Module Descriptors

This global and interdisciplinary module examines contested interactions between natural resources, environmental damage, and ecological justice on both land and sea. A key focus is given to the laws, policies and practices designed to counteract the worst excesses of the impact of climate change on our shared earth. The module will examine key theories and concepts in this area of research such as environmental and climate justice, distributive environmental justice, degrowth and decolonisation, sustainability and power, representation, and participation. The module also investigates specific issues in various parts of the world as case studies - for example, biodiversity in Latin America, water justice in Africa, sustainable development in Asia and the changing ecosystem of the Artic. The case studies will assist in identifying the various challenges and opportunities that exist for realising environmental justice and securing a sustainable future. Students will be given the interdisciplinary analytical tools to understand the issues from multiple perspectives, including sociology, politics, international development, and human geography. There is an urgent need for critical and evidence-based reflection on historical and contemporary environmental damages and harms. This module allows for this reflection, framed via the need for improvements in environmental justice and socio-legal/policy developments.

• To educate students regarding environmental damage, the use of natural resources and laws and concerns on ecology

On successful completion of this module the student will be able to:

L1. To understand and be able to apply key concepts and theories in the interdisciplinary field of study of environmental damage, justice, and policy

L2. To understand and be able to critically analyse the relationships between natural resources, environmental damage, justice, and policy

L3. To become aware of current policies and practices in environmental damage, justice, and policy via a range of global case studies (Latin America, Africa, Asia, the Artic)

L4. To critically reflect on, and make connections between, the key theories and concepts and a case study topic of their own choice via their assessment work

The specific knowledge and understanding that students gain from this module will be highly relevant and useful in terms of employability and their PDP skills. The module deliberately adopts a holistic, global and interdisciplinary perspective and employers are increasingly interested in such skillsets, especially when applied to highly topical concerns such as environmental damage, justice, and policy. Students will be equipped with both conceptual and empirical knowledge on such matters and will be able to appreciate and understand the urgency and need for action on environmental protections.

Students will be required to apply/relate their theoretical and conceptual understandings on environmental damage, justice, and policy to the applied contexts of the case study examples that will be examined in the second half of the module (looking at examples from Latin America, Africa, Asia and the Artic). This applied/practice knowledge and understanding will also be tested via a Q&A session during the guest speaker lecture towards the conclusion of the module. Students will also be expected to apply knowledge and understanding from practice-based work in their assessments

Students will be required to draw on several key generic cognitive skills such as sustained and selective attention, as well as logic and reasoning skills and visual/auditory processing skills. These skills will be required for lectures, seminars, and assessment work. Students in seminars, in particular, will be tested on their abilities with regard to critical reading/research skills and ability to present written and oral reports on topics being discussed.

Students will be tested via the two assessments on their ability to communicate complex and contested ideas and theories regarding environmental damage, justice, and policies. Students will need to make full use of ICT resources at their disposal to prepare for seminars and the two linked assessments, including the use of statistical databases to realise the imprint of, for example, environmental damage across the world, including the region/area they focus on for their written work.

Students will work alone for both assessments, with guidance from the module coordinator and wider teaching team. This will involve researching and planning an outline plan and final case study. Students will be individually accountable for their submissions. Students will also work with the teaching team in lecture meetings as well as with each other in the seminar meetings. This will involve focused small group work examining specific issues in specific parts of the world (please see the lecture outline).

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

1.01

1. More than one assessment method can be used to assess individual learning outcomes.
2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
   This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.