Environment and Sustainability - BA (Hons)

with a Year in Professional Practice

This module looks at the politics of the global climate crisis at the international, national and local level. Whether it is global climate change governance, national or local climate adaptation policy making and plans, or individual attitudes and behaviour, we need to understand what motivates actors and how a combination of motivations and structure translate into climate action in various contexts and societies. This module provides you with the tools to explain the politics of the global climate crisis at the international, national and local level. The module draws on a variety of debates from political science, international relations, human geography and urban studies. In addition to an overview of key policy documents driving the discourse, we will explore interdisciplinary theorisations across the social and natural sciences that help rethink the arguments in renewed ways. This includes the critical role of cities and an understanding of how key concepts such as the Anthropocene and adaptation and mitigation shape the global climate emergency agenda.

This module provides students with an introduction to the many and diverse qualitative methods and design issues that inform ethnographic research inquiry within the social sciences. Its purpose is to equip students with some of the skills and mindsets to approach independent qualitative research and thus become active participants in knowledge creation. The module explores what counts as ethnographic research, how it overlaps with and diverges from other qualitative approaches, and how its validity can be assessed from a social science perspective. Specific training in the design and use of a range of interpretive research techniques is provided, including: qualitative interviews; extensive questionnaires; focus groups, visual and other creative methods, and participant observation. We will consider the processing and analysis of qualitative data, as well as basic descriptive statistics to analyse quantitative data. We will also explore the integration of qualitative and quantitative data into ethnographic analysis and writing. Towards the end of the module, we will look in more depth at the principles of research design in order to help students begin to plan their final year research projects.

Human-wildlife conflicts and resource competition imply costs on human social economic or cultural life and on the ecological social or cultural life of wildlife concerned, often to the detriment of conservation objectives and socio-economic realities. This module aims to introduce students to the magnitude and multidisciplinary dimensions of human-wildlife conflicts and resource competition, and current approaches and challenges in mitigating and preventing HWC. We will explore how theoretical frameworks for approaching HWC are most often confined within disciplinary boundaries and how more holistic approaches can better equip conservationists and other professionals in dealing with the issue. Using a variety of teaching and learning methods students will learn about issues involved in determining and analysing HWC and planning implementing and evaluating conflict mitigation or prevention schemes.

The driving causes of biodiversity loss are not just ecological, but also political, economic and cultural, and conservationists need to acquire the knowledge and skills to address broader social contexts. This module aims to introduce students to cutting-edge debates about the place of local people in biodiversity conservation, and provide them with an overview of the essential role that the social sciences play in the analysis of environmental issues. Objectives of the module are to provide students with a broad conceptual understanding of the social context of conservation; knowledge of the history of conservation approaches towards local communities; familiarity with key issues in the implementation of community conservation; and a critical approach to analysis of the current conservation debates.

Global institutions and regimes have become increasingly important in a world facing problems that cross borders and require multilateral action. This module examines the institutions, norms, processes, actors, and consequences of global and regional governance across a range of issue areas. It further addresses a number of questions, including the extent to which cooperation is possible and multilateral governance effective, while examining the roles played by states, international organisations (such as the United Nations, the World Trade Organization, or regional groupings such as the European Union or the Association of Southeast Asian Nations), international non-governmental organisations (NGOs) and other actors. The specific issue areas may include security, human rights, the environment, and regional integration, amongst others.

This module addresses a key question in the study of European politics and international organisations: why did a diverse group of states embark on a process that has led to the world's most extensive example of international integration? In this module you will learn and understand how the European Union has reached where it is today, how its political system works, how it makes policy, its strengths and weaknesses and how it has driven both the politics and economics of its member states and the global system at a time of both continuity and change. There has certainly never been a more challenging or interesting time to learn about the EU and its politics.

This module aims to develop your theoretical imagination by making you familiar with the central debates that have shaped anthropological theory from the early twentieth century to our contemporary debates. It aims to teach you to understand theoretical issues and apply them with a critical and informed sense of the role of difference in the human experience. The module is not a 'history of theory' survey; rather, it will lead you through the complex interrelations and cross references that have shaped anthropological theory over the past century. The module is organised around the theme of human society, which will be used as a lens through which to view theoretical discussions within social anthropology as well as its appropriations from other disciplines.

The module is of core relevance for students of anthropology, and a wide range of related disciplines preoccupied with the role of anthropologically-informed thought and cultural literacy in today's transnational and multicultural globe. It explores the relationship between social between social anthropology and the Contemporary World, and a series of themes that explore how anthropologists engage with the pressing political, social and environmental concerns and crises of their day. Through examination of 'hot topics' in the discipline, key debates in public anthropology, and anthropological and ethnographic theory, the module clarifies the relevance of anthropology for the world beyond the university, and educates you in how to adapt anthropological knowledge and skills to analysis of real world issues. It also advances core disciplinary understanding relevant to social anthropological modules in stages 2 and 3. Throughout, key objectives are to support you in developing and consolidating your understanding of contemporary anthropology and your own assessment of the wider utility of the social sciences, and to provide essential critical tools for understanding the changing world around us.

The aim of this module is to explore, assess and apply critical concepts and approaches to the sustainable planning of landscapes. Drawing on recent developments in the geography, conservation and environmental planning literatures, the module introduces students to key ideas intersecting with policy and practice agendas and initiatives for landscape, including natural capital, ecosystem services, environmental economics and participatory environmental management. Alongside critical reflection on the underlying assumptions that guide these developments, the module places students in real-world scenarios in which they must design and shape plans for rural and urban landscapes.

The overall aim of this module is to provide you with an outline of the principles of Geographic Information Systems (GIS) and to introduce a range of methods for collection and analysis of spatial data. Particular attention is paid to developing your analysis skills through the use of remote sensing techniques and Geographic Information Systems (GIS). GIS are increasingly being used in many disciplines, including geography, wildlife conservation, animal behaviour and environmental sciences to help solve a wide range of real world" problems."

This interdisciplinary module introduces to a range of key concepts and discourses in the field of development geography with a specific focus on the global South. The module begins by conceptualising 'development' as well as introducing contemporary development theories to build the foundation. The module then applies this understanding in examining a selection of contemporary development issues and debates in the global South context including poverty, inequality, impacts of climate change, nature of disasters, gendered vulnerabilities, and the challenges of sustainable development. Here context and place matters, as well as the differences and links between places and peoples. Students are introduced to a series of global South case studies that illustrate development processes as connected to social, economic and political processes at different scales. Although development approaches are equally applicable to urban and rural environments, the focus in this module is predominantly on the urban context and the contestations within them. The module is divided into several sections, each of which introduces students to a set of issues, concepts, key vocabularies and approaches in relevance to Development Geography. The sections of the modules are complementary to each other and as a whole they will provide a strong understanding of the development context and processes in the global South.Students are strongly encouraged to think of the module as a whole and to explore the connections between the different issues and theoretical approaches addressed in this module.

This module aims to provide students with a critical introduction and review of China's political development from 1949 to today. This module is designed around two core blocks of study:

The first block looks at China's principal political institutions. They include the Communist Party, the government (State Council), the legislature (the National People's Congress) and the military (the People's Liberation Army). The second block examines the socio-political issues and challenges the country is facing in its ongoing development. They range from the prospect of democratisation, the growth of civil society, environmental degradation and public health policy, corruption, tensions with ethnic minorities nationalism and national reunification with Taiwan, irredentism and territorial disputes with neighbouring countries,. China's Belt and Road Initiative (BRI) and the 'new Cold War’ between China and the United States. A theme running through various lectures of this module is to ask why post-Mao China has performed better than many other authoritarian regimes in achieving both economic growth and political stability and acquiring international influence, even though China faces numerous mounting development challenges and remains authoritarian.

Gender is one of the main ways in which power is distributed in human society. Taking as a starting point that all politics is gendered, this module examines the relationship between power and gender and how it impacts on the political processes at the local, national, and international level. We will interrogate practices of the representation of women in political discourse and practice and further explore the cultural, political, economic and social challenges to achieving gender equality within the family, community, state and global society. Students will gain a critical understanding of the situation of women around the world; the ways in which gender affects social, political, and economic status; the evolving study of gender in politics and international relations; the political implications of scholarship; and the links between gender, feminism, and activism. We will use a variety of research methods from quantitative statistical analysis to an analysis of the narratives and discourses surrounding gender and politics.

This module is designed to introduce and re-affirm statistical concepts, and their correct use. This module is delivered through combined lecture/practicals using computer software. Introductory topics will include types of data, descriptive statistics such as measures of central tendency, frequency distributions, the normal distribution, variance (standard error, standard deviation), and how sample parameters and null hypotheses apply in real data. Inferential statistics include analysis of differences between two groups (e.g. t-tests and non-parametric equivalents), differences between multiple groups (ANOVA and non-parametric equivalents), variable relationships (correlation and regression), and variable associations (e.g. chi-squared test). The role of probability in data analysis will also be considered, as will its application to scientific questions. Throughout, emphasis will be placed on practical application of statistics, and when and how they are applied. Students will be able link the theory presented with the practical sessions and data collection components. As such, students will collect and analyse their own data. By the end of the module, students will have a knowledge of the underlying principles of statistics, be able to conduct statistical tests in statistical software, critically evaluate the results, and have a sound appreciation of the benefits and limitations of different statistical techniques. This module provides students with the statistical knowledge to conduct in-depth data analysis for their final year research project.

The module is considered as an important element of undergraduate training in human geography and / or environmental studies. The opportunity to engage in personal research is seen as an essential element of academic training in all disciplines. The particular skills necessary to undertake research, whether practical fieldwork a desk-based study, can only be taught through the medium of practically orientated investigative tasks. The principal objective in the research project is to assist students in gaining insight into the organisation, analysis and communication of research. The approved investigation may be novel, i.e. one that has not previously been carried out, or it may repeat previously executed work for comparative or control purposes.

This module is a one-term placement opportunity that allows you to teach aspects of your degree subject in a local school. Launched to coincide with Kent's 50th anniversary in 2015, it highlights the longstanding excellence of human and social science research and teaching at the University, and the important role the institution has in contributing to the local community. If selected for this module you will spend approximately 6 hours in a Kent secondary school in the Spring term (this session excludes time to travel to and from the School, and preparation and debrief time with the teacher). Generally, you will begin by observing lessons taught by your designated teacher and possibly other teachers. Later you will act somewhat in the role of a teaching assistant by working with individual pupils or with a small group. You may take 'hotspots': brief sessions with the whole class where you explain a topic or talk about aspects of university life. Finally, you will progress to the role of teacher" and will be expected to lead an entire lesson. Throughout the module you will be given guidance and support by a local convenor based in your academic school as well as the overall module convenor. You will be required to keep a log of your activities and experiences at each session. You will also create resources to aid in the delivery of your subject area within the curriculum. Finally you will devise a special final taught lesson in consultation with the teacher and with your local module convener. You must then implement and reflect on the lesson."

This module aims to develop your theoretical imagination by making you familiar with the central debates that have shaped anthropological theory from the early twentieth century to our contemporary debates. It aims to teach you to understand theoretical issues and apply them with a critical and informed sense of the role of difference in the human experience. The module is not a 'history of theory' survey; rather, it will lead you through the complex interrelations and cross references that have shaped anthropological theory over the past century. The module is organised around the theme of human society, which will be used as a lens through which to view theoretical discussions within social anthropology as well as its appropriations from other disciplines.

The module is of core relevance for students of anthropology, and a wide range of related disciplines preoccupied with the role of anthropologically-informed thought and cultural literacy in today's transnational and multicultural globe. It explores the relationship between social between social anthropology and the Contemporary World, and a series of themes that explore how anthropologists engage with the pressing political, social and environmental concerns and crises of their day. Through examination of 'hot topics' in the discipline, key debates in public anthropology, and anthropological and ethnographic theory, the module clarifies the relevance of anthropology for the world beyond the university, and educates you in how to adapt anthropological knowledge and skills to analysis of real world issues. It also advances core disciplinary understanding relevant to social anthropological modules in stages 2 and 3. Throughout, key objectives are to support you in developing and consolidating your understanding of contemporary anthropology and your own assessment of the wider utility of the social sciences, and to provide essential critical tools for understanding the changing world around us.

This interdisciplinary module introduces to a range of key concepts and discourses in the field of development geography with a specific focus on the global South. The module begins by conceptualising 'development' as well as introducing contemporary development theories to build the foundation. The module then applies this understanding in examining a selection of contemporary development issues and debates in the global South context including poverty, inequality, impacts of climate change, nature of disasters, gendered vulnerabilities, and the challenges of sustainable development. Here context and place matters, as well as the differences and links between places and peoples. Students are introduced to a series of global South case studies that illustrate development processes as connected to social, economic and political processes at different scales. Although development approaches are equally applicable to urban and rural environments, the focus in this module is predominantly on the urban context and the contestations within them. The module is divided into several sections, each of which introduces students to a set of issues, concepts, key vocabularies and approaches in relevance to Development Geography. The sections of the modules are complementary to each other and as a whole they will provide a strong understanding of the development context and processes in the global South. Students are strongly encouraged to think of the module as a whole and to explore the connections between the different issues and theoretical approaches addressed in this module.

Human geographers and environmental social scientists must continually analyse relevant and topical issues in a broad, real-world context. This includes understanding research at the forefront of their discipline, critically evaluating its spatial, environmental and interdisciplinary basis, and using this information to inform effective solutions to contemporary problems that are embedded in social, political and economic reality. In this module, you will use knowledge and skills gained throughout your course, and apply them in in-depth discussions of how current research topics fit into the wider theoretical or applied disciplinary context. The research topics will be presented at seminar and reading group events organised by the Geography and Environmental Social Science research theme in collaboration with the Research Centres at the School of Anthropology and Conservation. You will also write up essays as a series of critical reflections on three topics covered at the seminar and reading group events.

How can we understand the Middle East? Why have states in the region experienced conflict and instability? Should the solution to violence come from outside the region, or can problems only be resolved from the inside? This module aims to answer these questions by introducing students to the societies, cultures, spaces and political systems of the Middle East and North Africa (MENA), with their diversity, histories and complexities. As such, the module will explore different themes related to MENA politics, using different states and societies from the region as case studies. It will provide students with insights into the root causes of conflicts; the persistence of authoritarian regimes; the rise of youth protest movements; tradition versus modernity; and urbanism versus periphery. The module will apply an interdisciplinary approach to the study of the region, bringing in insights and methods from politics, geography and anthropology. Furthermore, the module will take a comparative approach, placing the MENA region in a broader context and applying lessons from other parts of the world to better understand the region.

This module will inform students how climate has influenced the diversity of life on Earth, from past to present, and its likely future impacts. We will begin with a summary of the physical science basis of contemporary climate change and the role that anthropogenic factors have played since the commencement of the industrial era. We will then explore the biological and ecological impacts of climate change on individual organisms, populations and communities, with particular emphasis given to understanding how species are responding. The module will then explore how conservation biologists are using particular interventions to ameliorate the most harmful and destabilising effects of climate change. From a more general perspective, the social, economic and political ways in which climate change can be mitigated will be assessed.

Conservationists must continually analyse relevant and topical issues in a broad, real-world context. This includes understanding contemporary research, critically evaluating its ecological, evolutionary and interdisciplinary basis, and using this information to inform effective solutions to conservation problems that are embedded in social, political and economic reality. In this module, students will use and apply knowledge/skills gained throughout their degree programme during in-depth discussions of how current research programmes, as presented at the weekly DICE seminars, fit into the wider conservation context. In addition, they will write up these evaluations as a series of 'News and Views' style commentary articles, as published in the top international journal Nature.

This module examines today's cutting-edge techniques that are available to wildlife biologists attempting to save some of the world's most critically endangered species from extinction. The module exposes students directly to world experts in this field through a two-day residential field trip to the Durrell Conservation Academy on Jersey where formal presentations and group activities together with behind-the-scenes tours of state-of-the-art captive-breeding facilities provide a first-hand experience of species conservation on a global scale. The module then examines a number of cross-cutting themes relevant to recovering endangered species, including the management of invasive species, leadership of species recovery programmes, island endemic species, species of extreme rarity, reintroduction biology and managing infectious disease in conservation programmes. Throughout the module iconic case histories are examined and used as a way to consider the reasons why some programmes are successful whilst others fail. The consideration of topics and case studies leads to a reappraisal of particular approaches to species conservation such as institutional priority-setting, field infrastructures and leadership styles which tomorrow's wildlife biologists will need in order to restore endangered species in the future.

Human wildlife conflicts and resource competition imply costs on human social, economic or cultural life and on the ecological, social or cultural life of wildlife concerned, often to the detriment of conservation objectives and socio-economic realities. This module aims to introduce students to the magnitude and multidisciplinary dimensions of human-wildlife conflicts (HWC) and resource competition, and current approaches and challenges in mitigating and preventing HWC. We will explore how theoretical frameworks for approaching HWC are most often confined within disciplinary boundaries and how more holistic approaches can better equip conservationists and other professionals in dealing with the issue. Using a variety of teaching and learning methods, students will learn about issues involved in determining and analysing HWC, and planning, implementing and evaluating conflict mitigation or prevention schemes.

The module will examine the way in which biodiversity conservation activities are widely implemented in practice and on the ground, particularly by organisations for which conservation is not the primary focus. As such, relevant regulatory and voluntary principles that govern the conservation actions of businesses and governments will be explored, alongside some of the more influential multilateral conservation policies. The pathways by which scientific evidence is integrated into policy and practice will be illustrated using some case studies. Consultation processes, as well as the role of government and non-government organisations in formulating and implementing policy and practice will be explored. Ultimately, the goal of the module is to better equip students to practice conservation in a non-conservation organisational setting once they have completed their courses.