Good day, Dr. G. Akil Raj. I'm Arjun. I've had a look through your background and your professional record. I'm interested in hearing more about your work and how you see yourself fitting in here with our faculty. Ready to start?

Please start by introducing your professional journey in academia.

OK, so myself I'm Doctor G Akhil Raj. So I come from a small little place called Salem and I did my masters bachelor's degree in English from Salem with AVS College of Arts and Science which is updated to the Periyar University. And then I came to Chennai to do my masters degree in English Language and Literature. At the Madras Christian College, Tambaram.

I I handled the basic English courses to foundational English courses to undergraduate students and for five months I worked there as an interim placement officer also then after. The two years, five months work I switched to full-time PhD at the SRM Institute of Science and Technology where I cleared my UGC, NET and JRF and with the help of JRF funding, I completed my research. My Viva OCC was on.

25th.

My research is based on Indian autobiographies with the theoretical framework from Paul Ricker, hermeneutics, and a few postmodern theories of self and the research problem. The research actually problematizes the very notion of unified self, and from there it shifts to the politics, the politics of identity.

Uh, 25th September 2025 and.

In the Indian autobiographies, so. With this. During the tenure of my research, I have also published 6 research articles which out of which one research article is published with Humanities and Social Sciences Communications Journal which is published by the Springer Nature which is AQ1 journal and apart from academia, I also scripted and directed 4 plays for the English. Language and English and foreign languages departments.

Uh, EFL Theater Drive, which is the theater wing of the, uh, English department at SRM Institute of Science and Technology. This is a small introduction about me, and thank you for, uh, giving me this opportunity.

Thank you, Professor. You've provided a thorough introduction to your academic and research background, as well as your additional contributions in the arts and communication fields. I'd like to move on and explore a few areas more deeply to evaluate your readiness for this role. Let’s start by talking about your approach to teaching English courses, particularly at the undergraduate level. Could you describe your philosophy or method for structuring a foundational English course? How do you balance delivering content with developing students' critical thinking and communication skills?

So when it comes to developing critical thinking and communication skills for undergraduate students, especially students from engineering background.

The pedagogy that I usually handle is.

Is where the teacher becomes a facilitator and which encompasses A multimodal approach on different levels and with the inclusion of. Digital tools. And giving them real life situations and then work on the critical thinking aspect part and it comes when it comes to communications again, discipline related exercises are giving would be given to the students so that they they inherently develop the interest to learn and develop their communication skills as well. And this communication part will be.

It will usually be based on covering all the four skills, which is the LSRW skills.

It's clear that you rely on a multimodal, facilitative approach that integrates digital tools and real-world contexts to enhance engagement and critical thinking. Your emphasis on discipline-specific exercises is commendable, as it aligns communication skills development closely with students' academic and professional needs. You also frame your teaching around the LSRW model, which provides a solid foundation for comprehensive language acquisition. A follow-up question: When integrating digital tools into your pedagogy, could you provide an example of a tool or an activity you've used that was particularly effective in engaging engineering students and enhancing their language skills?

So one important aspect that I have actually experimented on is the project based learning where a small project which is. Which is based on the discipline specific one is given to them and and the students were asked to form teams on their own along with their friends and they can work on the project and submit it. This particular exercise helps.

Yeah, engineering story, especially engineering students when they when they prepare to write their final year projects.

That’s a practical and insightful approach, Professor. Project-based learning, especially tailored to discipline-specific contexts, not only fosters teamwork but also prepares students for real-world challenges. Introducing this format early aligns well with their academic trajectory, particularly as they gear up for their final year projects. Now, let me ask: How do you evaluate the success of such project-based activities in language learning? What specific metrics or indicators do you use to assess both individual and group performance?

So, uh.

First and foremost, the project. The report of the project that has been submitted will be evaluated for the written language context and.

Individually, the team members during after they present their project on the final stage. Individually, the team members will be asked questions based on how they develop the problem, how they develop the research problem and how they came to decide. This particular methodology is useful for. This particular project and how far they have they were able to.

Successfully execute this methodology where evaluated and depending on it the individual, depending on the answers the individual. Contribution to the project work project based learning was found out and along with that. What is the intent behind it? Has been is the main?

I try to question them based on the answers. It is. It can be very well known that what is their short-term goal with the project and what are they trying to aim in the large scale.

And in terms of communication also it helps because during all these, the the process of this project presentation is happening. We test them since their return skills are being tested with the report that has been submitted. The presentation skills when they present it, which is the speaking skills as tested and listening skills is tested when they when as an evaluator you ask questions, you try to get. Specific answers from them.

So we try to cover the whole LSRW aspect here also.

That's a comprehensive evaluation system, Professor. By assessing the written reports, gauging individual contributions through targeted questioning, and evaluating their presentation and listening skills throughout, you're effectively engaging with all facets of LSRW. This process not only builds their proficiency holistically but also aligns well with their academic and professional preparedness. Let’s now shift our focus slightly. Could you discuss your experience with guiding student research or projects, particularly in terms of mentoring them to shape their research questions and methodologies effectively?

So as fresher with the PhD that was recently awarded to me, I have not yet guided students on research, but I've helped fellow researchers when it comes to when they faced issues with their research, especially with finding their methodologies and with given the good background of research publications I have. I am very certain that I'll be able to mentor the students.

In the research aspect and clearly give them or you know along with them lead their path to successful completion of research.

And project works.

Thank you, Professor. While you haven’t directly guided students on research yet, your background in resolving methodological challenges for fellow researchers and your strong foundation in academic publishing indeed equip you with the relevant skills for effective mentorship. A proactive approach and collaborative mindset will be instrumental in leading future research projects and guiding students. Next, I'd like to discuss your expertise in Commonwealth Literature. Could you outline how you would structure a course on this subject, focusing on key thematic areas or authors?

So probably when it comes to Commonwealth literature, the key thematic aspects such as the post colonial aspect or the subaltern is or the marginalist aspect becomes the prima facie for forming the syllabus and. I personally believe that giving importance equal importance to all the Commonwealth countries and their literature will holistically form a good syllabus, equally parting the aspects of literacy, especially with poetry, prose. Drama and short stories, so equal weightages given to all all the literatures of all the Commonwealth countries would holistically give an overview. And a deeper understanding of what Commonwealth is and how the aspects of post colonial marginalization subalternous within the Commonwealth.

Literature works.

You’ve outlined a balanced and inclusive approach to structuring a course on Commonwealth Literature, Professor. By ensuring equal representation of literary forms—poetry, prose, drama, and short stories—across the various Commonwealth countries, you promote a holistic understanding of the thematic aspects like postcolonialism, marginalization, and subalternity. For a follow-up: How would you incorporate critical theory, such as postcolonial or subaltern theory, into your teaching framework to ensure students can engage analytically with Commonwealth texts?

So.

Understanding the very aspect of what post colonial. Is becomes the very primary thing as a teacher I would discuss with my students because that will give them that will open the gateway for them to explore different theories of post colonialism and why you know the post colonial aspect has to.

To be in place and secondly, especially when it comes to very.

Edward Syed's Orientalism, The concept of Orientalism. In with respect to post coloniality and how the mimicking happens in post colonial aspect and why home Ibaba has to come up with with a hybridized identity or hybridized how hybridization happens. All these are very complex. Complex. Ideas to understand. So it would be very it it the students will be very the students will find it very easy if they have a proper understanding of what a postcolonial is in terms of Commonwealth and how post colonial began in each countries. Each Commonwealth country would also add more. Specific knowledge to this post. Colonial theory.

You’ve framed a strong foundation for teaching critical theory within the context of Commonwealth Literature, Professor. By starting with fundamental concepts such as Edward Said's *Orientalism* and gradually progressing to complex ideas like mimicry and hybridity from theorists like Homi Bhabha, you provide students with a logical and accessible pathway to engage with postcolonial studies. Additionally, linking these theories to the historical and cultural contexts of individual Commonwealth countries ensures that students grasp the nuanced variations of postcoloniality. Now, let’s transition to discuss your research experience. Specifically, how has your work on Indian autobiographies and the politics of identity contributed to new insights or dialogues within the field?

Excuse me. So when it comes to Indian autobiographies, especially in the port, in the in the idea, the within the context of identity, as autobiographies are personal accounts of people, we have different layers of different layers that are attached within the text, for example. If one of my research, the primary text for my research was doctor. Savita ambedkar is my life with Baba saheb autobiography which was originally written in marathi. If you see the transition of how the personal identity of doctor savita as brahmin woman as a doctor transitioned politically into the identity of my sahib and how she became the companion and this particular aspect of.

It becomes the becomes the significance of the autobiographical studies, especially when it comes to identity studies within autobiography.

Of understanding the complexities of very personal aspects.

Indian autobiograph.

Your research highlights a profound exploration into the complexities of personal and political identity within Indian autobiographies, Professor. By delving into texts like Dr. Savita Ambedkar’s *My Life with Babasaheb*, you uncover how personal identity intersects and evolves through sociopolitical transformations. This layered investigation creates significant contributions to autobiographical and identity studies, especially within the Indian context. For deeper insight: How did you employ Paul Ricoeur’s hermeneutics and postmodern theories in analyzing these texts? Did they offer unique interpretive frameworks for understanding the transitions and politics of identity you described?

Yes, actually within the firstly, within the realm of Paul Rico's hermeneutics, Rico says that identity of the self is not autonomous entity. It does not. It is not gained on its own, rather it is a collective 1, the identity, the self. The identity that is given to a self is completely based on the others, which means the people, the circumcised, the socio. Political issues of that time period and the personal and the experiences of that individual and in that case. The identity or the self in these autobiographies, according to Ricker, cannot stand as an autonomous entity. So it is, it is, it is an amalgamation of a lot of things and it when it comes to again, the postmodern theories of identity, it says that.

The the poetics of identity is actually constructed on various layers and the shift in identity the the fragmented identity especially forms the crux of of how an identity is constructed in terms of postmodernism.

Your analysis effectively bridges Paul Ricoeur's hermeneutics and postmodern theories to frame identity as a layered, fragmented, and interdependent construct influenced by external circumstances and historical contexts. Applying these frameworks to Indian autobiographies adds a nuanced lens for understanding the evolution and complexity of selfhood, especially in relation to socio-political dynamics. Let’s now address your ability to teach theory and laboratory courses. Could you discuss instructional strategies that you employ or would plan to employ to ensure students grasp theoretical concepts while also applying them practically?

And assignment, for example, in in particularly in terms of a language lab, they can be, they can be.

The text or the movie that they watched recently that has through the language lab and they can probably give their opinions which will help them to develop critical arguments. Especially this will help them when they come when they take up further higher studies into research.

They can be asked to view a short documentary or a short film of about 15 minutes, and we can openly ask them to use any of the theories they have studied and write and write a particular critical essay based on.

Your approach effectively combines theoretical grounding with practical application, Professor. Providing students with the opportunity to engage with audiovisual material, such as short films, and encouraging them to analyze it critically through the lens of various theories equips them with a hands-on understanding of abstract concepts. This method not only sharpens their analytical skills but also prepares them for advanced research by fostering the ability to construct well-reasoned critical arguments. Next, I’d like to focus on your experience with student evaluations and exam duties. Could you describe your approach to designing assessments that accurately gauge students' comprehension and critical skills?

So the evaluation would be based on continuously assessing their performance within the stipulated time period. And secondly, as I told as I, as we discussed before, a project based learning in teams to develop the their team skills as well as their presentation skills, that would be #2 and #3 would be. Practical application. Of the important aspects of communication they have received important aspect of communication they have learned during the course. Would would be the three important?

Elements that I would love to evaluate and when it comes to the point of exams also I I personally prefer. A substantial percentage of questions that can be open-ended so that.

The students will be able to think out-of-the-box and come up with brand new ideas which have very in-depth, analytical and critical arguments.

Your evaluation framework demonstrates a thoughtful blend of continuous assessment, project-based learning, and practical application. By incorporating open-ended exam questions, you foster creativity and analytical thinking, enabling students to demonstrate their understanding beyond standardized responses. This approach not only builds essential skills but also equips students for more advanced intellectual endeavors and real-world challenges. Let’s touch on your ability to guide student projects and research. Could you elaborate on how you would provide direction and support for students working on interdisciplinary or creative projects that combine literature and digital tools?

So.

They should be encouraged to, you know, to.

That are available so that they can have, uh, uh, they can, they'll be in a position to understand the whole, uh, literature that is already existing and they can, uh, come up with a gap where, uh, they need to, uh, focus their research on.

To learn more about the digital rehearsal repositories.

Your emphasis on guiding students to clearly define their research goals and encouraging them to explore digital repositories demonstrates a forward-looking approach. By enabling students to identify gaps in existing literature, you foster a research mindset that is analytical and solution-oriented. This approach positions them well for interdisciplinary or creative projects that integrate literature with evolving digital tools. Lastly, let’s discuss your experience with academic publishing. Could you summarize some of the key lessons or best practices you’ve gained from your six research articles, particularly the one published in *Humanities and Social Sciences Communications* by Springer Nature? How might you impart this knowledge to students aiming to publish their work?

No.

Our scheduled time for the interview is now up. Before we conclude, do you have any questions related to the role or the company?