University of Edinburgh, School of Social and Political Science

SUSTAINABLE DEVELOPMENT 2A: PERSPECTIVES ON SUSTAINABLE DEVELOPMENT

(SCIL08009)

Semester 1 Autumn 2014

Mondays, 1:10 – 2:00 pm

Wednesdays, 10:00 – 10:50 am G.07 Meadows Lecture Theatre - Doorway 4, Medical School, Teviot

Place

Course Co-Organisers: Dr Isabelle Darmon

Chrystal MacMillan Building, room 6.27 email: Isabelle.Darmon@ed.ac.uk

office tel: 651 1574 office hours: Tuesdays, 3:00 – 5:00 pm

Dr Radhika Govinda

Chrystal MacMillan Building, room 6.21 email: Radhika.Govinda@ed.ac.uk

office tel: 650 3906 office hours: Mondays, 2:00 – 4:00 pm

Course Secretary Mr Edwin Cruden

email: Edwin.cruden@ed.ac.uk office tel. 651 5197

Senior Course Tutor Ms Nikki Dunne

email: m.n.dunne@sms.ed.ac.uk office hours: by appointment

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Table of Contents

COURSE AIMS AND OBJECTIVES ..................................................................................... 3

COURSE STRUCTURE AND PROGRAMME ....................................................................... 3

COURSE OVERVIEW ........................................................................................................ 6

COURSE ASSESSMENT OVERVIEW .................................................................................. 7

GENERAL READINGS ....................................................................................................... 8

LECTURES ........................................................................................................................ 9

TUTORIAL ARRANGEMENTS ...................................................................................... 25

APPENDICES .................................................................................................................. 29

APPENDIX 1: COURSEWORK INSTRUCTIONS............................................................. 29

APPENDIX 2: GUIDE TO REFERENCING ..................................................................... 32

APPENDIX 3: A FEW USEFUL WEBSITES .................................................................. 34

APPENDIX 4: LEARNING RESOURCES FOR UNDERGRADUATES ................................ 36

APPENDIX 5: CONVENER, LECTURER & TUTOR BIOGRAPHIES .................................. 37

APPENDIX 6: STUDENTS ON A TIER 4 VISA ................................................................ 39

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COURSE AIMS AND OBJECTIVES

Welcome to SD2A! This course provides a multidisciplinary examination of key perspectives on – and issues of – sustainable development. It builds on the core course of Semester 1, year 1, which had introduced sustainable development as a contested area. Here students will get to examine in more detail key analytical perspectives developed by sociologists, social anthropologists, political scientists and geographers. Thus they will learn to use different lenses to think about sustainable development and the challenges it poses for everyday lives, for interventions, as well as for conceptions of life in common on the planet. Each perspective is also seen into action, so to speak, usually through a separate ‘case study’ class on a particular sustainability issue and the struggles they give rise to, including sustainable transport, reduction of carbon emissions, sustainable water, sustainable energy, food security, waste etc. Students will also examine how these issues can be understood through a wide range of other perspectives. Further, they will reflect upon the implications of those different perspectives for our overall understanding of sustainable development. The course learning outcomes are:

Advanced understanding of key sustainable development issues and challenges;

Ability to handle various theoretical and analytical perspectives for a critical appraisal of notions of sustainable development and their implications;

Development of research and analytical and presentation skills, through guided research in preparation for assessment and tutorial presentations

Learn Please get in the habit of using Learn for this course. The course guide, announcements and extra readings (as available) will all be posted there. Tutorials sign-ups are via Learn and will be open Week 1. Lecture outline slides will also be posted there if possible before and in any case immediately following the lecture (see below).

COURSE STRUCTURE AND PROGRAMME

This course is structured around 2 weekly lectures (attended by the entire class) and a weekly 50 minute tutorial (attended by @12 students each). Lecture Lectures meet on Mondays, 1:10 – 2:00 pm, and Wednesdays, 10:00 – 10:50 am, in G.07 Meadows Lecture Theatre - Doorway 4, Medical School, Teviot Place, EH8 9AG. These lectures will be presented by a range of academics from different disciplines and with special expertise on different sustainable development issues and perspectives. The lectures will provide a broad outline of the topic and point you towards key readings and debates. Key insights on the topic will, of course, come also from your own reading and reflection. Wherever possible lecture slides will be made available on Learn before or at the latest immediately following the lecture. (Note these outlines are meant to be used as a review, or in case you miss lecture. They are not a substitute for lecture notes which we would encourage you to take yourself.) Tutorials The weekly, 50 minute tutorial is designed to give you an opportunity to discuss your ideas and try out arguments with other students. The tutorials will be led by Nikki Dunne (senior tutor), Iris Marchand and Alice Hague. Tutorials are compulsory. Please note that pressure of work or time management problems are not considered an acceptable reason for non attendance. Your tutor will keep an attendance record and should, where possible, be informed in advance of any absence and the reason for that absence. Tutorials begin week 2.

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and you can sign up to one using Learn. If you have not signed up to a group by the end of week 1 (Friday the 19

th of September) you will be randomly assigned to a group.

Guide to Using LEARN for Online Tutorial Sign-Up:

The following is a guide to using LEARN to sign up for your tutorial. If you have any problems

using the LEARN sign up, please contact the course secretary by email

Edwin.cruden@ed.ac.uk. Tutorial sign up will open at 14:30 on 15.09.14 after the first lecture

has taken place, and will close at 12 noon on the Friday of Week 1 19.09.14.

Step 1 – Accessing LEARN course pages

Access to LEARN is through the MyEd Portal. You will be given a log-in and password during

Freshers’ Week. Once you are logged into MyEd, you should see a tab called ‘Courses’

which will list the active LEARN pages for your courses under ‘myLEARN’.

Step 2 – Welcome to LEARN

Once you have clicked on the relevant course from the list, you will see the Course Content

page. There will be icons for the different resources available, including one called ‘Tutorial

Sign Up’. Please take note of any instructions there.

Step 3 – Signing up for your tutorial

Clicking on Tutorial Sign Up will take you to the sign up page where all the available tutorial

groups are listed along with the running time and location.

Once you have selected the group you would like to attend, click on the ‘Sign up’ button. A

confirmation screen will display.

IMPORTANT: If you change your mind after having chosen a tutorial you cannot go

back and change it and you will need to email the course secretary. Reassignments

once tutorials are full or after the sign-up period has closed will only be made in

exceptional circumstances.

Tutorials have restricted numbers and it is important to sign up as soon as possible.

The tutorial sign up will only be available until 12 noon on the Friday of Week 1 19.09.14

so that everyone is registered to a group ahead of tutorials commencing in Week 2. If

you have not yet signed up for a tutorial by this time you will be automatically assigned

to a group which you will be expected to attend.

Attendance

It is the policy of the University as well as good educational practice to monitor the

engagement and attendance of all our students on all our programmes. This provides a

positive opportunity for us to identify and help those of you who might be having problems of

one kind or another, or who might need additional support. Monitoring attendance is

particularly important for our Tier 4 students, as the University is the sponsor of your UK visa.

Both the School and the individual student have particular responsibilities to ensure that the

terms of your visa are met fully so that you can continue your studies with us. Tier 4 Students

should read carefully the advice set out in Appendix 6 to this Handbook. You can also contact:

www.ed.ac.uk/immigration

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COURSE OVERVIEW

Week Date Lecture

number

Title Staff member(s) Tutorials

1 Mo 15/09 1 Introduction Isabelle Darmon and

Radhika Govinda

Sociological perspectives – Markets, institutions and consumption

Wed

17/09

2 ‘Practices’, consumption and

sustainability

Lynn Jamieson

2 Mo 22/09 3 Case study: sustainable transport LJ Tutorial 1

Wed

24/09

4 Ecological modernisation Claire Haggett

3 Mo 29/09 5 Case study: carbon markets Taylor Spears Tutorial 2

Sociological perspectives – Social divisions, inequalities and social bonds

Wed 1/10 6 Ecofeminism, feminist

environmentalism and development

RG

4 Mo 6/10 7 Case study: gender, water and

sustainability

RG

Wed 8/10 8 Guest lecture: Businesses and

sustainable energy

Gill Davies Tutorial 3**=

energy tour w.

D Somervell

5 Mo 13/10 9 Community and sustainability ID Tutorial 4

Wed

15/10

10 Case study: Food security ID

Anthropological perspectives – Culture and alternative visions of development and politics

6 Mo 20/10 11 Cultural diversity and rethinking

prosperity

Neil Thin Tutorial 5

Wed

22/10

12 Case study: Local and national

conceptions of wellbeing

NT

DEADLINE FOR COURSEWORK: THURSDAY 23/10 at 12 NOON

7 Mo 27/10 13 Development as if happiness

mattered

NT Tutorial 6

Wed

29/10

14 Subaltern/Everyday politics and the

arts of resistance

Jamie Furniss

8 Mo 3/11 15 Case study: Waste JF Tutorial 7

Geographical perspectives – urban/rural divisions and connections

Wed 5/11 16 Catchment flooding: causes,

predictions and responsibility

Anthony Newton

9 Mo 10/11 17 Case study: Catchment-wide

solutions to flooding

AN Tutorial 8

Political perspectives – justice and ethics

Wed

12/11

18 Environmental justice: the theory Liz Cripps

10 Mo 17/11 19 Case study: nuclear waste disposal LC Tutorial 9

Conclusions

Wed

19/11

20 Course review and wrap up ID RG

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COURSE ASSESSMENT OVERVIEW

Assessment for this course is as follows:

Issue brief: 40%

Final exam: 60%

FURTHER KEY INFORMATION Please see the SSPS Year 1 & 2 handbook for further information on submission of coursework; Late Penalty Waivers; plagiarism; learning disabilities, special circumstances; common marking descriptors, re-marking procedures and appeals. http://www.sps.ed.ac.uk/undergrad/on_course_students/year_1_2

1. A 1500-1700 word issue brief (worth 40% of your final mark) is due on Thursday 23 October, 12 noon, See Appendix 1 for instructions. Marked assessments will be returned on Thursday 13 November, 12 noon. 2. Final Examination The examination for this course (worth 60% of your final mark) will take place during the University’s Autumn exam diet in December. Note: all students are required to sit the exam; visiting students need to ensure that they are present during this exam period. The precise date is set by Registry and is available on their website in late October. The exam will last two hours. It will consist of 6 questions covering the entire course. You will be asked to answer two questions. An exam revision session will be offered in week 10, and sample questions will be provided at that time. To pass the course you must achieve an overall mark of 40 or above. You must also achieve a mark of at least a 40 in the exam. For coursework and exam mark descriptors, please see the SPS Year 1 & 2 handbook website listed above. 3. External examiner University Assessment Regulations require that every course be monitored by an external examiner appointed by the University. This nominated person will also attend the Board of Examiners. The external examiner for SD2A is Dr Kate Burningham (Sociology/Centre for Environmental Strategy) at the University of Surrey.

Procedure for Viewing Marked Exam Scripts:

If you would like to see your exam script after the final marks have been published then you

should contact the course secretary by email to arrange a time to do this. Please note that

there will be no feedback comments written on the scripts, but you may find it useful to look at

what you wrote, and see the marks achieved for each individual question. You will not be

permitted to keep the exam script but you are welcome to take it away to read over or make

photocopies. If you wish to do this please bring a form of ID that can be left at the office until

you return the script. Please note that scripts cannot be taken away overnight.

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GENERAL READINGS

The following general texts provide useful background information and insights into the issues and perspectives we’ll be examining in this course.

PLEASE NOTE: ALL REFERENCES INCLUDED IN THIS HANDBOOK ARE AVAILABLE EITHER THROUGH THE COURSE PAGE ON LEARN, THROUGH THE LIBRARY

CATALOGUE (E.G. E-BOOKS, HUB*, OR NORMAL LOAN) OR E-JOURNALS, OR FREELY DOWNLOADABLE FROM WEBSITES. IF YOU NOTICE THAT A REFERENCE IS NOT

AVAILABLE THROUGH EITHER OF THESE MEANS PLEASE LET YOUR TUTOR OR THE COURSE CONVENER KNOW.

Books Atkinson, G., Dietz, S. & Neumayer, E. (eds.) (2009) Handbook of Sustainable Development, Cheltenham, UK: Edward Elgar Publishing (e-book) Baker, S. (2006) Sustainable Development, London: Routledge Blewitt. J. (2008) Understanding Sustainable Development, London: Earthscan (e-book) Lafferty, W. (ed.) (2004) Governance for Sustainable Development, Cheltenham, UK: Edward Elgar Publishing Dresner, S. (2008) Principles of Sustainability, London: Earthscan (HUB reserve). (also e-book) Peet, R., Robbins, P., & M. Watts, (Eds.) (2010) Global political ecology. London: Routledge, pp. 169-184. (e-book) Stibbe, A. (ed.) (2009). The Handbook of Sustainability Literacy: Skills For a Changing World, Dartington: Green Books (e-book) Journals and Newspapers It is important that you stay up-to-date on recent developments in the area of sustainable development. Make an effort to consult a quality daily news source which provides decent coverage of environment and development news. The library holds several journals of particular relevance for this course: Environment and Planning (a to d) (covers planning issues but also more general articles on environmental policy and sustainable development); Environmental Policy and Law (official UN documents and reviews); Environmental Politics; Global Environmental Politics; Global Environmental Change; New Scientist; Sustainable Development; Sustainable Development Law and Policy. Most of these journals are available electronically, although not for all years. It is also worth consulting web media resources, such as the Our Changing World Series of the Edinburgh School of Biomedical Sciences, available at: http://www.ed.ac.uk/schools-departments/biomedical-sciences/changing-world *HUB Collection The High Use Books (HUB) collection, located on the Ground Floor of the Main Library, comprises the most highly used lending books. The HUB collection comprises HUB Reserve and HUB Short Loan books: - HUB Short Loan books can be renewed up to 15 times (provided there are no requests placed upon them); - No renewals or requests are allowed for HUB Reserve books.

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LECTURES

INTRODUCTION LECTURE 1 (15 Sept) – Introduction to the course (Dr I. Darmon and Dr R. Govinda) This lecture will provide an overview of learning objectives and content of the course, and will locate the course within the Sustainable Development MA, establishing links with SD1A and SD1b. It will give you an idea of the multi-disciplinary structure of the course, including lectures and tutorials. You should register for a tutorial on Learn by the end of week 1 (Friday 19

th of September). Tutorials start in week 2.

BLOCK 1 – SOCIOLOGICAL PERSPECTIVES/ 1.1. Markets, institutions and consumption

LECTURE 2 (17 Sept) – Practices, consumption and sustainability (Prof L. Jamieson) In this lecture we seek to take some distance from the idea that consumption is about individual behaviour and that sustainable consumption just requires changing individual behaviours by learning to look at consumption as everyday ‘practice’, that is, as an activity shaped by cultural conventions, socially acquired skills, and material infrastructures. Using examples from the rich high consumption regions of the world, this session looks more particularly at households as sites of consumption practices. Many practices of consequences for sustainability and the carbon footprints of individuals are patterned by the gendered and generational relationships of personal life. Domestic households are important sites of consumption and children are inducted into many consumption and conservation practices through household and family practices. Orientations to the natural world, to non-human species, awareness of climate change and of diminishing bio-diversity are often transmitted through families and personal relationships. Transmission through intimate intergenerational and peer relationships also plays a role in political activism or apathy concerning environmental issues and climate justice. Key Readings Southerton, D. (2011) 'Consumer Culture and Personal Life' in May, V. (ed.) Sociology of Personal Life. Basingstoke: Palgrave Macmillan, pp 121-133 [Course LEARN page] Shove, E., Pantzar, M. & Watson, M. (2012) The Dynamics of Social Practice: Everyday Life and How It Changes. London: Sage Publications [final chapter]. (e-book) Additional readings Payne, P. (2005) ‘Families, Homes and Environmental Education.’ Australian Journal of Environmental Education 21: 81-95 [Course LEARN page]. Barr, S. (2008) Environment and Society: Sustainability, Policy and the Citizen Aldershot: Ashgate. [HUB RESERVE]

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Jamieson, L. (2013) ‘Families and the Environment’ CRFR working paper (Course LEARN page) Payne, P. (2010) ‘Moral spaces, the struggle for an intergenerational environmental ethics and the social ecology of families: an 'other' form of environmental education.’ Environmental Education Research 16: 209-231. (e-journal) Reid, L., Sutton, P. & C. Hunter. (2010) ‘Theorizing the meso level: the household as a crucible of pro-environmental behaviour.’ Progress in Human Geography 34(3): 309-27. (e-journal)

LECTURE 3 (22 Sept) – Case study: Sustainable transport (Prof L. Jamieson) 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 rich ‘developed’ world and unsustainability are interdependent. Key Readings Carrabine, E. and Longhurst, B. (2002) 'Consuming the car: anticipation, use and meaning in contemporary youth culture'. The Sociological Review 50: 181-196. (e-journal) Vannini, P. (2010) ‘Mobile Cultures: From the Sociology of Transportation to the Study of Mobilities.’ Sociology Compass 4(2):111-21. (e-journal) Additional readings Barker, J. (2008) '‘Driven to Distraction?’: Children's Experiences of Car Travel'. Mobilities 4: 59-76. (e-journal) Brunton G, Oliver S, Oliver K, Lorenc T (2006) A Synthesis of Research Addressing Children's, Young People’s and Parents’ Views of Walking and Cycling for Transport. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. [downloadable from http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=942] Davison, P.,Davison,P.,Reed,N.,Halden,D.,Dillon,J.,2003.Children’s Attitudes to Sustainable Transport: an investigation into how children and young people view sustainability in relation to their personal transport, including to school and leisure facilities.[downloadable from Scottish Executive Social Research /www.scotland.gov. uk/socialresearch] Dennis, K. and Urry, J. (2009) After the Car. Cambridge: Polity (HUB reserve). Kopnina, H. 2011. 'Kids and cars: environmental attitudes in children'. Transport Policy 18: 573-578 Kopnina, H. and Williams, M. 2012. 'Car attitudes in children from different socio-economic backgrounds in the Netherlands'. Transport Policy 24: 118-125. Redshaw, S. (2008) In the Company of Cars: Driving as Social and Cultural Practice. Aldershot: Ashgate. (e-book) Sheller, M. (2004) 'Automotive Emotions'. Theory, Culture & Society 21: 221-242. (e-journal)

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LECTURE 4 (24 Sept) – Ecological modernisation: business as usual or head in the sand? (Dr C. 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. The next lecture then takes these ideas forward to think in more detail about carbon markets, economic valuations of society and environment, and the logic and mode of reasoning used to justify this and other alternative forms of policy for the future. Key Readings and Resources Bailey, I., Gouldson, A., and Newell, P. (2011) Ecological Modernisation and the Governance of Carbon: A Critical Analysis, Antipode, 43, 3: 682–70. (e-journal) Mol, A. and Spaargaren, G. (2000) Ecological Modernisation Theory in Debate: A Review, Environmental Politics, 9: 17-49. (e-journal) Murphy, J. (2000) Ecological Modernisation, Geoforum: 31 1-8. (e-journal) Additional Readings and Resources Beck, U. (1992) Risk Society: Towards a New Modernity 1992, Chapter 1. Beck, U. (1992b) On the Logic of Wealth Distribution and Risk Distribution, in Risk Society: Towards a New Modernity, London: Sage pp.19-50 (Hub Short Loan and Reserve) Dresner, S. (2008) The Principles of Sustainability London: Earthscan. Ch 6. (Library Hub reserve) Capek, S.M. (1993) The "environmental justice" frame: A conceptual discussion and an application, Social Problems, 40(1) Special Issue on Environmental Justice: 5-24. (e-journal) Elliott, A. (2002) Beck’s Sociology of Risk: A Critical Assessment, Sociology, 36(2): 293-316. (e-Journal) Jackson, T. (2010) Prosperity Without Growth London: Earthscan, Chapters 4, 5, 11 and 12, (library e-book) (or Tim Jackson (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. (Hub reserve)

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Walker, G.P. and Bulkeley, H. (2006) Geographies of Environmental Justice, Geoforum, 37 (5): 655-659. (E-Journal) (note – this issue of Geoforum contains a collection of international case studies on environmental justice, so is worth a look) Schor, Juliet (2010) Plenitude: The New Economics of True Wealth Penguin Press (Library hub reserve) (extract and related material available at: http://www.julietschor.org/2010/05/welcome-to-plenitude/)

LECTURE 5 (29 Sept) – Case study: Ecological modernisation in action; the case of ‘carbon markets’ (Dr T. Spears) In this session we will examine a particularly important instance of ‘ecological modernisation’: the growing use of market-based mechanisms for meeting climate change carbon abatement targets. We will examine the genesis of the intellectual concepts and ideas that have motivated and justified the development of these tradable permit schemes – also known as ‘carbon markets’ – as well as some of the practical challenges in building and implementing these mechanisms. We will also examine one of the major features of one of the world’s leading carbon markets: the European Emissions Trading Scheme. After the lecture, students should be able to:

1. Briefly explain what economists mean by the term ‘externality’ 2. Explain why the issues of ‘sameness’ matters for the functioning of real-world carbon

markets. Key Readings and Resources MacKenzie, Donald. 2009. “Constructing Emissions Markets”, Chapter 7 in Material Markets: How Economic Agents are Constructed, Oxford Univ. Press, pp. 137-176 (Course LEARN page). Lohmann, Larry. 2005. “Marketing and Making Carbon Dumps: Commodification, Calculation and Counterfactuals in Climate Change Mitigation.” Science as Culture 14 (3) (September): 203–235. (e-journal) Additional Readings and Resources: Coase (1960) and Dales (1968) are two important, yet accessible, intellectual foundations of contemporary carbon markets. These are articles from economics journals though, so do not feel overwhelmed if you do not understand certain terms used by the authors. Jacobs (1994) provides a critical appraisal of these concepts and theories, while Jaffe, et al. (2005) provides a critical perspective on the efficacy of carbon markets as an instrument for climate policy from the perspective of mainstream economic thinking. Unlike most markets, carbon markets were arguably first ‘invented’ by economists as abstract solutions to a particular set of social problems and only later ‘implemented’ in the real world. As a consequence, an important theme in some of the social science work on carbon trading has been the question of how the abstract concepts, models, and theories of economics are enacted into real-world markets and institutions, and the social and political implications of doing so. This is particularly true for work by scholars sympathetic to Callon’s (1998) concept of the ‘performativity of economics’. A key reference for some of this recent work is a 2009 special issue of Accounting, Organisations and Society (34/3-4), which can be accessed via the library website. MacKenzie (2009), for instance, can be read as a companion piece to the book chapter included in the required reading. Some of the articles in this issue make for quite difficult reading, though. Another potentially useful resource is a 2011 issue of Antipode (43/3), which addresses the topic of carbon markets more from a political economy perspective. Bailey, et al. (2011), which is assigned as required reading for the previous lecture, is one of the contributions to this issue. Another potentially useful resource is Knox-Hayes’s (2009)

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paper on the growth of the carbon financial services industry in New York and London, for students interested in the geographic implications for the growth of carbon markets. And while not concerned specifically with carbon markets, Fourcade’s (2011) AJS article is a superb work of economic sociology that draws attention to the ways in which national political culture how nature is valued by economists and economic practitioners. Callon, Michel. 1998. “Introduction: The Embeddedness of Economic Markets in Economics.” In The Laws of the Markets, edited by Michel Callon, 1st ed. Oxford: Blackwell Publishers (off-print available in hub reserve) Coase, Ronald H. 1960. “The Problem of Social Cost”. Journal of Law and Economics 3 (1): 1–44. doi:10.1086/466560. (e-journal) Dales, JH. 1968. “Land, Water, and Ownership.” The Canadian Journal of Economics 1 (4): 791–804. (e-journal) Fourcade, Marion. 2011. “Cents and Sensibility: Economic Valuation and the Nature of ``Nature’'.” American Journal of Sociology 116 (6) (May 20): 1721–77. (e-journal) Jacobs, Michael (1994), “The Limits of Neoclassicism: Towards an Institutional Environmental Economics” in Social Theory and the Global Environment (Redclift and Benton, eds.), London: Routledge, 1994 (normal loan) Jaffe, A., R. Newell, and R. Stavins. 2005. “A Tale of Two Market Failures: Technology and Environmental Policy.” Ecological Economics 54 (2-3) (August): 164–174. (e-journal) 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) (February 17): 749–777. (e-journal) MacKenzie, Donald. 2009. “Making Things the Same: Gases, Emission Rights and the Politics of Carbon Markets.” Accounting, Organizations and Society 34 (3-4) (April): 440–455. (e-journal)

BLOCK 1 (continued) – SOCIOLOGICAL PERSPECTIVES / 1.2: Social divisions, inequalities and social bonds

LECTURE 6 (1 Oct) – Towards Sustainable Futures? Ecofeminism, Feminist Environmentalism and Development (Dr R. Govinda) This session examines the contributions of ecofeminists and feminist environmentalists to debates and practices pertaining to gender and development. Do women protect and men plunder nature? Have women been victims of male-centred, western, environmentally unsustainable models of development? Are the environmental concerns of women in the Global South different from those in the Global North? By engaging with questions such as these, we explore how the discourse has evolved from one that essentializes the relationship between women and the environment to more nuanced articulations on gender, environment and development. The agenda of 'sustainable development' has been inspired by these old and new articulations. Were women's voices heeded to at the United Nations World Summits on Sustainable Development at Rio in 1992 and twenty years hence in 2012, or has it simply been business as usual? Key Readings: Jackson, C. (1993) 'Doing What Comes Naturally? Women and Environment in Development', World Development 21(12): 1947-63. Available (and downloadable) at: http://josiah.berkeley.edu/2007Fall/ER275/Readings/DP3/jackson-GAD-1993.pdf (last accessed 7 January 2013)

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Mies, M. and V. Shiva (1993) Ecofeminism, London: Zed Books, pp. 1-22 (Course LEARN page) Additional Readings: Agarwal, B. (1992) 'The Gender and Environment Debate: Lessons From India', Feminist Studies 18(1): 119-58 (e-journal) Hausler, S. (1994) 'Women and the Politics of Sustainable Development', in W. Harcourt (ed.), Feminist Perspectives on Sustainable Development, London: Zed Books, pp. 145-55 (e- reserve) Plumwood, V. (1992) 'Feminism and Ecofeminism: Beyond the Dualistic Assumptions of Women, Men and Nature', The Ecologist 22(1) pp. 8-13 (e-journal) Rocheleau, D., B. Thomas-Slayter, and E. Wangari (1996) 'Gender and Environment: A Feminist Political Ecology Perspective', in D. Rocheleau, B. Thomas-Slayter, and E. Wangari (eds.) Feminist Political Ecology: Global Issues and Local Experiences, New York: Routledge, pp. 3-26 (e- reserve)

LECTURE 7 (6 Oct) – Case study: Gender, Water and Sustainability (Dr R. Govinda) This session will explore the issue of water and sustainability from a gender lens. Drawing on ecofeminist and political ecology perspectives, it will examine a set of case studies from the Global South as well as the Global North on women and water management. Key Readings: Ahmed, S. (2005) 'Why is gender equity a concern for water management?', in S. Ahmed (ed.) Flowing Upstream: Empowering Women Through Water Management Initiatives in India, Ahmedabad: Foundation Books and Centre for Environment Education, pp. 1-50 (e-book) Lahiri-Dutt, K. (2006) ‘Introduction’, in K. Lahiri-Dutt (ed.) Fluid Bonds: Views on Gender and Water, Bangalore: Stree, pp. i-xix (Course LEARN page) Additional Readings: Lahiri-Dutt, K. And K. Harriden (2008) 'Act on gender: a peep into intra-household water use in the Australian Capital Territory (Act) Region', Rural Society, 18(3): 230-43 (e-journal) Water Aid (2013) We Can't Wait: A Report on Sanitation and Hygiene for Women and Girls, Water Supply and Sanitation Collaborative Council (WSSCC). Available at: http://www.wateraid.org/~/media/Publications/wecantwait.pdf (last accessed 1 July 2014) Zwarteveen, M. and V. Bennett (2005) 'The connection between gender and water management', in V. Bennett, S. Davila-Poblete and M.N. Rico (eds.) Opposing Currents: The Politics of Water and Gender in Latin America, Pittsburgh: University of Pittsburgh Press, pp. 13-29 (downloadable from http://www.upress.pitt.edu/htmlSourceFiles/pdfs/9780822958543exr.pdf) Ong, H. Y. (2008) Water, Women and 10,000 Miles (film on women and water in Rajasthan, India) Available at: http://www.cultureunplugged.com/documentary/watch-online/play/7022/Water--Women---10-000-Miles (last accessed 1 July 2014)

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LECTURE 8 [GUEST LECTURE] (8 Oct) – Businesses and sustainable energy (Dr G. Davies) The activities of businesses are critical to the concept of sustainable development. This lecture will introduce 2 key approaches to ‘sustainable’ business: the ‘corporate social responsibility’ (CSR) of mainstream businesses, and; how business-based approaches are being promoted as solutions to what have traditionally been framed as ‘development’ problems. The example of sustainable energy will be used to showcase these two paths, including the energy tour of the University of Edinburgh campus. In many developing countries, access to modern energy services looks very different, however. Globally, just under 1.3 billion people have no access to electricity and 2.6 billion rely on traditional biomass for cooking, associated with serious environmental and household air pollution issues. If ‘development’ trajectories are to be sustainable, equitable energy access needs to be delivered in a way that avoids the carbon-intensive solutions that industrialised nations have traditionally used. Several case studies will be presented to illustrate how domestic renewable energy initiatives for rural poor in developing nations are broadening the notion of ‘sustainable enterprise’, yet sometimes causing conflict amongst the varied approaches. The impact of market-based policies to increase broad business engagement in this sector will also be reviewed briefly through a focus on the global carbon markets. Core readings Prahalad, C. K. & Hart, S. L. (2002) “The Fortune at the Bottom of the Pyramid.” Strategy + Business, Iss. 26, pp. 1-14 (e-journal) Kolk, A. & van den Buuse, D. (2012) "In search of viable business models for development: sustainable energy in developing countries." Corporate Governance, Vol. 12, Iss. 4, pp. 551- 567. (e-journal) Additional readings Bailis, R., Cowan, A., Berruta, V. & Masera, O. “Arresting the Killer in the Kitchen: The Promises and Pitfalls of Commercializing Improved Cookstoves.” World Development, Vol. 37, No. 10, pp. 1694–1705. (e-journal) Blowfield, M. (2012),"Business and development: making sense of business as a development agent." Corporate Governance, Vol. 12, Iss: 4, pp. 414-426 (e-journal) Gutierrez, M. (2011) “Making Markets Out of Thin Air: A Case of Capital Involution.” Antipode, Vol. 43, No. 3, pp. 639–661 (e-journal) Prahalad, C. K. (2010) “The Fortune at the Bottom of the Pyramid: Eradicating Poverty Through Profits.” Upper Saddle River, Wharton School Publishing. (1 copy in Main Library – also see: http://knowledge.wharton.upenn.edu/article/the-fortune-at-the-bottom-of-the-pyramid-eradicating-poverty-through-profits/)

Exceptionally the tutorials for this week will take the form of an energy tour of campus (with Mr David Somervell) Mr Somervell will lead us on a walking tour of campus and highlight sustainable projects and practice: this will be the tutorial for this week and you need to sign up for one of the tour slots offered. Please see below, tutorial arrangements.

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LECTURE 9 (13 Oct) – Community perspectives on sustainability (Dr I. 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 ‘community’ and other related notions (e.g. sovereignty, as in ‘food sovereignty’, or ‘commons’) 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. 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 19

th

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 and the Mechanism for Reducing Deforestation and forest Degradation - REDD). Key readings Toennies, F. (1974) ‘Gemeinschaft and Gesellschaft’, in Elias, N. (ed.) The Sociology of Community. London: Frank Cass and Co. pp. 7-12. (e-book) Bell, C. R. and Newby, H. (1978) 'Community, communion, class and community action: the social sources of the new urban politics', in D. T. Herbert and R. J. Johnston (eds) Social Areas in Cities. London: Wiley, 189-207.(Course LEARN page) Additional reading McCarthy, J. (2005) ‘Devolution in the woods: community forestry as hybrid neoliberalism.’ Environment and Planning A, 37(6): 995-1014. (e-journal) Aiken, G. (2012). Community transitions to low carbon futures in the Transition Towns Network (TTN). Geography Compass, 6(2), 89-99. (e-journal) Walker, G., Hunter, S., Devine-Wright, P., Evans, B., & 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. (e-journal) Hauxwell-Baldwin, R. (2013) ‘The politics and practice of ‘community’ in UK government funded climate change initiatives: the Low Carbon Communities Challenge’ 3S Working Paper 2013-19 (Course LEARN page). Middlemiss, L. (2011) ‘The power of community: how community-based organisations stimulate sustainable lifestyles among participants’. Society and Natural Resources, 24, pp. 1157-1173. (e-journal) Wallace, A. (2010), ‘New Neighbourhoods, New Citizens? Challenging ‘Community’ as a Framework for Social and Moral Regeneration under New Labour in the UK’. International Journal of Urban and Regional Research, 34: 805–819. (e-journal)

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LECTURE 10 (15 Oct) – Case study: Food sovereignty for food security? (Dr I. 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 (and waste/loss), urban dynamics, and dynamics of commodification and marketisation. For previsions such as these can be turned into prescriptions and catastrophism can serve to force solutions which actually further entrench current environmental issues and systems of domination. Thus the notion of sustainability is mobilised to defend quite different strategies: ‘sustainable intensification’ versus the sustainability of ‘local food systems’ (as for example mobilised in the campaigns for ‘food sovereignty’), in which ‘communities’ are called on to play radically different roles. Once again we see that it is crucial to link notions of sustainability with an analysis of the kind of economic and social frameworks associated with them. ‘Communities’ are then seen as places of (possibly specific) local economic relations which might not be wholly subsumed under the dominant logic of appropriation of nature. Key readings MacDonald, M. (2012) ‘Food Security and Equity in a Climate-Constrained World’, in L. Starke (ed.), State of the World 2012: Moving toward sustainable prosperity. Washington: Island Press. [Chapter 14: 161-168] (available to download through the Library catalogue as an e-book). Patel R (2012) ‘Food Sovereignty: Power, Gender, and the Right to Food’. PLoS Medicine 9(6): e1001223. Fairlie, S. (2012) ‘Enclosure on the Grand Scale’. The Land 13 Winter 2012-13. Downloadable from http://www.thelandmagazine.org.uk/articles/enclosure-grand-scale Additional readings De Schutter, O. (2014) The transformative potential of the right to food, Final report drawing conclusions from his mandate, presented to the 25th Session of the UN Human Rights Council. 10/03/2014 [downloadable from http://www.srfood.org/en/documents] McMichael, P. (2014). Historicizing food sovereignty. Journal of Peasant Studies, (ahead-of-print), 1-25 (e-journal). Friends of the Earth International (2012) A wolf in sheep’s clothing? An analysis of the ‘sustainable intensification’ of agriculture. Downloadable from http://www.foei.org/resources/publications/publications-by-subject/food-sovereignty-publications/a-wolf-in-sheeps-clothing/ On food sovereignty, it is useful to consult http://www.wdm.org.uk/food-sovereignty; and http://viacampesina.org/en/. To go further on the notion of food sovereignty, see the papers of the Agrarian Studies Conference: ‘Food Sovereignty: A Critical Dialog’. September 14–15, 2013. Yale University. http://www.yale.edu/agrarianstudies/foodsovereignty/index.html On all the issues addressed in this lecture, consult the very comprehensive and stimulating website www.Grain.org

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BLOCK 2: ANTHROPOLOGICAL PERSPECTIVES – Culture and alternative visions of the development and politics

LECTURE 11 (20 Oct) – Exploring cultural diversity and rethinking prosperity (Dr N. Thin) In the following three lectures we will explore the contributions of anthropology (broadly conceived as ethnographic, holistic, and crosscultural comparative approaches) to the appreciation of diverse ways of living well. Without some viable and widely shared conceptions of wellbeing, it is neither possible nor ethical to promote development. Without appreciation of the intercultural and interdisciplinary debates and diversities in conceptions of wellbeing, there are serious risks of promoting development in harmful or ineffective ways. The academic discipline of anthropology, born out of colonial encounters, has always tended to specialize in understanding cultures and populations that are marginal or exotic to mainstream western society. While comparative wellbeing never became a major explicit anthropological theme in the 20

th century, there was often an implicit desire to explore diverse

ways of living well. Sometimes this was coupled with a ‘cultural relativist’ rejection of capitalist triumphalism, and with championing of the value of nonwestern and minority lifeways. Current questioning of the future of capitalism has rekindled interest in the use of crosscultural information to rethink our strategies for achieving prosperity. Key readings Sahlins, Marshall D. (1968) 'Notes on the original affluent society.' In Stone Age Economics

[and downloadable from lots of sites] Kaplan, David, 2000, ‘The darker side of the "Original Affluent Society"’. Journal of Anthropological Research 56,3:301-324 (e-journal) Additional reading suggestions Wilk, Richard, 1999, ‘Quality of life and the anthropological perspective.' Feminist Economics 5,2: 91-93 (e-journal) Thin, Neil (2010) 'Wellbeing and happiness'. In A.Barnard and J.Spencer [eds], Encyclopedia of Social and Cultural Anthropology. 2nd Edn. London: Routledge, pp. 712-714 Thin, Neil (2012) 'Ethnocentrism' and ‘Anthropology’ entries in A.Michalos [ed], Springer Encyclopedia of Quality of Life Research. Dordrecht: Springer (Course LEARN page)

LECTURE 12 (22 Oct) – Case study: Local and national conceptions of wellbeing (Dr N. Thin) In recent years, it has in many parts of the world become a matter of local and national pride to develop distinctive conceptionalisations and visions of progress that transcend the economistic reductionism of ‘GDP’ measures. These are typically associated with attention shifts from the means to the ends of development planning – from things and technologies to people and enjoyments, and from merely instrumental values to ultimate values. Sometimes, though not always, this move is associated with disparagement of economic growth, with fears about the future, and with skeptical critiques of the ills of (western-inspired) modernity. This lecture explores examples of this new tide of interest in wellbeing/happiness policy in selected countries, particularly Bhutan, Thailand, and Latin America.

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Key readings Brooks, Jeremy S. (2013) ‘Avoiding the limits to growth: gross national happiness in Bhutan as a model for sustainable development.’ Sustainability 5,9:3640-3664 (e-journal) Elinoff, Eli (2014) ‘Sufficient citizens: moderation and the politics of sustainable development in Thailand.’ PoLAR: Political and Legal Anthropology Review 37,1:89 – 108 (e-journal) Thomson, Bob (2011) 'Pachakuti: Indigenous perspectives, buen vivir, sumaq kawsay and degrowth.' Development 54: 448-454 (e-journal) Additional reading suggestions Noy, Darren (2011) 'Thailand's sufficiency economy: origins and comparisons with other systems of religious economics.' Social Compass 58, 4:593-610 (e-journal) Radcliffe, Sarah (2012) ‘Development for a postneoliberal era? Sumak kawsay, living well and the limits to decolonisation in Ecuador.’ Geoforum 43,2:240–249 (e-journal) Ruttenberg, Tara (2013) 'Wellbeing economics and buen vivir: development alternatives for inclusive human security.' Praxis 27:68-93 http://fletcher.tufts.edu/Praxis/~/media/Fletcher/Microsites/praxis/xxviii/article4_Ruttenberg_BuenVivir.pdf Vorster, Shaun (2012) ‘GNH, EI and the well-being of nations: Lessons for public policy makers, with specific reference to the happiness dividend of tourism.' Journal of Bhutan Studies 27,2:15-33 (e-journal) Vanhulst, Julien, and Adrian E.Beling (2014) ‘Buen vivir: emergent discourse within or beyond sustainable development?’ Ecological Economics 101:54-63 (e-journal)

LECTURE 13 (27 Oct) – Development as if happiness mattered: resources, sustainable livelihoods, and holistic wellbeing (Dr N. Thin) ‘Happiness’, though sometimes used as a synonym for wellbeing, refers primarily to a subcategory of mental or subjective wellbeing – i.e.feeling good and appreciating life. Happiness can be pursued by trying to improve physical living conditions and by increasing the flow of basic provisions (strategies reasonably well reflected by measures of ‘economic growth’). But it can and must also be pursued through social and psychological strategies, ensuring good relationships, sense of belonging, peace of mind, and so on. This lecture looks at case studies in development planning that highlight trade-offs between material and socio-psychological prosperity. Key readings Lansing, J. Stephen (1987) ‘Balinese water temples and the management of irrigation’. American Anthropologist 89: 326-41 [and watch the 15-minute video ‘Water temples forever!’ at http://www.slansing.org/Lansing_Website/Videos_films.html] Wateau, Fabienne (2011) ‘Water, societies and sustainability: A few anthropological examples of non-market water values.’ Policy & Society 30,4:257-265 (e-journal) Additional reading suggestions Lansing, J. Stephen, and Thérèse A. de Vet (2012) ‘The functional significance of Balinese water temples: a reply to critics.’ Human Ecology 40,3: 453-467 (e-journal) Orlove, Ben, and Steven C. Caton (2010) ‘Water sustainability: anthropological approaches and prospects.’ Annual Review of Anthropology 39:401–10 (e-journal)

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Wutich, Amber, Alexandra Brewis, Abigail M. York & Rhian Stotts (2013) ‘Rules, norms, and injustice: a cross-cultural study of perceptions of justice in water institutions.’ Society & Natural Resources 26,7: 795-809 (e-journal) Weeratunge, Nireka et al (2014) 'Small-scale fisheries through the wellbeing lens.' Fish and Fisheries 15, 255-279 (e-journal)

LECTURE 14 (29 Oct) – Subaltern/Everyday politics and the arts of resistance (Dr J. Furniss) This class presents several 'classic' social science paradigms for thinking about subaltern political forms, which cannot be fully captured either in terms of the narrow sphere of parties-and-ballot-boxes politics, or the realm of 'civil society'. The Abu-Lughod and Ortner readings provide critiques of the core literature. Key Readings Certeau, M. d. (1984). The practice of everyday life. Berkeley, Calif./London, University of California Press. pp. 24-42. (e-book) Scott, J. C. (1985). Weapons of the weak : everyday forms of peasant resistance. New Haven ; London, Yale University Press. Preface + pp. 22-41; 284-303 (pp. 22-41: Course LEARN page) Additional Readings Abu-Lughod, L. (1990). "The Romance of Resistance: Tracing Transformations of Power Through Bedouin Women." American Ethnologist 17(1): 41-55. (e-journal) Chatterjee, P. (2004). The politics of the governed: reflections on popular politics in most of the world. New York, N.Y., Columbia University Press. Entire book but esp. pp. 53-78. (Course LEARN page) Ortner, S. (1995). "Resistance and the Problem of Ethnographic Refusal." Comparative Studies in Society and History 37(1): 173-93.(e-journal)

LECTURE 15 (3 Nov) – Politics of waste and informal waste collectors in Cairo (Dr J. Furniss) This lecture attempts to illustrate and apply the perspectives outlined in the first lecture through the lecturer's own original fieldwork on waste collectors in Cairo. Two examples will be given, the first concerning struggles over access to waste, and the second concerning land encroachments and new construction since the revolution. The first example. In the early 2000s, the Egyptian bureaucracy concluded a series of Public-Private-Partnerships (PPP) with European companies to collect garbage in Cairo and Alexandria. A conflict that arose after the companies started operating. Inverting the NIMBY (Not In My Back Yard) logic that frequently frames conflicts over waste in Euro-American contexts, here the fight was not to get rid of but to get ownership and control over waste. This is because the economy of the indigenous informal sector waste collectors (Zabbaleen) was based on pig raising and recycling (not user fees). I shall present some of the 'tactics,' to use Michel De Certeau's terminology, or the 'forms of everyday resistance,' to use that of James Scott, deployed by the Zabbaleen to ensure their continued access waste-as-resource. In the absence of open, ‘classically' political forms of contestation (protests and so forth)—for which I will propose an explanation—weapons of the weak -style sabotage and pilfering did occur. What I want to show, however, are not primarily adversarial interactions, but rather street-level

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collusion, concertation and even collaboration between the companies and Zabbaleen, asking whether we should therefore resile from the classic resistance paradigms, perhaps rallying to Asef Bayat’s counter-concept of 'quiet encroachment,’ which was proposed partially as a critique of the intentionality element in Scott’s definition. The second case. Fast-forward to the Egyptian revolution of January 2011. The garbage collecting residents of the 'informal' neighbourhood of Manshiet Nasser have capitalized over the past three years on the legal and policing void to occupy and 'illegally' build on land that, although privately owned, previously lay bare of housing. This type of event is not a rupture with the past, but the extension of a longstanding process that has transformed Cairo's cityscape over the past decades, giving rise to the neighbourhoods referred to as ʿashwāʾiyyāt. It is argued that despite several strengths over the 'resistance' paradigm, Asef Bayat's concept or 'quiet encroachment' does not adequately capture the post-revolutionary process, which has not been neither 'quiet,' nor in the nature of a 'survival strategy' on the part of the poor (it has primarily benefited members of one of the most powerful clans in the area). Key Readings Bayat, Asef (2009). Life as Politics How Ordinary People Change the Middle East. Stanford University Press. Chap. 3 (e-book) Bayat, A. and E. Denis ( 2000), "Who is afraid of ashwa’iyyat? Urban change and politics in Egypt", Environment and Urbanization Vol 12, No 2, October, pages 185-199. (e-journal) Additional Readings Waste Ayee, J. and R. Crook (2003). 'Toilet Wars': urban sanitation services and the politics of public-private partnerships in Ghana. IDS Working Paper No. 213. Available from http://www.ids.ac.uk/files/Wp213.pdf Birkbeck, C. (1978). "Self-employed Proletarians in an Informal Factory: the Case of Cali's Garbage Dump." World Development 6(9-10): 1173-85. (e-journal) Medina, M. (2007). The world's scavengers: salvaging for sustainable consumption and production. Lanham, AltaMira Press. Schamber, P. (2010). "A Historical and Structural Approach to the Cartonero Phenomenon in Buenos Aires: Continuity and New Opportunities in Waste Management and the Recycling Industry." International Journal of Urban Sustainable Development 2(1-2): 6-23. (e-journal) 'Informal' Housing Anand, N. & A. Rademacher (2011). “Housing in the Urban Age: Inequality and Aspiration in Mumbai.” Antipode 43(5):1748–1772. (e-journal) Auyero, J. (2000). "The Hyper-Shantytown: Neo-Liberal Violence(s) in the Argentine Slum" Ethnography (1): 93 (e-journal) Jones, B. G. (2012). "Bankable Slums: the global politics of slum upgrading." Third World Quarterly 33(5): 769-89. (e-journal)

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BLOCK 3 - GEOGRAPHICAL PERSPECTIVES – Urban/rural divisions and connections

LECTURE 16 (5 Nov) Catchment flooding: the causes, predictions and responsibility (Dr A. Newton) 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 of is timely, considering the predicted impacts of climate change and land use management on flooding. Key readings 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. http://www.envplan.com/epc/fulltext/c29/c09181j.pdf 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. http://dx.doi.org/10.1016/j.gloenvcha.2013.08.006

LECTURE 17 (10 Nov) Catchment-wide solutions to flooding: urban-rural connections Having discussed in Lecture 16 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. Key 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. http://dx.doi.org/10.1002/rra.143 Barbosa, A.E., Fernandes, J.N and David, L.M. (2012) Key issues for sustainable urban stormwater management. Water Research 46(20), 6787–6798. http://dx.doi.org/10.1016/j.watres.2012.05.029 Additional Readings Bastien, N. et al. (2010) The best management of SuDS treatment trains: a holistic approach. Water Science & Technology 61(1), 263-272. http://dx.doi.org/10.2166/wst.2010.806 Butler D. and Parkinson J. (1997) Towards sustainable urban drainage. Water Science and Technology 35(9), 53-63. http://dx.doi.org/10.1016/S0273-1223(97)00184-4 Engineering Nature’s Way. SUDS – The Scottish Experience. http://www.engineeringnaturesway.co.uk/policybriefing/suds-the-scottish-experience/

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Scottish Government (2011) Delivering Sustainable Flood Risk Management - a consultation: 5. Integrated urban drainage. http://www.scotland.gov.uk/Publications/2011/01/14152758/10 Susdrain (CIRIA) Sustainable Urban Drainage: http://www.susdrain.org Wheater, H. and Evans, E. (2009) Land use, water management and future flood risk. Land Use Policy 265: S251-S264. http://dx.doi.org/10.1016/j.landusepol.2009.08.019

BLOCK 4 – POLITICAL PERSPECTIVES – Justice and ethics LECTURE 18 (12 Nov) – Environmental justice: the theory (Dr L. Cripps) This lecture will consider whether current distributions of environmental benefits and burdens are unjust: locally, internationally, and across generations. The Principle of Prima Facie Political Equality will be introduced and various normatively salient questions asked. (When) is it unjust to site an environmentally hazardous facility in a poor or minority area? Does it make a difference if they consented to it? Do considerations of environmental justice extend across borders, i.e. to exporting environmental hazards? Is it an injustice to store up environmental problems for future generations? Key readings Shrader-Frechette, K. S. Environmental Justice: Creating Equity, Reclaiming Democracy, Environmental Ethics and Science Policy Series. New York: Oxford University Press, 2002. Chapter Two. (e-book) Shue, Henry. "Exporting Hazards." Ethics 91, no. 4 (1981): 579-606. (e-journal) Shue, Henry. "Bequeathing Hazards: Security Rights and Property Rights of Future Humans." In Global Environmental Economics: Equity and the Limits to Markets, edited by Mohammed Dore and Timothy Mount. Oxford: Blackwell, 1999. (Course LEARN page) Additional readings Shrader-Frechette, K. S. Environmental Justice: Creating Equity, Reclaiming Democracy, Environmental Ethics and Science Policy Series. New York: Oxford University Press, 2002. Chapters Four, Five & Eight (e-book) Page, Edward. (2006) Climate Change, Justice and Future Generations. Cheltenham & Northampton, M.A.: Edward Elgar. Chapters Five and Six. (e-book) Barry, Brian. "Sustainability and Intergenerational Justice." In Fairness and Futurity, edited by Andrew Dobson. Oxford: Oxford University Press, 1999. (e-book)

LECTURE 19 (17 Nov) – Case study: nuclear waste disposal (Dr L. Cripps) This week, questions of intergenerational (and some local/international) justice will be applied to the question of so-called permanent geological storage of nuclear waste. Questions to be addressed include whether storage of nuclear waste can be ethically justified, and if not what the alternative is: to cease to use nuclear power altogether (in which case what are the wider environmental justice implications) or at least to postpone permanent solutions until more research is done. Readings

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NEA-OECD. (1995). "The environmental and ethical basis of geological disposal of long-lived radioactive wastes: a collective opinion of the Radioactive Waste Management Committee of the Nuclear Energy Agency." Paris: Nuclear Energy Agency, Organisation for Economic Co-operation and Development. Available online: https://www.oecd-nea.org/rwm/reports/1995/geodisp.html Shrader-Frechette, K. S. (1993). Burying Uncertainty: Risk and the Case against Geological Disposal of Nuclear Waste. Berkeley, London, Los Angeles, University of California Press. Taebi, B. (2011). "The Morally Desirable Option for Nuclear Power Production." Philosophy and Technology 24: 169-192. (e-journal) Taebi, B. (2012). "Multinational Nuclear Waste Repositories and Their Complex Issues of Justice." Ethics, Policy and Environment 15(1): 57-62. (e-journal)

CONCLUSIONS LECTURE 20 (19 Nov) Course review and Exam preparation (Dr I. Darmon and Dr R. Govinda) To help students prepare for the exam the co-conveners of the course will offer a review of the main perspectives and issues addressed in the course. They will also provide general tips on exam taking and present and discuss sample questions.

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TUTORIAL ARRANGEMENTS

Senior Tutor: Nikki Dunne - m.n.dunne@sms.ed.ac.uk Tutors: Alice Hague - alice.hague@ed.ac.uk

Iris Marchand - i.marchand@sms.ed.ac.uk

PURPOSE The weekly 50-minute tutorial is designed to give you an opportunity to discuss the readings, share your ideas and try out arguments with other students. Their usefulness is directly proportional to your willingness to prepare and participate actively. FORMAT Our tutorials will adopt a mixed format including debates, student presentations, open discussion and small group work. You can also use Learn discussion pages to communicate outside of class, share handouts and information. EXPECTATIONS Attendance at and participation in tutorials is expected. Please:

come prepared to participate – everyone gets a chance and makes an effort to contribute;

read the required material and bring written notes of key findings (bullet points are fine);

be prepared to make a short presentation to start the discussion, if notified the week before. The introductory presentations should be brief (5-10 minutes maximum) and are intended to highlight a few key points as a basis for subsequent group discussion.

The quality rather than quantity of your contributions is important. It is not a competition to see who can say the most. Instead, students are asked to contribute relevant points, bring in the readings where appropriate, and listen to and engage with others.

READINGS AND RESOURCES Consult the lecture reading list for relevant readings and resources. Any additional resources are listed here. TUTORIAL SCHEDULE Tutorial 1, Week 2: Introduction. The household as a site for sustainable development practices Key questions:

How might practice theory be important for thinking about social change?

How might the household be a site for generating pro-environmental behavior?

How might adults influence the children in a household? How might children influence the adults in a household?

Activity: Working in small groups, consider yourself as a family/household in a high consumption region of the world – consider what factors might influence your family to adopt pro-environmental practices, and policies that might encourage sustainable domestic practices.

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Summarise group findings for the class afterwards. Tutorial 2, Week 3: 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: In-class debate. Preparation: Read the two key readings. 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 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. The debate will be prepared in class. Tutorial 3, Week 4: Energy tour of campus Mr Somervell will lead us on a walking tour of campus and highlight sustainable projects and practice. Please sign up on LEARN for one of the designated tour slots:

Thursday 9 Oct 12.10 - 13.00 Thursday 9 Oct 16.10 - 17.00 Friday 10 Oct 09.00 – 10.00 Meeting place: Chrystal Macmillan Building Foyer (ground floor) Please sign up for one of the slots above by the end of week 2 (Friday the 26

th of

September). Sign up is available on Learn. Email the course secretary if you have any problems. Tutorial 4, Week 5: Community Key questions:

What is the potential and what are the pitfalls of ‘communities’ for dealing with the environmental and social crises of our times? Activity: View the documentary by Anthony Baxter, You've been trumped, in advance of the tutorial. It is a documentary on Donald Trump’s attempt to open a golf course in Scotland and his relations with the local ‘community’. Research what happened in the end to the gold course. In the tutorial groups, you will discuss the film and the ways in which the local community and its strategies are portrayed (do you find them convincing? Too ‘black and white’? etc.) The documentary is available via Box of Broadcasts (BoB National), a national service the University subscribes to. To access BoB go to http://edin.ac/1fiv1mx (the “Availability and entitlement” section has information on how to log into BoB the first time). Once you have accessed the site click on the Search link near top right-hand side of screen and search for You’ve been trumped. As you will see from the Search results the documentary appears to be available twice as obviously users have “recorded” both the original showing and repeat. If you

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scroll down the list you will also see “clips” listed. BoB allows you to create clips from recorded material which you can embed or link to in VLE’s (you should also be able to embed or link to whole recorded programmes as well). BoB have FAQs on their website (under ‘Help’) that details how to do this but if you need further assistance then contact the IS Helpline (IS.Helpline@ed.ac.uk) in the first instance. One thing to note is that although users can access BoB off-campus by logging into the site, access is only possible on the UK mainland. Assignments will also be discussed in this tutorial. Tutorial 5, Week 6: Cultural diversity and prosperity Key question: What aspects of contemporary hunter-gather existence, if any, provide inspiration for rethinking prosperity? Activity: Group discussion. This week’s tutorial focuses on anthropological debates on alternative ways of living well. We will think about mainstream understandings of prosperity, and ask how Sahlin’s thesis of the ‘affluent’ hunter-gatherer might inspire us to rethink prosperity. We will then discuss Kaplan’s critique of Sahlin’s argument, and ask ourselves what, if any, aspects of contemporary hunter-gatherer existence might inspire a culture of sustainability. Tutorial 6, Week 7: Wellbeing Key question: What are alternative visions of development? Can a national wellbeing/happiness policy contribute to diverse visions of progress that go beyond economic measurements? Activity: Preparation: Choose any ONE reading from the 22nd October list on wellbeing policy in a nonwestern country or region (and if you have time, browse online to find out more). Can you identify plausible signs of strategies that would enhance both wellbeing and sustainability? Discuss your findings in small groups. Tutorial 7, Week 8: Waste and the political lives of marginalised people Key question: In what ways is waste politicised? How are marginal/disempowered people politicised in relation to waste? Activities: Waste: Come prepared to discuss one of the country-specific case studies listed below for participation in a group discussion. Tutors will assign students specific readings. Read at least one of the following country-specific case studies:

India: Kaviraj, S. (1997) ‘Filth and Public Sphere: Concepts and Practices about Space in Calcutta.’ Public Culture 10(1): 83-113. (e-journal)

Egypt: Assaad, R. (1996) ‘Formalising the Informal? The transformation of Cairo's refuse collection system.’ Journal of Planning Education and Research 16: 115-26. (Course LEARN page)

Ghana: Ayee, J. and R. Crook (2003) ‘'Toilet Wars': urban sanitation services and the politics of public-private partnerships in Ghana’. IDS Working Paper No. 213. Available from http://www.ids.ac.uk/files/Wp213.pdf

Colombia: Birkbeck, C. (1978) ‘Self-employed Proletarians in an Informal Factory: the Case of Cali's Garbage Dump.’ World Development 6(9-10): 1173-85. (e-journal)

Argentina: Schamber, P. (2010) ‘A Historical and Structural Approach to the Cartonero Phenomenon in Buenos Aires: Continuity and New Opportunities in Waste Management

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and the Recycling Industry.’ International Journal of Urban Sustainable Development 2(1-2): 6-23. (e-journal)

Tutorial 8, Week 9 Key question: What is the evidence that the adoption of sustainable drainage systems and catchment-wide approaches to flood management will reduce the impact of flooding on society? 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. Integrated flood management offers a possible means of reducing flood risk. Using the information from the lectures and two papers below, discuss what form sustainable flood management should take, who is responsible and who pays? Calder, I.R. and Ayland, B. (2009) Forest and Floods: Moving to an evidence-based approach to watershed and integrated flood management. Water International 31(1), 87-99. (e-journal) Katyal, A.K. and Petrisor, I.G. (2011) Flood management strategies for a holistic sustainable development. Environmental Forensics 12: 206-218. (e-journal) Tutorial 9, Week 10: Course highlights Key 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. Opportunity for individual issue-brief feedback discussions. Key readings to prioritise: Read further key and additional readings from any lectures of your choice and make sure you are familiar with some of the general readings recommended for the course.

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APPENDICES

APPENDIX 1: COURSEWORK INSTRUCTIONS

You must submit one issue-brief for this course. It is worth 40% of your overall mark. It is due Thursday 23 Oct, at 12. This short exercise allows you: - to gather basic information on a key global sustainable development issue amongst the following: sustainable transport, reduction of carbon emissions, sustainable water, sustainable energy or food security; - to explain why/to what extent they are issues for sustainable development; and - to briefly discuss 2 different perspectives for analysing and addressing them. 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 (no more than 500 words): 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 2 contrasted perspectives: how do analyses from a practice perspective, from an ecological modernisation perspective, from a feminist perspective, or from a community 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 2). (about 800 words) C. Conclude by stating what can be learnt for the understanding/ for tackling the selected issue (about 300 words) In your Brief, be sure to draw upon key authors studied so far, relevant to the perspectives you choose to take up. You should use and cite at least:

three academic sources (peer reviewed journals or academic texts);

one primary source (from the UN, NGO, government website etc.);

one news story The Brief should be BETWEEN 1,500 AND 1,700 words, including foot/end notes but excluding bibliography. Word Count Penalties:

Your issue-brief should be between 1500 and 1700 words (excluding bibliography)*. Issue-

briefs above 1700 words will be penalised using the Ordinary level criterion of 1 mark for every

20 words over length: anything between 1700 and 1720 words will lose one mark, between

1720 and 1740 two marks, and so on.

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. RETURN OF COURSEWORK

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We will return your marked issue-briefs to you electronically (along with a feedback sheet and individualised comments) on Thursday 13 November, 12 noon. To make the most of the feedback you receive please see guidance and advice provided here: http://www.sps.ed.ac.uk/undergrad/on_course_students/year_1_2/feedback COURSEWORK SUBMISSION: GUIDELINES 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 information, help and advice on submitting coursework and accessing feedback, please

see the ELMA wiki at https://www.wiki.ed.ac.uk/display/SPSITWiki/ELMA. Further detailed

guidance on the coursework submission deadline and a link to the wiki and submission page

will be available on the course Learn page. The wiki is the primary source of information on

how to submit your work correctly and provides advice on approved file formats, uploading

cover sheets and how to name your files correctly.

When you submit your work electronically, you will be asked to tick a box confirming that your

work complies with university regulations on plagiarism. This confirms that the work you have

submitted is your own.

Occasionally, there can be technical problems with a submission. We request that you

monitor your university student email account in the 24 hours following the deadline for

submitting your work. If there are any problems with your submission the course secretary will

email you at this stage.

We undertake to return all coursework within 15 working days of submission. This time is

needed for marking, moderation, second marking and input of results. If there are any

unanticipated delays, it is the course organiser’s responsibility to inform you of the reasons.

All our coursework is assessed anonymously to ensure fairness: to facilitate this

process put your Examination number (on your student card), not your name or

student number, on your coursework or cover sheet.

LATE SUBMISSION OF COURSEWORK The Operation of Lateness Penalties:

Management of deadlines and timely submission of all assessed items (coursework, essays,

project reports, etc.) is a vitally important responsibility in your university career. Unexcused

lateness will mean your work is subject to penalties and will therefore have an adverse effect

on your final grade.

If 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 five calendar days (25 marks).

Work that is submitted more than five days late will not be accepted and will receive a mark of

zero. There is no grace period for lateness and penalties begin to apply immediately

following the deadline. For example, if the deadline is Tuesday at 12 noon, work submitted on

Tuesday at 12.01pm will be marked as one day late, work submitted at 12.01pm on

Wednesday will be marked as two days late, and so on.

Extension Policy:

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If you have good reason for not meeting a coursework deadline, you may request an extension from either your tutor (for extensions of up to five calendar days) or the course organiser (for extensions of six or more calendar days), normally before the deadline. Any requests submitted after the deadline may still be considered by the course organiser if there have been extenuating circumstances. A good reason is illness, or serious personal circumstances, but not pressure of work or poor time management. Your tutor/course organiser must inform the course secretary in writing about the extension, for which supporting evidence may be requested. Work which is submitted late without your tutor's or course organiser's permission (or without a medical certificate or other supportive evidence) will be subject to lateness penalties. Plagiarism Guidance for Students:

Avoiding Plagiarism:

Material you submit for assessment, such as your issue-briefs, 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. ELMA automatically runs all submissions through ‘Turnitin’, our

plagiarism detection software, and compares every piece of courework 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/schools-departments/academic-services/students/undergraduate/discipline/plagiarism

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APPENDIX 2: GUIDE TO REFERENCING The fundamental purpose of proper referencing is to provide the reader with a clear idea of where you obtained your information, quote, idea, etc. NOTE: You will lose points for sloppy or inadequate referencing. We strongly recommend the Harvard-style (or ‘in text’) system which is simple to use. Here’s how it works: 1. After you have quoted from or referred to a particular text in your issue-brief, add in

parentheses the author's name, the year of publication and page numbers (if relevant). Place the full reference in your bibliography. Here is an example of a quoted passage and its proper citation:

Quotation in essay: ‘Quite simply, political theory and political practice are inseparably linked.’ (Heywood 1998: 3). Book entry in bibliography: Heywood, A. (1998) Political Ideologies: An Introduction. 2

nd ed. Basingstoke: Macmillan

Note the sequence: author, year of publication, title, edition if needed, place of publication, publisher. Note also that you should not italicise quotations.

2. If you are employing someone else’s arguments, ideas or categorisation, you will need to

cite them even if you are not using a direct quote. One simple way to do so is as follows:

Gallagher (1997: 129) argues that future European Parliament elections are unlikely to generate more interest than past ones. 3. Your sources may well include journal or newspaper articles, book chapters, and internet

sites. Below we show you how to cite these various sources: Chapters in book:

In your issue-brief, cite the author as above, i.e. (Gallagher 1997).

In your bibliography details should be arranged in this sequence: author of chapter, year of publication, chapter title, title of book, editor(s) of book, place of publication, publisher, article or chapter pages.

For example:

Gallagher, M. (1997) ‘Electoral Systems and Voting Behaviour’ in Developments in West European Politics, M. Rhodes, P. Heywood and V. Wright (eds), Basingstoke: Palgrave, pp 114-130.

Journal Article:

In your issue-brief, cite as above (Doherty 2007)

In your bibliography, details should be arranged in this sequence: author of journal article, year of publication, article title, journal title, journal volume, journal issue, article pages

example:

Doherty, B. (2007) ‘Friends of the Earth International: Negotiating a Transnational Identity’ Environmental Politics vol 15(5), pp. 860-80

Newspaper or magazine article:

If the article has an author, cite as normal in text (Ascherson 1992).

In bibliography cite as follows:

Ascherson, N (1992) ‘The New Europe’ The Independent on Sunday Magazine 9 February, pp 31-4.

If the article has no author, cite name of newspaper in text (Economist, 2007) and list the source in bibliography by magazine or newspaper title.

For example:

Economist (2007) ‘America in the Middle East: arming its friends and talking peace’ 4 Aug 2007, p 38.

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Internet sites:

If the site has an author cite in text as normal: i.e. (Álvarez-Rivera, 2007)

In the bibliography, provide a full reference which should include author, date, title of website and URL address:

For example:

Álvarez-Rivera, M (2007) ‘Election Resources on the Internet’ Available at: http://ElectionResources.org/

If the website has no author, cite the short address of the site in your text (http://europa.eu)

In the bibliography, provide a full reference including title of website, URL address, publisher or owner of site

For example: ‘The European Union’s Institutions’ (http://europa.eu/index_en.htm) The European Union’s official portal site. (If no date is available, indicate date you accessed the site)

4. If you prefer to use footnote citations, please follow the format used in reputable journals such as Global Environmental Politics. These journals include (usually on the back cover) a brief guide to referencing. If you have any questions about referencing you can check with your tutor.

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APPENDIX 3: A FEW USEFUL WEBSITES (NB: if you find a useful site please share it with us on Learn)

SUSTAINABILITY DATA AND STATISTICS

European Environmental Agency: http://www.eea.eu.int World Conservation Monitoring Centre: http://www.unep-wcmc.org OECD: http://www.oecd.org/env Environmental Performance Index (useful cross national data and comparisons from Yale University) http://epi.yale.edu/ Climate change facts and figures from Pew http://www.pewclimate.org/facts-and-figures/international

ENVIRONMENTAL NEWS SERVICES

BBC Green Room (special reports on environmental and science issues) : http://www.bbc.co.uk/news/science-environment-16094458 Daily Climate- aggregates news stories from across the globe (but core US focus) http://www.dailyclimate.org/ Columbia University’s Journalism School’s site is excellent place to get links on climate change knowledge, reporting, and more: http://www.cjr.org/the_observatory/everything_you_wanted_to_know.php Daily Reuters Wire Service – environmental news: http://www.planetark.org Environmental Data Services (ENDs) report – http://www.ends.co.uk excellent news briefings; subscription fee required, BUT free trial periods available Guardian’s Environment Section: environmental news comment and analysis http://www.guardian.co.uk/environment Grist Magazine: http://www.grist.org/ A self-described ‘beacon in the smog’ provides accessible environmental news and links, primarily from US media but also world wide. World Resources Institute: http://www.wri.org An environmental think tank with helpful links to several news sources

Yale Project on Climate Change: http://environment.yale.edu/climate/working-groups/politics/ Excellent links (but with predominant US focus)

NON-GOVERNMENTAL ACTORS EnviroLink site provides links to hundreds to environmental groups and resource networks: http://envirolink.org The World Business Council for Sustainable Development’s website includes lots of helpful links to industry sites: www.wbcsd.ch 350.org International campaign on climate change http://www.350.org/about

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Climate Action Network Europe – has links to over 109 members in the climate and energy sectors http://www.climnet.org/ Some Major environmental NGOs:

Greenpeace International: www.greenpeace.org

Friends of the Earth International : www.foe.org

World Wide Fund for Nature: (WWF) www.wwf.org

Birdlife International: http://www.birdlife.org/

www.grain.org

INTERNATIONAL United Nations’ global environmental information exchange network: http://www.unep.org/infoterra/welcome.htm Website of UN’s Commission on sustainable development: http://www.un.org/esa/sustdev/index.html UN Framework Convention on Climate Change: http://unfccc.int/2860.php Intergovernmental Panel on Climate Change: http://www.ipcc.ch/ Organization for Economic Cooperation and Development, Environmental Directorate: http://www.oecd.org/env

Ecologic – Institute for European and International Environmental policy http://www.ecologic.de/ Pew Center on Global Climate Change: non-partisan think tank seeking to provide ‘credible information, straight answers, and innovative solutions in the effort to address global climate change’ http://www.pewclimate.org/ Belfer Center for Science and International Affairs Part of Harvard’s Kennedy School of Government, this link provides a series of useful discussion papers and background reports http://belfercenter.ksg.harvard.edu/topic/37/environment_and_climate_change.html

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APPENDIX 4: LEARNING RESOURCES FOR UNDERGRADUATES

The 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 2 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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APPENDIX 5: CONVENER, LECTURER & TUTOR BIOGRAPHIES Dr Isabelle Darmon is lecturer in Sociology and her academic interests are in cultural sociology, more particularly around contemporary dynamics of capitalism and their human, social and environmental implications; sociology of food; and sociology of the arts. Email: isabelle.darmon@ed.ac.uk. More: https://www.sps.ed.ac.uk/staff/sociology/isabelle_darmon Dr Elizabeth Cripps is Lecturer in Political Theory and Programme Co-Director of the MSc in Global Environment, Politics and Society. Her research focuses on climate change ethics and justice, with a particular focus on collective responsibility, individual duties, parental duties, and population and justice. Email: elizabeth.cripps@ed.ac.uk. More: http://www.pol.ed.ac.uk/people/academic_staff/liz_cripps Dr Gill Davies is a consultant and researcher specialising in market-based approaches to sustainable development. in She has recently completed her PhD in African Studies, focused on international development strategies for promoting clean energy technologies. Email: gillian@iodparc.com. Nikki Dunne is a doctoral student in Sociology. She studied International development in Ireland and is currently writing up her thesis, which focuses on the intersection of gender, migration, labour and family. Email: s1251797@sms.ed.ac.uk More: http://www.sociology.ed.ac.uk/people/research_students2/nikki_dunne Dr Jamie Furniss is a lecturer in International Development. His research focuses on the combined themes of waste and development, with an interest in religion and humanitarianism. His regional focus is the Middle East, where he has conducted fieldwork that examines different ways of seeing and intervening upon Cairo's waste collectors (Zabbaleen), and the role of cleanliness and waste in Egyptian imaginaries of environment, development, and modernity. Email: jamie.furniss@ed.ac.uk. More: http://www.sps.ed.ac.uk/staff/social_anthropology/jamie_furniss Dr Radhika Govinda is a lecturer in Sociology. Her research focuses on the intersection of political sociology, gender and development, with a geographic focus on South Asia. Dr Govinda is co-organiser of Sustainable Development 2a. Email: Radhika.Govinda@ed.ac.uk. More: http://www.sps.ed.ac.uk/staff/sociology/radhika govinda Dr Claire Haggett is the Programme Director for the MA in Sustainable Development and Lecturer in the Sociology of Sustainability. Her particular interests are in renewable energy systems, behaviour change, the media and environmental sociology. Email: Claire.haggett@ed.ac.uk. More: http://www.sps.ed.ac.uk/staff/sociology/claire_haggett3 Alice Hague is a PhD student researching climate action in local communities. She has previously worked with environment and climate issues for the British and Swedish governments. More: www.sps.ed.ac.uk/gradschool/our_students/research_student_profiles/politics_and_ir/alice_hague. Email: alice.hague@ed.ac.uk Professor Lynn Jamieson is a co-director of the Centre for Research on Families and Relationships and lecturer in sociology. Her interests include social change, identity and personal life. Email L.Jamieson@ed.ac.uk. More at www.crfr.ac.uk and http://www.sps.ed.ac.uk/staff/sociology/jamieson_lynn Dr Iris Marchand studied human geography and international development in Amsterdam and has recently completed her PhD in social anthropology at the University of Edinburgh. Email: i.marchand@sms.ed.ac.uk Dr Anthony Newton is a research and teaching fellow in Geography at the School of GeoSciences. His research interests are centred around tephrochronology, mainly in Iceland

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and Mexico, which has led to research in human-environment interactions. Email: Anthony.Newton@ed.ac.uk More: http://www.geos.ed.ac.uk/homes/ajn/ Mr David Somervell is Sustainability Adviser, and based at the newly-established Department for Social Responsibility and Sustainability. He has taken a leading role on sustainability initiatives within the University. Email: David.Somervell@ed.ac.uk. More on Edinburgh Sustainability: http://www.ed.ac.uk/sustainability Dr Neil Thin is Senior Lecturer in Social Anthropology and his interests are in areas related to social development; happiness and well-being. More: http://www.sps.ed.ac.uk/staff/social_anthropology/thin_neil

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APPENDIX 6: STUDENTS ON A TIER 4 VISA

As a Tier 4 student, the University of Edinburgh is the sponsor of your UK visa. The University has a number of legal responsibilities, including monitoring your attendance on your programme and reporting to the Home Office where:

you suspend your studies, transfer or withdraw from a course, or complete your studies

significantly early;

you fail to register/enrol at the start of your course or at the two additional registration

sessions each year and there is no explanation;

you are repeatedly absent or are absent for an extended period and are excluded from

the programme due to non-attendance. This includes missing Tier 4 census points

without due reason. The University must maintain a record of your attendance and the

Home Office can ask to see this or request information about it at any time;

As a student with a Tier 4 visa sponsored by the University of Edinburgh, the terms of your visa require you to, (amongst others):

Ensure you have a correct and valid visa for studying at the University of Edinburgh,

which, if a Tier 4 visa, requires that it is a visa sponsored by the University of Edinburgh;

Attend all of your University classes, lectures, tutorials, etc where required. This includes

participating in the requirements of your course including submitting assignments,

attending meetings with tutors and attending examinations . If you cannot attend due to

illness, for example, you must inform your School. This includes attending Tier 4 Census

sessions when required throughout the academic session.

Make sure that your contact details, including your address and contact numbers are up

to date in your student record.

Make satisfactory progress on your chosen programme of studies.

Observe the general conditions of a Tier 4 General student visa in the UK, including

studying on the programme for which your visa was issued, not overstaying the validity

of your visa and complying with the work restrictions of the visa.

Please note that any email relating to your Tier 4 sponsorship, including census dates and times will be sent to your University email address - you should therefore check this regularly.

Further details on the terms and conditions of your Tier 4 visa can be found in the “Downloads” section at www.ed.ac.uk/immigration

Information or advice about your Tier 4 immigration status can be obtained by contacting the International Student Advisory Service, located at the International Office, 33 Buccleuch Place, Edinburgh EH8 9JS

Email: immigration@ed.ac.uk