Bridging Borders: European and Indian Folk Traditions in Study
Co-funded by the European Union under the Erasmus+ Programme within the Jean Monnet Action
Bridging Borders: European and Indian Folk Traditions in Study is an academic research initiative conducted with the support of the Erasmus+ Programme under the Jean Monnet Action. The project was designed to introduce students to comparative cultural analysis through the systematic study of European and Indian folk traditions with an emphasis on research methodology, cross-cultural inquiry and critical writing.
The programme, spanning 36 hours, involved a cohort of 56 second-year undergraduate students who were required to undertake independent and guided research on folk cultures from the European Union. Students were given the autonomy to select a specific cultural domain within European folk traditions. These domains included, but were not limited to, visual arts, music, dance forms, culinary practices, oral storytelling traditions, clothing and textile practices, body art, language and ritual customs. Following the identification of a European cultural segment, students were instructed to identify a corresponding or comparable cultural practice within the diverse spectrum of Indian folk traditions.
The central academic task of the project was the production of a comparative research article. Each student conducted a parallel study of one European and one Indian cultural practice within the same or a closely related domain. The research focused on identifying structural, functional, symbolic and historical similarities and differences between the two traditions. Students were encouraged to situate their analysis within broader socio-cultural, geographical and historical contexts, rather than limiting the study to surface-level visual or stylistic comparisons.
To support academic rigor, the project emphasized primary and secondary research methodologies. Students engaged with scholarly texts, archival sources, ethnographic documentation and visual or auditory references, depending on the chosen cultural domain. The writing process required students to formulate a clear research question, establish comparative parameters and present findings through structured argumentation supported by evidence. Attention was given to academic formatting and clarity of language.
The outcomes of the project took the form of a collection of research articles that addressed a wide range of cultural comparisons, which was further curated to a final 15 article compendium. These included studies that examined parallels between European and Indian folk painting traditions, comparative analyses of regional music and rhythm structures, examinations of narrative forms in oral storytelling and studies of textile symbolism, ritual attire and food practices across cultures. The breadth of topics reflected both the diversity of European folk traditions and the complexity of Indian cultural histories.
Through this comparative framework, students were able to observe how geographically distinct cultures address similar human concerns such as community identity, spirituality, social organization, celebration and continuity of tradition. At the same time, the research highlighted how historical trajectories, environmental conditions, belief systems and social structures shape distinct cultural expressions.
Student Learning Outcomes
Through participation in the Bridging Borders project, students demonstrated the ability to:
- Conduct structured academic research on European and Indian folk traditions
- Apply comparative analysis as a methodological tool in cultural studies
- Identify cultural parallels and distinctions across regions and historical contexts
- Develop research articles with clear arguments, supported by scholarly sources
- Engage critically with questions of cultural representation, continuity and variation
This project functioned as an applied academic exercise aligned with the objectives of the Jean Monnet Action, fostering informed engagement with European cultural studies while situating them in dialogue with Indian cultural contexts. The resulting body of student research serves as documentation of cross-cultural inquiry and as evidence of the pedagogical integration of comparative cultural studies within the curriculum.
E-book coming soon.
