on your background and health issues, as well as shared interests like music, arts, etc. The homestays are located in clusters within the periphery of one to ten kilometers from the program center. Two to four students are placed in each cluster, accessible to each other within short walks, allowing you to pool auto rickshaws and other modes of local transport for the daily commute to the learning center. You will usually use the same auto rickshaw for traveling around Jaipur in your free time, maximizing safety and convenience. The program has the practice of collecting vital information of the regularly and occasionally used auto rickshaw drivers, like their name, phone number, and vehicle registration number.

The homestay experience will provide you with the opportunity to share and learn customs, food, languages, and social and religious lives by taking part in daily activities at home and with members of the extended family. The experience itself provides a sense of social change and continuity in India’s family structure and traditions. During the Indian wedding seasons, you will also get to attend “Bollywood-style” north Indian weddings with dance, music, jewelry, and sarees. Past students have considered the homestay experience to be one of the most meaningful components of the program.

Other accommodation during the program includes hostels, small hotels, NGO facilities, and educational institutions.

A diversity of students representing different colleges, universities, and majors study abroad on this program. Many of them have gone on to do amazing things that connect back to their experience abroad with SIT. Learn what some of them are now doing.

Recent positions held by alumni of this program include:

  • Junior Fellow, Asian University for Women, Chittagong, Bangladesh
  • Knowledge Manager, Ashoka Changemakers, Washington, DC
  • Research Coordinator, Center for the Advanced Study of India, University of Pennsylvania, Philadelphia, Pennsylvania
  • Research Assistant, Institute for Social Innovation, Heinz College, Carnegie Mellon University, Pittsburgh, Pennsylvania
  • Program Manager, William J. Clinton Fellowship, American India Foundation, New Delhi, India

Program Dates: Fall 2016

Program Arrival Date:  Aug 28, 2016

Program Departure Date:    Dec 10, 2016

The dates listed above are subject to change. Please note that travel to and from the program site may span a period of more than one day.

Student applications to this program will be reviewed on a rolling basis between the opening date and the deadline.

Application Deadline:   Jun 1, 2016


SIT Pell Grant Match Award. SIT Study Abroad provides matching grants to all students receiving Federal Pell Grant funding; this award can be applied to any SIT semester program. View all SIT Study Abroad scholarships.

Tuition: $15,340

The tuition fee covers the following program components:

  • Cost of all lecturers who provide instruction to students in:
    • Sustainable Development and Social Change 
    • Shaping Sustainable Social Change
  • Field Methods and Ethics course on research methods and Human Subjects Review
  • All educational excursions, related travel, lodging, and food costs
  • Independent Study Project (including a stipend for accommodation and food)
  • Intensive language instruction in beginning and advanced Hindi
  • Health insurance throughout the entire program period

Room & Board: $3,510

The room and board fee covers the following program components:

  • All accommodations during the entire program period. This includes during orientation, time in the program base (Jaipur), on all excursions, during the Independent Study Project, and during the final evaluation period. Accommodation is covered either by SIT Study Abroad directly, through a stipend provided to each student, or through the homestay.
  • Homestay (six weeks in Jaipur)
  • All meals for the entire program period. Meals are covered either by SIT Study Abroad directly, through a stipend provided to each student, or through the homestay.

Estimated Additional Costs:

International Airfare to Program Launch Site

International airline pricing can vary greatly due to the volatility of airline industry pricing, flight availability, and specific flexibility/restrictions on the type of ticket purchased. Students may choose to take advantage of frequent flyer or other airline awards available to them, which could significantly lower their travel costs.

Visa Expenses: $ 211

Immunizations: Varies

Books & Supplies: $ 100

International Phone: Each student must have a phone in each country. Cost varies according to personal preferences, phone plans, data plans, etc.

Discretionary Expenses

Personal expenses during the program vary based on individual spending habits and budgets. While all meals and accommodations are covered in the room and board fee, incidentals and personal transportation costs differ depending on the non-program-related interests and pursuits of each student. To learn more about personal budgeting, we recommend speaking with alumni who participated in a program in your region. See a full list of our alumni contacts. Please note that free time to pursue non-program-related activities is limited.

Please Note: Fees and additional expenses are based on all known circumstances at the time of calculation. Due to the unique nature of our programs and the economics of host countries, SIT reserves the right to change its fees or additional expenses without notice.


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