University of EdinburghSchool of Social & Political Science

Sustainable Development2016 – 2017

Sustainable Development 2a: Perspectives on Sustainable Development

SCIL08009Semester

Key InformationCourse Organiser

Dr Rachel HowellEmail: rachel.howell@ed.ac.uk Room 6.25Chrystal MacMillan Building, 15A George SquareGuidance & Feedback Hours: Tuesdays 9.30 – 11.30 am

Other Lecturers

Dr Elizabeth Cripps, elizabeth.cripps@ed.ac.ukDr Isabelle Darmon, isabelle.darmon@ed.ac.ukDr Claire Haggett, claire.haggett@ed.ac.ukProf Donald MacKenzie, DonaldMacKenziePA@ed.ac.ukDr Niamh Moore, niamh.moore@ed.ac.ukDr Anthony Newton, Anthony.Newton@ed.ac.ukDr Jamie Furniss, jamie.furniss@ed.ac.ukDr Jeevan Sharma, jsharma2@ed.ac.uk

Location Lectures: Wednesdays and Fridays 10.00 – 10.50 amWednesdays weeks 1-5: Room G.03, 50 George SquareWednesdays weeks 6-11: Teviot Lecture Theatre - Doorway 5, Old Medical School, TeviotFridays (every week): Lecture Theatre 3, Appleton Tower

Senior Tutor

Andreas Zaunseder

Email: Andreas.Zaunseder@ed.ac.uk

Course Secretary

Emma ThomsonEmail: emma.thomson@ed.ac.ukUndergraduate Teaching Office

Assessment Deadlines

Issue Brief: 12 noon, Tuesday 28 February 2017 Exam: To be confirmed

Aims and ObjectivesThis course provides an multidisciplinary examination of the key issues surrounding, and strategies for achieving, sustainable development. Organised around a series of core sustainability issues (for example: food security, climate change, waste, consumption, energy), the course explores how different perspectives (ecological modernisation, practices approaches, ecofeminism, environmental justice etc.) provide different interpretations of sustainability issues and possible courses of

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action.

Contents

Key Information............................................................................................................1

Aims and Objectives.....................................................................................................1Learning Outcomes.........................................................................................................2

Teaching Methods...........................................................................................................3

Lectures........................................................................................................................3

Tutorials.........................................................................................................................3

Assessment.....................................................................................................................3

Mid-semester assignment: Issue Brief.........................................................................4Exam............................................................................................................................5

Resits............................................................................................................................6Communication and Feedback.....................................................................................6

Reading Materials and Resource List..........................................................................7Lecture Summary............................................................................................................8

Course Lectures and Readings..........................................................................................9

Appendix 1 – General Information..............................................................................25

Students with Disabilities............................................................................................25Learning Resources for Undergraduates...................................................................25

Tutorial Sign-Up..........................................................................................................26External Examiner......................................................................................................26

Appendix 2 - Course Work Submission and Penalties...............................................27Penalties that can be applied to your work and how to avoid them...........................27

ELMA: Submission and Return of Coursework..........................................................27Extensions: New policy-applicable for years 1 -4.......................................................27

Exam Feedback and Viewing Exam Scripts:..............................................................28Plagiarism Guidance for Students: Avoiding Plagiarism............................................28

Data Protection Guidance for Students......................................................................29

Learning OutcomesOn completion of this course, the student will be able to:

1. Demonstrate advanced understanding of key sustainable development issues and challenges;

2. Evaluate various perspectives on these topics;3. Critically appraise the socio-political barriers to and opportunities for

sustainable development;4. Demonstrate research and analytical and written presentation skills.

.

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Teaching Methods

LecturesThere are two 50 minute lectures every week, both 10.00 – 10.50 am:

Wednesdays weeks 1-5: Room G.03, 50 George Square Wednesdays weeks 6-11: Teviot Lecture Theatre - Doorway 5, Old Medical

School, Teviot Fridays (every week): Lecture Theatre 3, Appleton Tower

The lectures will be paired; each pair of lectures (usually given by the same person) will discuss a perspective or lens through which to view sustainable development issues, and then present a case study to illustrate this perspective.

TutorialsTutorials involve active learning. They provide an opportunity for you to discuss your own ideas and your reaction to the readings and lectures. It is essential that you look at what each tutorial activity will involve (see Tutorial Preparation and Activities, page 21), read/watch any material specified and come prepared to contribute to the discussion. Note that the tutor’s job is to facilitate discussion and other activities, and not to provide another lecture. Your tutor will also assist you in assignment and essay preparation.

Each tutorial group consists of 10-12 students. Tutorial groups meet weekly, starting in the second week of the course. Your first tutorial will take place in the week starting Monday 23 January 2017. Tutorial attendance is recorded. If you are unable to attend for a valid reason please let your tutor know before the tutorial, or if this is impossible, as soon as possible afterwards.

Please note that pressure of work or problems of time management are not considered an acceptable reason for lack of preparation or non-attendance at tutorials.

The tutors for this course are:Alasdair Neilson; email: aneilson@exseed.ed.ac.ukShubhi Sharma; email: Shubhi.Sharma@ed.ac.ukJean Welstead; email: jwelstea@exseed.ed.ac.ukAndreas Zaunseder; email: Andreas.Zaunseder@ed.ac.uk

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AssessmentStudents will be assessed by:

Assessment

Word count limit

Do not exceed the word limit

or penalties will be applied

Weighting Submission date Return of feedback

Issue Brief

1500-1700 words max (excluding

bibliography)

40%

28/02/2017 (all coursework is due at 12 noon on the

date of submission)

15/11/16

Exam NA 60%

Exam dates are set by Student

Administration. Exam diet

information can be found at:

http://www.ed.ac.uk/

student-administration/

exams/exam-dietsStudents are

responsible for knowing the time,

date and location of their exams.

Dates will be published closer

to the time Please also see Exam

feedback information in Appendix 2.

Note: All coursework is submitted electronically through ELMA. Please read the School Policies and Coursework Submission Procedures which you will find here.

Mid-semester assignment: Issue BriefYou must submit one mid-term assignment for this course, in the form of an Issue Brief. It is worth 40% of your overall mark.

It is due Tuesday 28 February, at 12 noon.

For this assignment you need to:- gather basic information one of the following key global sustainable development issues: transport, carbon emissions, energy, food or deforestation; - explain why/to what extent they are issues for sustainable development; and

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- briefly discuss 2 different perspectives for analysing and addressing them, choosing from ecological modernisation; social practice theory; ecofeminism.

It is NOT an in-depth analysis of an issue. Rather, you are to provide a succinct overview, and a brief analysis of how the issue can be understood and dealt with.

More specifically your Brief should include:

A. A factual, short overview of the issue: what makes it a significant sustainable development/sustainability issue? What are the key sources of the problem it poses;

what are the main dimensions of debates surrounding the issue?B. Analysis from two contrasted perspectives: how do analyses from a practice perspective, from an ecological modernisation perspective, or from an eco-feminist perspective (choose 2 of these only) improve our understanding of the issue? What do they suggest, or imply, for addressing the issue? (explain each, then briefly compare the two).

C. A conclusion, which should not repeat what has already been said, but should draw together the previous discussion. For example, you might want to give an opinion on which perspective you think more useful for tackling the issue.

In your Brief, be sure to draw upon key readings studied so far, relevant to the perspectives you choose to take up. You should rely primarily on academic sources (peer-reviewed journals or academic texts), but you may also use primary sources such as UN, NGO or government documents and websites, and, where relevant, news stories.

The Brief should be BETWEEN 1,500 and 1,700 words, including footnotes if you use them (best to avoid these) but excluding the bibliography (reference list). You will not be penalised for submitting work below the word limit. However, you should note that shorter Issue Briefs are unlikely to achieve the required scope and that this will be reflected in your mark.

The essay is marked by your tutor. The course organiser will moderate (second-read) a sample of essays from each tutorial group to ensure equal marking standards across tutorial groups.

Coursework is submitted online using our electronic submission system, ELMA. You will not be required to submit a paper copy of your work. Marked coursework, grades and feedback will be returned to you via ELMA. You will not receive a paper copy of your marked course work or feedback.

Please refer to the assessment and submission procedure information which you will find in appendix 2.

Referencing in the Issue Brief

The recommended style for referencing follows the one used by the journal of the British Sociological Association, Sociology. Please consult with this journal (available online through the university’s e-journal service) to see how referencing is done. In the reference list, you should give enough information so that readers can find the referenced work themselves. This means the names of all the authors, the date of publication (and which edition, if several have been produced), and the title of the article or book. If you refer to an article, give the journal title, volume number and

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pages; if you refer to a book, give the publisher and place of publication. If you reference a website, give the full URL.

ExamThe two-hour examination consists of one paper and takes place at the end of the semester. It contributes 60% of your course mark. You will be required to answer 2 questions out of a choice of 6, covering the entire course. In tutorials and the final lecture you will have the opportunity to prepare for the exam by reviewing course materials, considering revision strategies, and practicing exam questions. The date of the exam will be announced during the course.

Overall Course ResultFinal grades are provisional until confirmed by the Board of Examiners.

In order to achieve a Pass in Sustainable Development 2A students must achieve an overall mark of 40 or above and must also achieve a mark of at least 40 in the exam.

ResitsThe resit will consist of an examination that will run in the August resit diet. Like the main exam, the resit exam will cover content from the whole course.

Communication and FeedbackYou are strongly encouraged to use email for routine communication with lecturers and tutors. We shall also use email to communicate with you. All students are provided with email addresses on the university system. If you are not sure of your address, which is based on your matric number, check your EUCLID database entry using the Student Portal.

This is the ONLY email address we shall use to communicate with you. Please note that we will NOT use ‘private’ email addresses such as yahoo or hotmail; it is therefore essential that you check your university email regularly, preferably each day. Alternatively, set up a forwarding rule on your university account so that emails sent to it are automatically sent on to your ‘private’ email address. It's easy to do this; see https://support.office.com/en-gb/article/Forward-email-to-another-email-account-1ed4ee1e-74f8-4f53-a174-86b748ff6a0e.

If you have any problems, they should be taken first of all to your tutor. The easiest time to see your tutor is just before or after a tutorial. Tutors can be contacted via email.

More serious personal problems are best dealt with by your Personal Tutor or Student Support Officer, who will let us know, for example, if you have been ill or, for some other serious reason, unable to keep up with the work for part of the course.

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Administrative problems to do with the course can usually be dealt with by your tutor, but you may if necessary consult the Course Organiser, Dr Rachel Howell (rachel.howell@ed.ac.uk), e.g. about problems to do with tutorial teaching.

There are various avenues for you to provide us with feedback about the course:

Around the middle of the course, the Course Organiser will be seeking feedback on how you feel it is going.

We will ask each tutorial group to elect a tutorial representative to provide feedback from each tutor group at a meeting part-way through the semester. Make sure you know who your own tutorial group representative is.

At the end of the course, we ask all students to fill in a questionnaire about the course. We do hope you will take note of what you find useful and what your

suggestions for improvement would be as the course progresses, and that you then take the time to share your experience with us. We do our best to include your constructive suggestions into the program for subsequent years.

Please check Learn regularly for announcements and individual messages

Reading Materials and Resource ListThe ‘Resource List’ link on the course Learn page lists the readings and other resources for each week’s lectures and provides links to all those that are available online. All books which are on the reading list for the lectures should be available in the Main Library’s Reserve Reading section, on the ground floor. Journal articles can be downloaded electronically through the Library website, and many book chapters on the reading list will be available as PDFs linked to the Learn site, or in the file cabinets in the Library’s Reserve Hub.

Reading Materials can be in heavy demand, so treat them kindly, use the reading room at off-peak times whenever possible, and return readings as soon as you have finished using them.

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Lecture Summary

Week Day Date Lecture

1

Wednesday 18 January Introduction to the course

Friday 20 JanuaryThe perspective of ecological modernisation: business as usual or head in the sand?

2Wednesday 25 January Case study: Ecological modernisation in

action; the case of ‘carbon markets’

Friday 27 January Practices, consumption and sustainability

3

Wednesday 1 February Case study: Transport

Friday 3 FebruaryEcofeminism and sustainable development 1: An ethics of place and global ethnography

4Wednesday 8 February Ecofeminism and sustainable

development 2: Making new connections

Friday 10 February Waste and ‘environment’ in a cross-cultural and historical perspective

5Wednesday 15 February Case-study: (Egypt) Environmental

politics when waste is a resource

Friday 17 February Mid-term course review + Issue Brief preparation

6Wednesday 1 March Climate justice

Friday 3 March Guest lecture on worker co-operatives

7Wednesday 8 March Climate justice case study: The Paris

Agreement

Friday 10 March Catchment flooding: the causes, predictions and responsibility?

8Wednesday 15 March Case Studies: Catchment-wide solutions

to flooding: urban-rural connectionsFriday 17 March Community perspectives

9Wednesday 22 March Case study: Food security

Friday 24 March Migration, Livelihoods and Sustainability

10Wednesday 29 March Case study: Migration, livelihoods and

sustainability in NepalFriday 31 March Course review and wrap-up

11 Reading Week & Office Drop-in Session (re: exam prep)

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Course Lectures and Readings

Note: You are not expected to read all the references listed. You are expected to do the Essential Reading each week. Recommended and Additional Readings listed are intended to allow students to explore and consolidate their knowledge of particular themes. In your Issue Brief assignment you must demonstrate that you have read many, if not all, the different readings suggested for the subjects you choose, and it is generally a good idea to look for additional readings yourself too

Lecture 1 (18 Jan): Introduction to the course (Dr Rachel Howell)This lecture will provide an overview of learning objectives and content of the course, and recap essential Sustainable Development concepts. It will give you an idea of the multi-disciplinary structure of the course, explaining how lectures and tutorials fit together and how theory will be illustrated by case studies during the course.

Essential ReadingPlease read the Course Handbook and any other information on the course Learn pages.

Lecture 2 (20 Jan): The perspective of ecological modernisation: business as usual or head in the sand? (Dr Claire Haggett)This is the first of two lectures on the perspective of ‘ecological modernisation’. This first lecture outlines the premise of this theory of sustainable development, followed by the second lecture which focuses on the case study of carbon markets as a way to think about these ideas in practice.

Ecological modernisation is a theory of how society, economy and the environment might develop; it considers the interrelation between them, and focuses on being better, smarter, and greener – but without necessarily requiring fundamental changes to our social and economic systems. We discuss the premises of this idea, and consider the practical value of this ‘business as usual’ approach with a series of examples. We then consider the way in which it neglects some key aspects of what we might think of as ‘sustainable’ development. We think particularly about broader level system change and social and environmental justice to explore whether increased development and more technology is the answer – or the problem.

Essential ReadingMol, A. and Spaargaren, G. (2000) Ecological Modernisation Theory in Debate: A

Review. Environmental Politics, 9:17-49.

Recommended ReadingsBailey, I., Gouldson, A. and Newell, P. (2011) Ecological Modernisation and the

Governance of Carbon: A Critical Analysis. Antipode, 43(3):682-70. Murphy, J. (2000) Ecological Modernisation. Geoforum, 31:1-8.

Additional ReadingsBeck, U. (1992) Risk Society: Towards a New Modernity. London: Sage. Chapter 1.Beck, U. (1992) On the Logic of Wealth Distribution and Risk Distribution. In: Risk

Society: Towards a New Modernity. London: Sage, pp.19-50.Capek, S.M. (1993) The "environmental justice" frame: A conceptual discussion and

an application. Social Problems, 40(1):5-24. Dresner, S. (2008) The Principles of Sustainability. London: Earthscan. Chapter 6. Elliott, A. (2002) Beck’s Sociology of Risk: A Critical Assessment. Sociology,

36(2):293-316.

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Jackson, T. (2010) Prosperity Without Growth. London: Earthscan. Chapters 4, 5, 11 and 12. (Or: Jackson, T. (2009) Prosperity Without Growth: The Transition to a Sustainable Economy. Sustainable Development Commission Report. Available at: http://www.sd-commission.org.uk/publications.php?id=914).

Mol, A.P.J. (1997) Ecological Modernization: Industrial Transformations and Environmental Reform. In: Redclift, M. and Woodgate, G. (eds.) The International Handbook of Environmental Sociology. Cheltenham: Elgar.

Schor, J. (2010) Plenitude: The New Economics of True Wealth. Penguin Press Extract and related material available at: http://www.julietschor.org/2010/05/welcome-to-plenitude/

Walker, G.P. and Bulkeley, H. (2006) Geographies of Environmental Justice. Geoforum, 37(5):655-659.

Lecture 3 (25 Jan): Case study: Ecological modernisation in action; the case of ‘carbon markets’ (Prof. Donald MacKenzie)In this session we will examine a particularly important instance of ‘ecological modernisation’: the growing use of market-based mechanisms for meeting climate-change abatement targets. We will trace the history of tradable permit schemes – in particular of ‘carbon markets’ – as well as some of the practical challenges in building and implementing these mechanisms. We examine in particular one of the world’s leading carbon markets (the European Emissions Trading Scheme), one in which Edinburgh University is involved via its Combined Heat and Power plants, including the plant that adjoins the Chrystal Macmillan Building (which you will have the opportunity to visit during Week 6). We will also go beyond much of the literature cited below to discuss why the recent record of carbon markets as means of reducing emissions has been very disappointing.

Essential ReadingsMacKenzie, D. (2009) Constructing Emissions Markets. Chapter 7 in Material

Markets: How Economic Agents are Constructed. Oxford University Press, pp.137-176.

Lohmann, L. (2005) Marketing and Making Carbon Dumps: Commodification, Calculation and Counterfactuals in Climate Change Mitigation. Science as Culture, 14(3):203-235.

Additional ReadingsBailey, I., Gouldson, A. and Newell, P. (2011) Ecological Modernisation and the

Governance of Carbon: A Critical Analysis. Antipode 43(3):682-703.Callon, M. (1998) Introduction: The Embeddedness of Economic Markets in

Economics. In: Callon, M. (ed) The Laws of the Markets, 1st edition. Oxford: Blackwell.

Knox-Hayes, J. (2009) The Developing Carbon Financial Service Industry: Expertise, Adaptation and Complementarity in London and New York. Journal of Economic Geography, 9(6):749-777.

MacKenzie, D. (2009) Making Things the Same: Gases, Emission Rights and the Politics of Carbon Markets. Accounting, Organizations and Society, 34(3-4):440-455.

Lecture 4 (27 Jan): ‘Practices’, consumption and sustainability (Dr Rachel Howell)This is the first of two lectures based on the perspective of Social Practice Theory. In this lecture I introduce the theory, why explains why it is too simplistic to see consumption as being all about individual behaviour without thinking about how our activities are shaped by wider systems. I draw on sociological understandings of the social shaping of individuals, their actions and the technologies we use. ‘Behaviour’ can be seen as the performance of social practices that are shaped by cultural

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conventions or meanings, socially acquired skills, and material ‘stuff’. We will also explore how so much unsustainable behaviour is habitual, and why this causes problems when attempting to promote sustainable lifestyles by focussing on individual ‘choices’.

Essential ReadingsShove, E. (2010) Beyond the ABC: climate change policy and theories of social

change. Environment and Planning A, 42:1273-1285.Shove, E., Pantzar, M. and Watson, M. (2012) Promoting transitions in practice.

Chapter 8 in The dynamics of social practice: everyday life and how it changes. London: Sage, pp.139-164.

Additional ReadingsHand, M., Shove, E. and Southerton, D. (2005) Explaining Showering: a Discussion

of the Material, Conventional, and Temporal Dimensions of Practice. Sociological Research Online, 10. Available at: http://www.socresonline.org.uk/10/2/hand.html.

Røpke, I. (2009) Theories of practice – New inspiration for ecological economic studies on consumption. Ecological Economics, 68:2490-2497.

Shove, E. (2003) Converging Conventions of Comfort, Cleanliness and Convenience. Journal of Consumer Policy, 26:395-418.

Shove, E. and Walker, G. (2014) What Is Energy For? Social Practice and Energy Demand. Theory, Culture & Society, 31:41-58.

Whitmarsh, L., O’Neill, S. and Lorenzoni, I. (2011) Climate change or social change? Debate within, amongst and beyond disciplines. Environment and Planning A, 43:258-261.

Young, W. and Middlemiss, L. (2012) A rethink of how policy and social science approach changing individuals’ actions on greenhouse gas emissions. Energy Policy, 41:742-747.

Lecture 5 (1 Feb): Case study: transport (Dr Rachel Howell)This week’s lecture illustrates the Social Practice Theory perspective through the case study of transport. The proliferation of the petroleum-fuelled motor car and the expansion in air travel exemplify ways in which the conduct of personal life in the Global North (the rich ‘developed’ world) has become intertwined with unsustainable high-carbon practices. This lecture looks at driving and car dependence as normal family practices for many people and the consequences of our car culture for cycling and cyclists. We will consider how a practice theory approach might suggest ways of tackling these problems.

Essential ReadingSchoenberger, E. (2015) Henry Ford’s Car. Chapter 4 in Nature, Choice and Social

Power. Abingdon, Oxon: Routledge, pp.113-139.

Additional ReadingsAldred, R. (2013) Incompetent or too competent? Negotiating everyday cycling

identities in a motor dominated society. Mobilities, 8(2):252-271.Barr, S., Shaw, G., Coles, T. and Prillwitz, J. (2010) ‘A holiday is a holiday’: practicing

sustainability, home and away. Journal of Transport Geography, 18:474-481.Biggar, M. and Ardoin, N.M. (2016) More than good intentions: the role of conditions

in personal transportation behaviour. Local Environment, DOI: 10.1080/13549839.13542016.11177715.

Carrabine, E. and Longhurst, B. (2002) Consuming the car: anticipation, use and meaning in contemporary youth culture. The Sociological Review, 50:181-196.

Kopnina, H. (2011) Kids and cars: environmental attitudes in children. Transport Policy, 18:573-578.

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Steinbach, R., Green, J., Datta, J. and Edwards, P. (2011) Cycling and the city: A case study of how gendered, ethnic and class identities can shape healthy transport choices. Social Science & Medicine, 72:1123-1130.

Murtagh, N., Gatersleben, B. and Uzzell, D. (2010) Travel mode choice on regular journeys: identity centrality and salience. RESOLVE Working Paper 04-10, University of Surrey.

Walker, I., Thomas, G.O. and Verplanken, B. (2015) Old Habits Die Hard: Travel Habit Formation and Decay During an Office Relocation. Environment and Behavior, 47:1089-1106.

Lecture 6 (3 Feb): Ecofeminism and sustainable development 1: An ethics of place and global ethnography (Dr Niamh Moore)In this first session of two, I will introduce ecofeminism and how ecofeminism might help us think about sustainable development. Focusing on ecofeminism’s commitment to an anti-dualistic philosophy and insistence on interconnections, of people and people and nature, we will draw on Val Plumwood’s conceptualisation of ‘shadow places’ and an ‘ethic of place’, as well as Anna Tsing’s approach to ‘global ethnography’, to offer counternarratives to concerns about universalisms. We will begin to explore a case study of ecofeminist activism against deforestation in Canada and use that as a way in to tracing how relationships between women, deforestation and sustainability in different places are understood.

Essential ReadingsMoore, N. (2011) Eco/feminism and Rewriting the Ending of Feminism: From the

Chipko Movement to Clayoquot Sound. Feminist Theory, 12(1):3-21.Plumwood, V. (2008) Shadow Places and the Politics of Dwelling. Australian

Humanities Review, 44. Available at: http://www.australianhumanitiesreview.org/archive/Issue-March-2008/home.html

Recommended ReadingMagnusson, W. and Shaw, K. (Eds.) (2003) A Political Space: Reading the Global

through Clayoquot Sound. Minneapolis: University of Minnesota Press, especially Preface and Chapter 1.

Additional ReadingsKaplan, C. (1994) The Politics of Location as Transnational Feminist Practice. In:

Grewal, I. and Kaplan, C. Scattered Hegemonies: Postmodernity and Transnational Feminist Practices. Minneapolis: University of Minnesota Press.

Moore, N. (2008) The Rise and Rise of Ecofeminism as a Development Fable: A Response to Melissa Leach’s ‘Earth Mothers and Other Ecofeminist Fables: How a Strategic Notion Rose and Fell’. Development and Change, 39(3):461-475.

Moore, N. (2003) Ecological Citizens or Ecoterrorists? Learning through Environmental Activism in Clayoquot Sound. In: Coare, P. and Johnston, R. (eds) Adult Learning, Citizenship and Community Voices: Exploring Community-Based Practice. Leicester: National Institute of Adult and Continuing Education, pp.92-107.

Plumwood, V. (1992) Feminism and Ecofeminism: Beyond the Dualistic Assumptions of Women, Men and Nature. The Ecologist, 22(1):8-13.

Plumwood, V. (2005) Decolonising Australian Gardens: Gardening and an Ethics of Place. Eco-humanities Corner: Australian Humanities Review, 36. Available at http://www.australianhumanitiesreview.org/archive/Issue-July-2005/09Plumwood.html

Rocheleau, D., Thomas-Slayter, B. and Wangari, E. (1996) Gender and Environment: A Feminist Political Ecology Perspective. In: Rocheleau, D.,

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Thomas-Slayter, B. and Wangari, E. (eds.) Feminist Political Ecology: Global Issues and Local Experiences. New York: Routledge, pp.3-26.

Shiva, V. (1989) Staying Alive: Women, Ecology and Development. London: Zed Books, pp.1-54.

Tsing, A. L. (2005) Friction: An Ethnography of Global Connection. Princeton, N.J.: Princeton University Press. Preface and Introduction.

Lecture 7 (8 Feb): Ecofeminism and Sustainable Development 2: Making New Connections (Dr Niamh Moore)This follow-up session offers further detail on our case study of protest against deforestation on the West Coast of Vancouver Island in Canada, where participants in a peace camp organised on ecofeminist principles campaigned against clear-cut logging of temperate rainforest. We will take up the concepts of shadow-places, an ethics of place and global ethnography, to explore in greater depth how ecofeminism can help us think about relationships between the environmental and sustainability concerns of women in the Global North and those in the Global South. We will discuss how deforestation – and campaigning against deforestation – can be an ecofeminist issue and what that means in practice. We will conclude by discussing what questions can be taken away to apply in other contexts.

Essential Readings:Langer, V. and Bate, J. (1993) Women out Front in Clayoquot Sound. Canadian

Woman Studies/les cahiers de la femme Special Issue: Women and Environments, 13(3):81-83.

Moore, N. (2015) The Changing Nature of Eco/feminism: Telling Stories from Clayoquot Sound. Vancouver: University of British Columbia Press. Chapters 1 and 4.

Additional Readings and ResourcesBraidotti, R., Charkiewicz, E., Hausler, S. and Wieringa, S. (1994) Women,

Environment and Sustainable Development: Towards a Theoretical Synthesis. London: Zed Books, pp.77-106.

Hausler, S. (1994) Women and the Politics of Sustainable Development. In: Harcourt, W. (ed.) Feminist Perspectives on Sustainable Development. London: Zed Books, pp.145-55.

Magnusson, W. and Shaw, K. (Eds.) (2003). A Political Space: Reading the Global through Clayoquot Sound. Minneapolis: University of Minnesota Press.

Plumwood, V. (2008) Shadow Places and the Politics of Dwelling. Australian Humanities Review, 44. Available at: http://www.australianhumanitiesreview.org/archive/Issue-March-2008/home.html

Seager, J. (1993) Earth Follies: Feminism, Politics and the Environment. London: Green Print, Chapter 4.

[film] Wine, S. (1997) Fury for the Sound: The Women at Clayoquot. Vancouver: TellTale Productions. View at: https://www.youtube.com/watch?v=uGgVs88IsoA.

Lecture 8 (10 Feb): Waste and ‘environment’ in a cross-cultural and historical perspective (Dr Jamie Furniss)All societies generate waste, but how do they understand the category, its sources, and the apportionment of responsibility for its creation and management? How does it threaten them, and what responses do they formulate to it? The goal of this lecture is to use historic and cross-cultural comparison to demonstrate that that conceptions of both the problem of ‘waste’ and the solutions to it vary. We therefore need to treat ‘waste’ as an ethnographic (empirical) rather than analytic category.

Essential Readings

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Kirby, P. W. (2011) Introduction: Japan’s Waste Shadow. In: Troubled natures: waste, environment, Japan. Honolulu: University of Hawai’i Press.

Strasser, S. (2000). Introduction: Toward a History of Trashmaking. In: Waste and Want: A Social History of Trash. New York: Henry Holt and Company.

Additional ReadingsCrang, M. and Gregson, N. (2015) From Waste to Resource: The Trade in Wastes

and Global Recycling Economies. Annual Review of Environment and Resources, 40:151-176.

Reno, J. (2015) Waste and Waste Management. Annual Review of Anthropology, 44:557-572.Week 5

Lecture 9 (15 Feb): Case-study (Egypt) Environmental politics when waste is a resource (Dr Jamie Furniss)This lecture explores contrasting regimes of representation and management that have structured waste politics in Egypt over the last decade. The Egyptian state’s attempt, beginning in the 2000s, to ‘occupy the field’ of domestic and commercial waste collection was premised on a ‘waste regime’ that is familiar in Western settings, in which waste is framed as a negative externality requiring a publicly subsidized service to remove it. This contrasts with the logic of the pre-existing regime in which waste was removed in accordance with its resource value by informal sector waste collectors, and the state took responsibility only for wastes accumulating in common spaces. The clash of these two regimes resulted in a struggle between the informal sector waste collectors and the formal sector companies contracted by the state. Since the struggle was not to be rid of waste, but to have access to it, I argue that it inverted many assumptions about the politics and representations of waste in ‘Western’ settings, in particular NIMBY (Not in My Back Yard) logics and the premises of most ‘environmental justice’ scholarship.

Essential Readings and ResourcesThe World’s Best Recyclers Aren’t Environmentalists (TEDx talk):

https://www.youtube.com/watch?v=m5b56eQ_fJk Furniss, J. (2012) What Did Neoliberalism Change for Waste? Foreign Waste

Collection Companies in Cairo. Anthropology News, 53(8):10-11.Hawkins, G. (2006) Empty Bottles. Chapter 5 in: The ethics of waste: how we relate

to rubbish. Oxford: Rowman & Littlefield.

Additional ReadingsHolifield, R., Porter, M. and Walker, G. (2009) Introduction Spaces of Environmental

Justice: Frameworks for Critical Engagement. Antipode, 41:591-612.MacBride, S. (2012) Recycling Reconsidered. The Present Failure and Future Promise of Environmental Action in the United States. Cambridge, Mass.: MIT Press.

Lecture 10 (17 Feb): Mid-course review (Dr Rachel Howell)This lecture will review key points of the course so far, and help to prepare for the mid-semester Issue Brief assignment.

There is no required reading for this lecture. A chance to catch up!

N.B. There are no lectures during Creative Learning Week, February 20-25.

Lecture 11 (1 March): Climate justice (Dr Liz Cripps)This lecture introduces and debates the concept of climate justice. It identifies anthropogenic climate change as an injustice, intra- and inter-generationally, and asks what a just global response would look like. Who should bear the burdens of

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climate change mitigation, adaptation, and compensation: polluters, beneficiaries of climate change, or those who are best able to do so?

Essential ReadingsCaney, S. (2005) Cosmopolitan Justice, Responsibility, and Global Climate Change.

Leiden Journal of International Law, 18:747-775.Shue, H. (1999) Global Environmental and International Equality. International

Affairs, 75(3):531-545.

Recommended ReadingsBaer, P., Athanasiou, T., Kartha, S. and Kemp-Benedict, E. (2010) Greenhouse

Development Rights: A Framework for Climate Protection That Is "More Fair" Than Equal Per Capita Emissions Rights. Chapter 12 in: Gardiner, S.M., Caney, S., Jamieson, D. and Shue, H. (eds.) Climate Ethics: Essential Readings. Oxford & New York: Oxford University Press, pp.215-230.

Singer, P. (2002) One Atmosphere. Chapter 10 in: Gardiner, S.M., Caney, S., Jamieson, D. and Shue, H. (eds.) Climate Ethics: Essential Readings. Oxford & New York: Oxford University Press, pp.181-199.

Additional ReadingsBarry, B. (1999) Sustainability and Intergenerational Justice. In: Dobson, A. Fairness

and Futurity. Oxford: Oxford University Press, pp.93-117.Caney, S. (2010) Climate Change and the Duties of the Advantaged. Critical Review

of International Social and Political Philosophy, 13(1):203-228.Gardiner, S.M. (2004) Ethics and Global Climate Change. Ethics 114(3):555-600. Page, E. (2012) Give it up for climate change: a defence of the beneficiary pays

principle. International Theory, 4(2):300-330.Shue, H. (1999) Bequeathing Hazards: Security Rights and Property Rights of Future

Humans. In: Dore, M. and Mount, T. Global Environmental Economics: Equity and the Limits to Markets. Oxford: Blackwell.

Shue, H. (1993) Subsistence Emissions and Luxury Emissions. Law and Policy, 15(1):39-60.

Lecture 12 (3 March): Guest lecture on worker co-operatives (Andreas Zaunseder)

There is no required reading for this Guest Lecture.

Lecture 13 (8 March): Case study: the Paris Agreement (Dr Liz Cripps)This lecture will discuss the United Nations Framework Convention on Climate Change, particularly the Paris Agreement of December 2015, from the perspective of moral principles of climate justice. It will also discuss the ethical points made by the Intergovernmental Panel on Climate Change.

Essential Readings and ResourcesParis Agreement (United Nations, 2015):

http://unfccc.int/files/essential_background/convention/application/pdf/english_paris_agreement.pdf

Please watch the presentations from the Climate Justice After Paris Conference, University of Reading, 28/29 Jan 2016. Watch as much as possible, but particularly the keynotes: https://www.youtube.com/embed/videoseries?list=PLtt0YlmVmIKP0tueiw-bfZ936lqXtKXAg

Additional Readings

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Bodansky, D. (2016) The Legal Character of the Paris Agreement. Review of European, Comparative & International Environmental Law, 25(2):142-150.

IPCC (2014) Climate Change 2014: Mitigation of Climate Change. Contribution of Working Group III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (Cambridge and New York: CUP). http://ipcc.ch/pdf/assessment-report/ar5/wg3/ipcc_wg3_ar5_chapter3.pdf

IPCC (2014) Social, Economic and Ethical Concepts and Methods In: Climate Change 2014: Mitigation of Climate Change. Contribution of Working Group III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change.

Moellendorf, D. (2009) Treaty norms and climate change mitigation. Ethics & International Affairs, 23(3):247-265.

Lecture 14 (10 March): Catchment flooding: the causes, predictions and responsibility? (Dr Anthony Newton)This is the first of two lectures taking a geographical perspective on urban-rural connections, illustrated by the case study of flooding. We will discuss the societal impacts of flood and how over the last few decades it has become apparent that rural and urban areas are linked and cannot be regarded as separate systems. Flooding in one, impacts on the other. This important change in our understanding is timely, considering the predicted impacts of climate change and land use management on flooding. Roles and responsibility has also changed, with more emphasis being placed on individuals to protect themselves and a move away from expensive “hard-engineered” defences to more sustainable solutions.Essential ReadingsPenning-Rowsell, E.C. and Priest, S.J. (2015) Sharing the burden of increasing flood

risk: who pays for flood insurance and flood risk management in the United Kingdom. Mitigation and Adaptation Strategies for Global Change, 20:991-1009.

Rodrigo, R., Feyen, L. and Watkiss, P. (2013) Climate change and river floods in the European Union: Socio-economic consequences, the costs and benefits of adaptions. Global Environmental Change, 23:1737-1751.

Additional ReadingsBastien, N. et al. (2010) The best management of SuDS treatment trains: a holistic

approach. Water Science & Technology, 61(1):263-272.Butler, C. and Pigeon, N. (2011) From flood defence to flood risk management:

exploring governance, responsibility and blame. Environmental and Planning C: Government and Policy, 29:533-547.

Butler D. and Parkinson J. (1997) Towards sustainable urban drainage. Water Science and Technology, 35(9):53-63.

Forbes, H., Ball, K. and McLay, F. (2015) Natural Flood Management Handbook. Scottish Environment Protection Agency. Available at https://www.sepa.org.uk/media/163560/sepa-natural-flood-management-handbook1.pdf

Howgate, O. and Kenyon, W. (2009) Community cooperation with natural flood management: a case study in the Scottish Borders. Area, 41(3):329-340.

Scottish Government (2011) Delivering Sustainable Flood Risk Management - a consultation: 5. Integrated urban drainage. Available at http://www.scotland.gov.uk/Publications/2011/01/14152758/10

Susdrain (CIRIA) Sustainable Urban Drainage: http://www.susdrain.org

Lecture 15 (15 March): Catchment-wide solutions to flooding: urban-rural

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connections (Dr Anthony Newton) Having discussed the implications of present and future river impacts on the environment and society (both rural and urban), we will discuss a variety of sustainable adaptations. These will include sustainable drainage systems, river restoration and catchment flood management (Natural Flood Management). Scotland is at the forefront of these new developments and for this reason evidence for the effectiveness of these schemes, especially Natural Flood Management, is limited.

Essential Readings Gilvear, D.J., Casa-Mulet, R. and Spray, C.J. (2012) Trends and issues in delivery of

integrated catchment scale river restoration: Lessons learned from a national river restoration survey within Scotland. River Research and Applications, 28: 234-246.

Barbosa, A.E., Fernandes, J.N. and David, L.M. (2012) Key issues for sustainable urban stormwater management. Water Research, 46(20):6787-6798.

Additional ReadingsAs for lecture 14.

Lecture 16 (17 March): Community perspectives (Dr Isabelle Darmon)In the following two lectures, we explore a notion which seems to deny or overcome social divisions: the notion of community. We assess the ways in which ‘communities’ are mobilised to address the economic, environmental and social crises of our times, and we explore their potential for opening up a different socio-environmental future. In the second of these lectures, we investigate such potential more particularly in relation to the issue of food security.

The idea of community has once again become very popular for the promotion of sustainable ways of life. This is unsurprising as the ‘community’ has been seen, at least since the 19th century, as the place of authentic nurturing relationships, able to resist or mend the erosion of social bonds through capitalism. Today in the Western world in particular ‘communities’ refer, on the one hand, to relatively stable and ‘resilient’ groups, anchored in a territory and its traditions, and thus able to be concerned with and to deliver on outcomes for future generations; and on the other hand, groups of like-minded individuals united in a joint pursuit, who will start growing their own food, cycling to work and more generally decreasing their carbon footprint. However it has also been argued that it is precisely these qualities of the notion of community which make them very appealing to neoliberal policy making and a technocratic understanding of environmental challenges - and thus might lead to their enrolment in programmes which might well go against the kind of systemic change required for dealing with the current and impending ecological and social crises. We discuss the history of the concept and the various interpretations of its revival and enrolment in the cause of sustainability through an analysis of key texts on this very sociological notion as well as through concrete case studies (e.g., Low Carbon Community Challenge, the Transition Towns Network etc.).

Essential ReadingsBell, C.R. and Newby, H. (1978) Community, communion, class and community

action: the social sources of the new urban politics. In Herbert, D.T. and Johnston, R.J. (eds) Social Areas in Cities. London: Wiley, pp.189-207.

Taylor Aiken, G. (2016) Polysemic, Polyvalent and Phatic: A Rough Evolution of Community With Reference to Low Carbon Transitions. People, Place and Policy, 10(2):126-145.

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Recommended ReadingsMcCarthy, J. (2005) Devolution in the woods: community forestry as hybrid

neoliberalism. Environment and Planning A, 37(6):995-1014.Taylor Aiken, G. (2015) (Local-) community for global challenges: carbon

conversations, transition towns and governmental elisions. Local Environment, 20(7):764-781.

Additional ReadingsCreamer, E. (2015) The double-edged sword of grant funding: a study of community-

led climate change initiatives in remote rural Scotland. Local Environment, 20(9):981-999.

Grossmann, M. and Creamer, E. (2016) Assessing diversity and inclusivity within the Transition movement: an urban case study. Environmental Politics, 26(1):161-182.

Toennies, F. (1974) Gemeinschaft and Gesellschaft. In Elias, N. (ed.) The Sociology of Community. London: Frank Cass and Co., pp.7-12.

Walker, G., Hunter, S., Devine-Wright, P., Evans, B. and Fay, H. (2007) Harnessing community energies: explaining and evaluating community-based localism in renewable energy policy in the UK. Global Environmental Politics, 7(2):64-82.

Lecture 17 (22 March): Case study: Food security (Dr Isabelle Darmon)There is no doubting the magnitude of the pressures on the environment stemming from the world food system if things carry on according to ‘trend’: 9 billion people on earth by 2050 would translate into an increase of the demand in calories per day from 33,000 Gkcal to 62,000 GKcal. The pressures are multiple and their analysis should ideally address not only patterns of consumption, but also food systems, food chains, urban dynamics, and dynamics of commodification and marketisation. However the notion of ‘food security’ tends to be associated with approaches that privilege increased production, technological ‘innovation’, ‘free’ trade and market access to address world food challenges. In this class we review the genesis of the notion and how it has evolved as a response to criticisms of productivism. We then contrast two current approaches, sustainable intensification (which broadly follows the ecological modernisation perspective); and ‘community’ approaches to food security; exploring their respective merits and problems.

Essential readingsConnelly, S., Markey, S. and Roseland, M. (2011) Bridging sustainability and the

social economy: Achieving community transformation through local food initiatives. Critical Social Policy, 31(2):308-324.

Godfray, H.C.J. and Garnett, T. (2014) Food security and sustainable intensification. Philosophical Transactions of the Royal Society B, 369(1639):20120273.

Recommended readingsDe Schutter, O. (2014) Specter of Productivism and Food Democracy. The

Wisconsin Law Review, Volume 2:199-234.Tomlinson, I. (2013) Doubling food production to feed the 9 billion: a critical

perspective on a key discourse of food security in the UK. Journal of Rural Studies, 29:81-90.

Additional readingsAllen, P. (1999) Reweaving the food security safety net: Mediating entitlement and

entrepreneurship. Agriculture and human values, 16(2):117-129.Cadieux, K. V., and Slocum, R. (2015) What does it mean to do food justice? Journal

of Political Ecology, 22:1.

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Campbell, D.C., Carlisle-Cummins, I. and Feenstra, G. (2013) Community food systems: Strengthening the research-to-practice continuum. Journal of Agriculture, Food Systems, and Community Development, 3(3):121-138.

Franklin, A. and Morgan, S. (2014) Exploring the new rural-urban interface: community food practice, land access and farmer entrepreneurialism. In Marsden, T. and Morley, A. Sustainable Food Systems: Building a New Paradigm. London: Routledge.

Franklin, A., Newton, J. and McEntee, J.C. (2011) Moving beyond the alternative: sustainable communities, rural resilience and the mainstreaming of local food. Local Environment, 16(8):771-788.

I will not dwell on the food security vs food sovereignty debate in this lecture, but if you wish to know more about it, here is a list of useful resources:

FAO (2009) How to Feed the World in 2050. MacDonald, M. (2012) Food Security and Equity in a Climate-Constrained World.

Chapter 14 in: Starke, L. (ed.) State of the World 2012: Moving toward sustainable prosperity. Washington: Island Press, pp.161-168.

McKeon, N. (2014) Food security governance: Empowering communities, regulating corporations. London: Routledge.

Patel R. (2012) Food Sovereignty: Power, Gender, and the Right to Food. PLoS Medicine 9(6):e1001223.

Wald, N. and Hill, D.P. (2016) ‘Rescaling’ alternative food systems: from food security to food sovereignty. Agriculture and Human Values, 33(1):203-213.

Websites:https://foodfirst.org/publication/food-sovereignty-a-critical-dialogue/On all the issues addressed in this lecture, consult the very comprehensive and stimulating website www.Grain.orghttp://canadianfoodstudies.uwaterloo.ca:8082/index.php/cfs/index

Lecture 18 (24 March): Migration, Livelihoods and Sustainability (Dr Jeevan Sharma)What is the relationship between migration, livelihoods and sustainability? How does migration affect processes of economic, cultural and political configurations in source/origin societies? Different forms of migration can be simultaneously empowering as well as destabilizing. It can challenge and reconfigure existing socio-cultural and political-economic configurations in ways resulting both marginalization as well as opportunities for sustainable development. Designed as an ongoing conversation on migration dynamics and its social, cultural, economic and political implications in sending societies, this lecture interrogates how migration central to people’s livelihoods in the global ‘south’.

Essential ReadingsBebbington, A. (1999) Capitals and capabilities: a framework for analysing peasant

viability, rural livelihoods and poverty. World Development, 27(12):2012-44.Castles, S (2010) Understanding Global Migration: A Social Transformation

Perspective. Journal of Ethnic and Migration Studies, 36(10):1565-1586.

Additional ReadingsChambers, R. and Conway, G. (1992) Sustainable rural livelihoods: practical

concepts for the 21st century. IDS discussion paper, 296. Brighton: IDS.Cohen, J.H. (2011) Migration, Remittances, and Household Strategies. Annual

Review of Anthropology, 40:103-114. De Haan, L. (2000) Globalization, Localization and Sustainable Livelihood.

Sociologia Ruralis, 40(3):339-65.

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De Haan, L. and Zoomers, A. (2005) Exploring the frontier of livelihoods research. Development and Change, 36(1):27-47.

Scoones, I. (2007) Sustainability. Development in Practice, 17(4-5):589-596.

Lecture 19 (29 March): Migration, Livelihoods and Sustainability – Nepal Case Study (Dr Jeevan Sharma)Migration has historically been a significant feature of livelihoods in the fragile socioeconomic and environmental context of the Himalayan region. Hardly any area in the Himalayan region remains unaffected by the exodus of young men, and increasingly young women, to other parts of the region, across the border to India, and more recently to various global destinations. These migrations have created and sustained trans-regional and trans-national links, connecting distant cultures, countries, and economies. This week’s lecture will discuss the case study of ‘culture of migration’ in Nepal and how this practice is not only a strategic response to livelihood insecurities in the fragile mountain environments but are also shaped by gendered and socio-cultural considerations relating to the ideas of freedom, consumption, modernity and masculinities.

Essential readingsSeddon, D., Adhikari, J. and Gurung, G. (2002) Foreign Labor Migration and the

Remittance Economy of Nepal. Critical Asian Studies, 34(1):19-40.Sunam, R.K. and McCarthy, J.F. (2016) Reconsidering the links between poverty,

international labour migration, and agrarian change: critical insights from Nepal. The Journal of Peasant Studies, 43(1):39-63.

Additional readingsBlaikie, P., Cameron, J. and Seddon, D. (2002) Understanding 20 Years of Change

in West-central Nepal: Continuity and Change in Lives and Ideas. World Development, 30:1255-1270.

Massey, D., Axinn, W. and Ghimire, D. (2010). Environmental change and out-migration: Evidence from Nepal. Population and Environment, 32(2/3):109-136.

Shah, A. (2006) The labour of love: seasonal migration from Jharkhand to the brick kilns of other states in India. Contributions to Indian Sociology, 40(1):91-118.

Sharma, J.R. (2008) Practices of Male Labour Migration from the Hills of Nepal to India in Development Discourses: Which Pathology? Gender, Development and Technology, 12(3):303-323.

Watkings, F. (2003) ‘Save there, eat here’: Migrants, households and community identity among Pashtuns in northern Pakistan. Contributions to Indian Sociology, 37(1-2):59-81.

Lecture 20 (31 March): Course review and wrap-up (Dr Rachel Howell)To help students prepare for the exam the Course Organiser will offer a review of the main perspectives and issues addressed in the course. I will also provide general exam tips and present and discuss sample questions.

There are no required readings for this lecture.

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Tutorial Preparation and Activities

Tutorial 1, Week 2: Carbon markets Key question: What, in your view, are the social, political, and economic advantages and disadvantages of carbon markets as instruments for reducing carbon emissions compared to other means of doing so (e.g. voluntary action, carbon taxes, government regulation, government-sponsored research and development).

Activity:Debate on this topic. Preparation: Read the Essential Readings listed for Lecture 3. Prepare to debate the advantages and disadvantages of carbon markets as instruments for reducing carbon emissions compared to other means of doing so. Make two lists of around 4-5 key points, one list supporting the argument that carbon markets are a good instrument for reducing carbon emissions, the other supporting the argument that carbon markets are not a good instrument for reducing carbon emissions.

In the tutorial, divide into two groups. Each group prepares for one side of the debate, based on discussion of the key points for/against the proposition that carbon markets are a good instrument for reducing emissions (first half of the tutorial). In the second half of the tutorial, you will actually hold the debate.

Tutorial 2, Week 3: Sustainability and social practiceKey question:How does a ‘social practices’ perspective help us think about promoting sustainable lifestyles, and how is this different from trying to encourage ‘behavioural change’?

Activity:(a) In small groups, list all the meanings, material things and skills you can think of associated with one or more of these practices: taking a shower or a bath; cooking an evening meal; travelling to work, taking 2 children to school on the way, or travelling from Edinburgh to Paris by train compared to flying. Think about how different circumstances might affect these practices (e.g. what might be different about cooking at the weekend compared to after coming in very late from work?)

(b) Discuss how policies could be developed to try to make one of these practices more sustainable, without merely appealing directly to people to make more ‘environmentally-friendly’ choices. What could be changed about the meanings, materials and skills associated with the practice, and how could this come about?

Each group should present its ideas about part (b) to the whole tutorial group (and ideally, if time, get feedback from the rest of the group about these ideas).

Tutorial 3, Week 4: Ecofeminism and development: Women protesting deforestationKey question:How does eco/feminism help us think about relationships between the environment and sustainability concerns of women in the Global North and those in the Global South?

Activity: Using Clayoquot Sound as an example, discuss these questions in small groups. Feed back to the larger group.

What happens at the intersection of feminisms and environmentalisms?

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How does the feminist critique of neoliberal forms of development around the world link to sustainability commitments and movements? Think about deforestation in particular.

Does eco/feminism have specific things to offer our understanding of this crisis and ways to develop solutions?

What does ecofeminism look like in practice? What features of the Clayoquot Sound activist movement were ecofeminist?

Tutorial 4, Week 5: Waste Key questions and activity:Discuss the Essential Readings for the lectures and these questions: How do people around you (including yourself) relate to waste? How important is

recycling to them and for what reasons? How do you see this differing from waste management practices at other times in

history and other places in the contemporary world?

You will also have an opportunity to discuss the Issue Brief assignment during this tutorial.

Tutorial 5, Week 6: Campus energy – tour of combined heat and power plantExceptionally this week the tutorials will take the form of a tour of the University’s Central Area combined heat and power plant. This will be led by David Somervell, former Sustainability Advisor to the University. The tours will be on the following days and times:Monday 27 Feb 11.10 – 12.00Monday 27 Feb 12.10 – 13.00Thursday 2 March 12.10 – 13.00Thursday 2 March 13.10 – 14.00You will need to sign up for a tour on Learn and further information will be given about this early in the course.

Before you take the tour: Watch the video ‘What are we waiting for?’: https://www.youtube.com/watch?v=klooRS-Jjyoand read this 2-page briefing ‘Trigeneration at University of Edinburgh’: http://www.sustainabilityexchange.ac.uk/files/university_of_edinburgh_chp_dh_case_study_-_david_somervell_-_eaucs2015.pdf

Please meet by the reception desk on the ground floor of Chrystal Macmillan Building, at least 5 minutes before the start of your tour.

Tutorial 6, Week 7: Climate justice and the Paris AgreementPlease read the Essential Readings for the two lectures, but also read news coverage of COP 22 in Marrakech and keep up to date on coverage of the consequences of the Trump presidency for the Paris Agreement. Key questions:Does the Paris Agreement meet the demands of global and intergenerational justice, in terms of both the target and the distribution of burdens? If not, what prevented a more just agreement?What are the prospects for effective implementation of the agreement going forward? Activity:(25 min) Divide into two groups to discuss:(a) what changes you would have proposed to the Paris Agreement, and their political feasibility;

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(b) the main challenges to securing climate justice going forward and how they might be overcome. (10 min) Each group makes a five-minute presentation on their conclusions (Rest of the tutorial) General discussion and questions.

Tutorial 7, Week 8: Urban-rural connections Key question: What are the main issues in attempting to establish more sustainable flood management strategies in rural areas, which will help to control downstream flooding of towns and cities?

Activity:It is clear that there is a complex interconnection between rural (often upland areas) and urban (often lowland) areas and their relationship to flooding. More sustainable and integrated flood management policies offer possible means of reducing flood risk to urban areas, but only with the cooperation of rural stakeholders (landowners/managers/farmers, government agencies, councils etc).

Using the information from the lectures and the two papers below, discuss the main issues involved in successfully implementing sustainable rural flood management plans.

Cook, B., Forrester, J., Bracken, L, Spray, C. and Oughton, E. (2016) Competing paradigms of flood management in the Scottish/English borderlands. Disaster Prevention and Management, 25(3):314-328.

Rouillard, J.J., Ball, T., Heal, K.V. and Reeves, A.D. (2015) Policy implementation of catchment-scale flood risk management: Learning from Scotland and England. Environmental Science and Policy, 50:155-156.

Tutorial 8, Week 9: The perspective of ‘community’Key questions and activity:Looking at the cases described in the Essential Reading by Connelly et al 2011 (see Lecture 17), i.e. The Good Food Box and New City Market Local Food Hub in Canada, divide into two groups each studying one case and respond to the following questions: Are there different conceptions of community at play? How useful is the concept of community to analyse these initiatives? And how useful is it as a practical concept, for the design and implementation of

these initiatives?

Then get together and assess the analytical and practical merits and limits of the notion of community for dealing with food issues and challenges.

Reading for the task: Connelly, S., Markey, S. and Roseland, M. (2011) Bridging sustainability and the

social economy: Achieving community transformation through local food initiatives. Critical Social Policy, 31(2):308-324.

Supporting readings:Bell, C. R. and Newby, H. (1978) Community, communion, class and community

action: the social sources of the new urban politics. In Herbert, D.T. and Johnston, R.J. (eds) Social Areas in Cities. London: Wiley, pp.189-207.

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Campbell, D.C., Carlisle-Cummins, I. and Feenstra, G. (2013) Community food systems: Strengthening the research-to-practice continuum. Journal of Agriculture, Food Systems, and Community Development, 3(3):121-138.

Taylor Aiken, G. (2016) Polysemic, Polyvalent and Phatic: A Rough Evolution of Community With Reference to Low Carbon Transitions. People, Place and Policy, 10(2):126-145.

Tutorial 9, Week 10: Course highlightsKey question:How do the different perspectives interact with each of the case study issues?

Activities:Review of key themes from the course, aided by a matrix framework to consider issues from a range of perspectives. There will also be an opportunity for individual Issue Brief feedback discussions.

Key readings to prioritise: Read further key and additional readings from any lectures of your choice.

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Appendix 1 – General Information

Students with DisabilitiesThe School welcomes students with disabilities (including those with specific learning difficulties such as dyslexia) and is working to make all its courses as accessible as possible. If you have a disability which means that you may require adjustments to be made to ensure access to lectures, tutorials or exams, or any other aspect of your studies, you can discuss these with your Student Support Officer or Personal Tutor who will advise on the appropriate procedures.

You can also contact the Student Disability Service, based on the University of Edinburgh, Third Floor, Main Library. You can find their details as well as information on all of the support they can offer at: http://www.ed.ac.uk/student-disability-service

Learning Resources for UndergraduatesThe Study Development Team at the Institute for Academic Development (IAD) provides resources and workshops aimed at helping all students to enhance their learning skills and develop effective study techniques. Resources and workshops cover a range of topics, such as managing your own learning, reading, note-making, essay and report writing, exam preparation and exam techniques.

The study development resources are housed on ‘LearnBetter’ (undergraduate), part of Learn, the University’s virtual learning environment. Follow the link from the IAD Study Development web page to enrol: www.ed.ac.uk/iad/undergraduates

Workshops are interactive: they will give you the chance to take part in activities, have discussions, exchange strategies, share ideas and ask questions. They are 90 minutes long and held on Wednesday afternoons at 1.30pm or 3.30pm. The schedule is available from the IAD Undergraduate web page (see above).

Workshops are open to all undergraduates but you need to book in advance, using the MyEd booking system. Each workshop opens for booking two weeks before the date of the workshop itself. If you book and then cannot attend, please cancel in advance through MyEd so that another student can have your place. (To be fair to all students, anyone who persistently books on workshops and fails to attend may be barred from signing up for future events).Study Development Advisors are also available for an individual consultation if you have specific questions about your own approach to studying, working more effectively, strategies for improving your learning and your academic work. Please note, however, that Study Development Advisors are not subject specialists so they cannot comment on the content of your work. They also do not check or proof read students' work.

To make an appointment with a Study Development Advisor, email iad.study@ed.ac.uk

(For support with English Language, you should contact the English Language Teaching Centre).

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Tutorial Sign-UpYou will be automatically assigned to a Tutorial group in week 1. This allocation is done using Student Allocator, a tool which will randomly assign you to a suitable tutorial group based on your timetable. The benefits of this system are that students will be able to instantly view their tutorial group on their personal timetable and timetable clashes will be more easily avoided.

Please check your timetable regularly in week 1 to see which group you have been assigned. If you have any issues, please contact the Course Sectary.

External ExaminerThe External Examiner for the Sustainable Development programme is: Dr Kate Burningham, University of Surrey.

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Appendix 2 - Course Work Submission and Penalties

Penalties that can be applied to your work and how to avoid them.

There are three types of penalties that can be applied to your course work and these are listed below. Students must read the full description on each of these at: http://www.sps.ed.ac.uk/undergrad/current_students/teaching_and_learning/assessment_and_regulations/coursework_penalties Make sure you are aware of each of these penalties and know how to avoid them. Students are responsible for taking the time to read guidance and for ensuring their coursework submissions comply with guidance.

Incorrect submission Penalty When a piece of coursework is submitted to our Electronic Submission System (ELMA) that does not comply with our submission guidance (wrong format, incorrect document, no cover sheet etc.) a penalty of 5 marks will be applied to students work.

Lateness PenaltyIf you miss the submission deadline for any piece of assessed work 5 marks will be deducted for each calendar day that work is late, up to a maximum of seven calendar days (35 marks).  Thereafter, a mark of zero will be recorded.  There is no grace period for lateness and penalties begin to apply immediately following the deadline.

Word Count Penalty The penalty for excessive word length in coursework is one mark deducted for each additional 20 words over the limit. Word limits vary across subject areas and submissions, so check your course handbook. Make sure you know what is and what is not included in the word count. Again, check the course handbook for this information.You will not be penalised for submitting work below the word limit.  However, you should note that shorter essays are unlikely to achieve the required depth and that this will be reflected in your mark.

ELMA: Submission and Return of Coursework

Coursework is submitted online using our electronic submission system, ELMA. You will not be required to submit a paper copy of your work. Marked coursework, grades and feedback will be returned to you via ELMA. You will not receive a paper copy of your marked course work or feedback.

For details of how to submit your course work to ELMA, please see our webpages here . Remember, there is a 5 mark incorrect submission penalty, so read the guidance carefully and follow it to avoid receiving this.

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Extensions: New policy-applicable for years 1 -4

From September 2016, there will be a new extensions policy that applies to all courses in the school from years one to four.

If you have good reason for not meeting a coursework deadline, you may request an extension. Before you request an extension, make sure you have read all the guidance on our webpages and take note of the key points below. You will also be able to access the online extension request form through our webpages.

Extensions are granted for 7 calendar days. Extension requests must be submitted no later than 24 hours before the

coursework deadline. If you miss the deadline for requesting an extension for a valid reason, you

should submit your coursework as soon as you are able, and apply for Special Circumstances to disregard penalties for late submission. You should also contact your Student Support Officer or Personal Tutor and make them aware of your situation.

If you have a valid reason and require an extension of more than 7 calendar days, you should submit your coursework as soon as you are able, and apply for Special Circumstances to disregard penalties for late submission. You should also contact your Student Support Officer or Personal Tutor and make them aware of your situation.

If you have a Learning Profile from the Disability Service allowing you potential for flexibility over deadlines, you must still make an extension request for this to be taken into account.

Exam Feedback and Viewing Exam Scripts:General exam feedback will be provided for all courses with an examination. General feedback will be uploaded to the relevant course learn page within 24 hours of the overall marks for the course being returned to Students.

Students who sit the exam will also receive individual feedback. The relevant Course Secretary will contact students to let them know when this is available and how to access it.

If students wish to view their scripts for any reason, they must contact the relevant Course Secretary via email to arrange this.

Plagiarism Guidance for Students: Avoiding PlagiarismMaterial you submit for assessment, such as your essays, must be your own work. You can, and should, draw upon published work, ideas from lectures and class discussions, and (if appropriate) even upon discussions with other students, but you must always make clear that you are doing so. Passing off anyone else’s work (including another student’s work or material from the Web or a published author) as your own is plagiarism and will be punished severely.

When you upload your work to ELMA you will be asked to check a box to confirm the work is your own. All submissions will be run through ‘Turnitin’, our plagiarism

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detection software. Turnitin compares every essay against a constantly-updated database, which highlights all plagiarised work. Assessed work that contains plagiarised material will be awarded a mark of zero, and serious cases of plagiarism will also be reported to the College Academic Misconduct officer. In either case, the actions taken will be noted permanently on the student's record. For further details on plagiarism see the Academic Services’ website:

http://www.ed.ac.uk/academic-services/staff/discipline/plagiarism

Data Protection Guidance for StudentsIn most circumstances, students are responsible for ensuring that their work with information about living, identifiable individuals complies with the requirements of the Data Protection Act. The document, Personal Data Processed by Students, provides an explanation of why this is the case. It can be found, with advice on data protection compliance and ethical best practice in the handling of information about living, identifiable individuals, on the Records Management section of the University website at:

http://www.ed.ac.uk/schools-departments/records-management-section/data-protection/guidance-policies/dpforstudents

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