Introductory description

This module addresses manifold crises affecting human societies, and explores what could be done about these. It contends that we must pay attention to past experiences, and experiences of those already on the margins, in order to try to understand and respond to root causes of contemporary crises. The module's rationale is that part of the reason human societies are unable to respond to potential 'apocalypse' is due to methods of thinking that dominate, including in educational contexts, and suggests avenues to explore in aiming to overcome this.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Indicative syllabus:
Weeks 1- 5

• Introducing the apocalypse and natures of crises
• Crises of understanding and response
• Frameworks for understanding: education and global development
• Individualised responses
• Collective responses and limitations
  Week 6 - Reading week
  Weeks 7-10
• Speculative and 'unusual' case study examples
• Creativity as intervention
• Shifting worlds: apocalyptic 'realities' and change
• Closing discussions

Learning outcomes

By the end of the module, students should be able to:

• By the end of the module, students should be able to critically reflect on crises faced by human societies.
• By the end of the module, students should be able to design a project on processes which are precipitating, or emerging from, contemporary crises.
• By the end of the module, students should be able to consider how human aims and efforts for change can be constrained or empowered.

Indicative reading list

Amsler, Sarah. 2015. The Education of Radical Democracy. Oxon: Routledge.
Homer-Dixon, Thomas. 2006. The Upside of Down: Catastrophe, Creativity and the Renewal of Civilisation, London: Souvenir Press.
Jiwani, Yasmin. 2011. "Pedagogies of Hope: Counter Narratives and Anti-Disciplinary Tactics." Review of Education, Pedagogy, and Cultural Studies 33 (4). Routledge: 333-53. doi:10.1080/10714413.2011.597646.
Khan, Richard. 2010. Critical Pedagogy, Ecoliteracy, & Planetary Crisis. New York: Peter Lang Publishing Inc.Le Cornu, Alison. 2014. "Flexible Learners for a Global Future." Higher Education Academy. https://www.heacademy.ac.uk/system/files/flexible_learners_for_a_global_future_presentation.p
df.
Klein, Naomi. 2016. "Let Them Drown." London Review of Books 38 (11). Nicholas Spice: 11-13.
Peet, Richard and Michael Watts (eds) (1996) Liberation Ecologies: environment, development, social movements. Routledge: London.
Roberts, J Timmons and Nikki Thanos (2003). Trouble in Paradise: Globalisation and Environmental Crises in Latin America. Routledge: London.
Schreiner, Camilla, Ellen K Henriksen, and PAI J Kirkeby Hansen. 2005. "Climate Education: Empowering Today's Youth to Meet Tomorrow's Challenges." Studies in Science Education 41 (1). Routledge: 349. doi:10.1080/03057260508560213.
Wrigley, Terry, Bob Lingard, and Pat Thomson. 2012. "Pedagogies of Transformation: Keeping Hope Alive in Troubled Times." Critical Studies in Education 53 (1). Routledge: 95-108. doi:10.1080/17508487.2011.637570.

Research element

Research skills are embedded into the teaching strategy of the module. Students are expected to read and critically analyse scholarly papers written from a variety of perspectives and to undertaken independent research.

Interdisciplinary

This is an optional module on the Global Sustainable Development course which adopts an interdisciplinary approach spanning the arts, humanities, social and natural sciences fields in order to engage with the major global challenges facing contemporary society, explore these 'big problems,' from a variety of perspectives and consider a range of possible solutions. Specifically, for this module, students are not taught by a subject specialist, but rather are invited to think through contemporary crises in terms of the possibilities and limitations of different collective responses from a variety of disciplines.

International

This is an optional module on the Global Sustainable Development course which offers a unique trans-disciplinary and international learning experience that allows students to achieve breadth and depth of knowledge.

Subject specific skills

Ability to:
critically assess and analyse sustainability issues that need to be addressed, including real-life examples;
use and apply established frameworks and methodologies for analysing the impact(s) of a behaviour or process;
generate and evaluate different models of sustainable development to assess their likely impact;
actively implement or contribute to changes that promote sustainable development within the scope of own learning experience;
engage with real-life problems relevant to sustainable development
use historical knowledge and an understanding of the consequences of past actions to envision how futures may be shaped;
identify the importance of empowering individuals and organisations to work together to create new knowledge;
employ leadership for sustainable development by challenging assumptions and negotiating alternatives to unsustainable current practices;
identify the opportunities to support and develop a progressive and resilient culture that encourages citizens, professions and institutions to put learning into practice.

Transferable skills

Written communication skills
Oral communication skills
Working with others
Problem solving
Information technology
Numeracy
Research across various disciplines
Peer review