MA Cultural Anthropology and Development Sociology (2016) Syllabus Environment & Development I & II

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MA Cultural Anthropology and Development Sociology (2016) Syllabus Environment & Development I & II Dr. Helen Kopnina The subject of Environment and Development builds bridges between the studies of environmental ethics, sustainability and
    MA Cultural Anthropology and Development Sociology (2016) Syllabus Environment & Development I & II Dr. Helen Kopnina Room: 3A33 (working days: Tuesday, Thursday) Email: Phone: 071-5273816  INTRODUCTION The subject of Environment and Development builds bridges between the studies of environmental ethics, sustainability and economic development, and links them across diverse interest groups, including nonhumans. In this course, different theoretical frameworks, ethical dilemmas, as well as practice of environmental and development governance will be discussed. This course focuses on the question of how do considerations of justice, development, and sustainability influence resource use, social equality, and biological conservation. These questions will be raised in this course: Can poverty reduction be decoupled from economic growth and increase in consumption of natural resources? What factors should be accounted for to create a good assessment of quality of life? If the alternative path to economic development cannot be found, how can rising the standard of the living avoid negative impacts on the global ecosystem? How are natural resources managed and distributed and how are they related to nature conservation? What are ecocentric scholars concerned about in regard to natural resources? Since the future generations are not born yet and non-human species cannot speak for themselves, how can intergenerational justice and biospheric egalitarianism be addressed in democratic systems? What are the greatest sustainability challenges and how can they be overcome? The course will explore interdisciplinary and problem-oriented approaches to biodiversity conservation, sustainability and human development, considering alternatives to conventional sustainability approaches and ecologically benign models of production, including Cradle to Cradle and circular economy. LEARNING OBJECTIVES AND OUTCOMES  After following this course, the students will acquire theoretical and practical knowledge of (environmental) ethics, economic development and sustainability. The students will be able to identify critical theories and ethical dilemmas when approaching global issues and will be able to describe various models and frameworks in relation to environment and development. The students will be able to apply theories to practical situations by outlining and evaluating the key patterns and trends in international  politics with special emphasis on sustainable practices. They will learn to evaluate the effect of increasing globalization on international trade systems and the role of several  principal institutions in international developmental and environmental policy. Culture specific competences will include knowledge of the underlying principles, characteristics, and dynamics of sustainable living that in varying combinations govern all cultures. The students will be able to research and analyze international environmental and development problems related to social and environmental effects, and to propose policy objectives that take environmental sustainability in the long term into account, preparing solutions that optimize both human development (in a broader than economic sense) and environmental outcomes. In sum, the students will be able to gaining insight in major environmental anthropology theories as well as · Acquire theoretical and practical knowledge in the field of environment and development; · Develop interdisciplinary insights in biodiversity conservation; · Improve understanding of contemporary debates on environmental conservation; MODE OF INSTRUCTION The course uses a mix of interactive lectures, seminars and excursions. LITERATURE Shoreman-Ouimet, E. and Kopnina, H. (2016) Culture and Conservation: Beyond Anthropocentrism . Routledge, New York. Available through the library. Additional literature is indicated per session below, and available either through LUC library and/or online databases such as Google Scholar or websites such as or If you have trouble downloading the article or getting a book, let the lecturer know. TIMETABLE   Part 1: · Tuesday 11 October 15-18 h, zaal 1A11 · Thursday 13 October 16-19 h, zaal 5A29 · Thursday 20 October 16-19 h, zaal 5A29 instead of class: excursion Monday 24 October Optional Film viewing (details below) · Tuesday 25 October 15-18 h, zaal SA23 + optional excursion · Thursday 27 October 16-19 h, zaal SA29 · Thursday 3 November 16-19 h, zaal SA29 Part 2: · Tuesday 8 November 15-18 h, zaal SA31 + Optional Excursion (before class) New World Campus · Thursday 10 November 16-19 h, zaal 1A22 · Thursday 17 November 16-19 h, zaal 1A22 · Tuesday 22 November 16-19 h, zaal 1A22 · Thursday 24 November 16-19 h, zaal 1A22 · Thursday 1 December 16-19 h, zaal 1A22 ASSESSMENT The assessment will consist of four parts: Discussion, Assignments, Essay and  Presentation.   Discussion  of the assigned articles will normally (unless announced otherwise) occur during the second class of the week (the first one is interactive lecture) with individual students being assigned the chapter or article to discuss. ALL students need to read weekly literature, but only a few per week will lead the discussion. Presenting students should introduce the author(s) and briefly discuss the main points of the article (assuming that all   students have read it), concluding their presentation with a few questions for feedback from other students. Students’ own leading the discussion AND participation in others’ discussions contributes equally to the grade. Grading crite ria for discussion is the ability to lead critical discussion, demonstrating insight and perception, and asking relevant questions that engage classmates. Grading criteria participation is the ability to respond to discussant’s  questions in class, demonstrating active listening and engagement. Individual weekly assignments  are specified below per week. Sometimes students also have to write a brief summary and reflection on assigned literature as part of weekly assignments (around 1000 words ( +/-10% ) per summary weekly readings, 1000 words per film). Summary of weekly readings should reflect on the main topic of the week, taking points from the select articles and discussing them in further detail in relation to the main theme. Post your assignments in a dropbox of Blackboard AND submit via email compiled in one WORD document. Assessment will occur mid-term and at the end of the course - see deadlines. The grade will reflect the average of all assignments. Essay : around 3000 words ( +/-10% ) on the case study of Cradle to Cradle or Circular Economy and reflect on the larger field of Environment and Development. Introduction should discuss differences between conventional approaches to sustainability (e.g. eco-efficiency, sustainable growth) and Circular Economy or Cradle to Cradle, linking it to literature discussed in class. The case study should either use a specific case discussed in your group presentation or your own industry/company/product of choice. See Case Studies Cradle to Cradle and Circular Economy below. Grading criteria Essay: Rubric below. Present  in maximum 10 minutes the case study of Cradle to Cradle or Circular Economy in a group of 3-4 students. Grade will be shared per group.  Learning aim   Assessment   Percentage (this counts only for those that follow both part I and II, for those following part 1, only 1  st   batch and participation/discussion count)   Deadline Acquire theoretical and practical knowledge in the field of environment and development Individual weekly assignments 40% (30% first batch; 10% second  batch) Monday, 7 November (first batch) Monday, 5 December (second batch) Develop interdisciplinary insights in environmental and developmental problems and their solutions Essay 20% Optional: Thursday 24 November draft essay for feedback. Final: Monday, 12 December  Improve understanding of contemporary debates Participation and discussion of assigned literature, including debate 30% (15% participation and 15% for discussion, including debate) Throughout the course Practice and evaluate general academic skills; team work Presentation 10% Last class, December 1  WEEKLY OVERVIEW: INTRODUCTION Tuesday 11 October Lecture: Introduction - linking environment and development Assignment for October 13: Choose an article to present (select a few). Prepare for the Debate. The statement for the debate is the following: Poverty can be solved by economic growth or economic growth is the cause of poverty. Some participants will be in favour of this proposition, the others not. If the majority of the class takes one  position, the lecturer will randomly d ivide the class in two ‘camps’. T hus, you have to be prepared to defend the position you might personally oppose. Think how to define and link the following concepts: economic development, poverty, sustainability, and decoupling poverty from resource (over)consumption and the long-term effects thereof. Preparation (suggestions) For preposition TED talk Hans Rosling Lee M. 2010. Paul Collier: saying ‘nature has to be preserved’ condemns the poor to poverty. Interviews/484203/paul_collier_saying_nature_has_to_be_ preserved_condemns_the_poor_to_poverty.html Against preposition Schooling the World: Thursday 13 October DEBATE + Lecture: Society and economy (I)  Debate Requirements -   Each team will defend one point of view. Introduce the topic and present your point of view -   Present all your arguments (min. 3 arguments) supported by evidence. -   Consider and react to the counterarguments -   In the conclusion, summarise shortly what is in support of your point of view and make clear what drawbacks the other party’s  point of view present. Also, comment whether the argumentation provided during the Debate has changed in some way your point of view. Guideline Debate  Be prepared  –   use the information from the homework and any additional information you find relevant. The debate starts with a given proposition by supporters and opponents of the proposition. Each participant will defend his/her point of view, presenting arguments in a particular order and supported with “proof”. The lecturer will act as the Chairman of the debate. Each participant should try to convince the Chairman from their point of view. Debating is not discussing, so study the rules below carefully. Limitations to speakers  During each round a different team member should speak. In the opening statements, both teams can present their points of view in turns without any interruptions. Then, a supporter and an opponent go into debate for three minutes. After consultation between team members, a second round of discussion will take place. Finally, each team  presents its conclusion, again without interruptions. All teams will be given short breaks before opening statement, debate and conclusion to consult with each other. Opening statement     address the Chairman and the other students presenting your point of view and present a summary of all arguments Debate     listen to the other debater before interfering    react to the arguments in turn, be polite but try to bring your point across Conclusion      summarise what is in support of your point of view    make clear what drawbacks the other party’s point of view present Requirements during the Debate  Each round has different demands. If you like to take your time before talking, you should do the opening statement. If you are quick-witted and can analyse in split seconds, you should go for the debate round. If you can keep good overview, speak powerfully and summarize easily, take the conclusion. Assignment: Write position paper on the debate, around (+/- 10%) 1000 words. Like a debate, a position paper presents a point of view of an arguable issue. The goal of a  position paper is to convince the reader that your point of view is valid, defensible, carefully examined and supported by convincing arguments. Ensure that you are addressing all sides of the issue, not just the preparation films/literature. You need to persuade your reader that you have well-founded knowledge of the topic, as well as consider and refute the counterarguments showing that you are well informed about both sides. See position paper evaluation rubric below. Submit with the first batch of assignments (this holds for all assignments till November 7). ECONOMIC DEVELOPMENT AND ENVIRONMENTAL SUSTAINABILITY: CHALLENGES
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