MA Education for a Sustainable Environment

This unit examines the relationship between the political and economic dynamics of capitalism and the state on the one hand and the dynamics of environmental change on the other. Particular attention will be paid to the political nature of socio-ecological transformations. The political ecology of capitalism will be explored through a range of case studies from around the world, including water, biodiversity, infrastructure, large-scale ecosystems, waste and climate change amongst others. Key will be to understand how the environment in different ways has and can become politicized in the midst of local-to-global environmental problems, planetary urbanization and combined and uneven socio-ecological transformation. By discussing underpinning theory about capitalism, the state and different forms of oppression, we will work to understand: (i) how scholars of political ecology design their studies and apply their frameworks to analyse (and perhaps politicize) environmental change; and (ii) what political possibilities are opening up by the environmental condition the world is in. The latter will be approached by considering a range of socio-ecological movements and analysing the political-ecological dynamics of socio-ecological struggles and conflict. Particular attention will be paid to the relationship between the politicizing process of socio-ecological movements on the one hand and present characteristics of environmental governance on the other. Critical attention will be paid to mainstream practices of environmental governance and managing environmental change. The course will conclude with examining the political possibilities and constraints opened by the discussions of the Capitalocene, (by some still referred to as ‘the Anthropocene’).

The unit aims to:

• To examine the Political Economy and Political Ecology of the Environment.
• To interrogate the history and present development of Political Ecology (PE) as an academic field.
• To examine the political possibilities of environmental conflicts and concerns.
• To explore specific case studies of contested environments.
• To introduce the discursive and material politics of the ecologies of the so called “Anthropocene,” aka the Capitalocene.
• To examine what might underpin political-ecological movements (in relation to social movements and environmental movements).

By taking this unit students can expect to develop academic skills including using theoretical concepts and frameworks to interpret real-world events and processes, literature reviewing and synthesis of sources, and examining complex socio-ecological processes.

Students will gain an in-depth understanding of the field of political ecology, including its history, concepts, methods and aims.

Students will gain a range of transferable skills including critical thinking, argumentation, self-directed learning and writing, communication, and experience with engaging with primary sources (academic, policy and media), and leading group discussions.

Students are required to engage with academic (e.g. journal articles, books) and non-academic (e.g. reports, maps) digital resources for the duration of the course. Student learning is supported by online platforms through Blackboard, including session materials and digital resources.

Students will use a range of digital communications media including email, online forums, databases, archives and social media, requiring the use of popular and specialist search engines.

Syllabus (indicative curriculum content):

Week 1 (ES): Circulation and Metabolism: From Political Economy to Political Ecology – The Production of Nature.
Week 2 (MU): Making shit social: Sewage, citizenship and the infrastructural commons.
Week 3 (ES):   The Urbanization of Nature: Cities, Nature, And Power (Guayaquil).
Week 4 (NM): Situating the climate emergency: Infrastructural politics and water crisis in Cape Town and São Paulo.
Week 5 (ES): Nature and Political Projects - The Contested Production of Environments:  Water and the Hydro-modernization of Spain.
Week 6 (MU):  Territory as environment: A political ecology of catchment management. 
Week 7 (ES): Environmental Governance and the Political (Policy and Politics).
Week 9 (ES): Enjoying Climate Change: A Lacanian Political Ecology. 
Week 10 (MU): Waterfront as accumulation strategy: urban greening, new-build gentrification, and the assetisation of water.
Week 11 (NM): Infrastructure, Care, and the Politics of Possibility: Reparative infrastructures making life otherwise.
Week 12 (ES): Political-Ecology of the Anthropocene.

This course unit is organised through a set of lectures and discussion seminars where the literature is framed and discussed to make connections between theory and practice. For each session, the lecturer frames and explores the topic and selected students will have prepared notes and questions based on the readings to take charge of moderating the ensuing discussion. The course thus requires active preparation by reading and taking notes before seminars and active participation in the lectures/seminars and then writing a scientific essay on a topic chosen from a broad list. Feedback will be provided in the following ways during this course unit:

• extensive verbal feedback through Q&A, discussion and interactive activities within lectures and seminars;
• verbal feedback on any course unit issue through consultation hours;
• specific verbal feedback on preparing and moderating selected seminar (feedback provided directly after the seminar);
• short specific feedback on 500 words response papers.
• detailed written feedback on the coursework assignments (through Blackboard).

• Understand the relationship between capitalist development and environmental change.
• Be able to use methodologies of political ecology to analyse the contested character of real-world environments.
• Have an understanding of the intellectual development of political ecology and its extensions during the last 20 years.
• Understand the relationship between political ecology, environmental justice and socio-ecological mobilization.
• Be able to see the wider and longer-term trends of socio-ecological transformation in terms of environmental consequences and social justice to critique and contribute to policy discussions.

• Think critically and independently.
• Analyse and evaluate different kinds of argumentation.
• Make connections between theoretical arguments and real-world cases.
• Assess the merits of contrasting theories and their policy implications.
• Read advanced academic literature.

• Develop, articulate, and sustain logical, structured and reasoned arguments in both written and oral contexts.
• Build skills in public presentations and public debating.

• Inter-personal communication.
• Motivated and self-directed learning.
• Critical thinking and argumentation.

Assessment 1: Short response essay

500 words - In-class verbal formative feedback from convenors and peers, and written feedback within 15 working days of submission through Turnitin, in line with university policy - 20%.

Assessment 2: Final coursework essay

2500 words - Written feedback within 15 working days of submission through Turnitin, in line with university policy - 80%.

Perreault T, Bridge G. and J. McCarthy (Eds.) (2015) Routledge Handbook of Political Ecology, Routledge, London and New York

Heynen, N., Kaika M., and E. Swyngedouw) (Eds.) (2006) In the Nature of Cities – Urban Political Ecology and the Politics of Urban Metabolism, Routledge, London and New York
Harvey, D. (2007) Limits to Capital, Verso, London

Harvey, D. (1996) Justice, Nature and the Politics of Difference. Blackwell, Oxford

Ernstson, H. and Swyngedouw E. (Eds.0 (2018) Interrupting the Anthropo-Obscene. Routledge, London

This course unit will support EDI through using and providing students with resources from a diverse range of authors and contexts. Students can choose to focus their essays on issues they are most comfortable with undertaking, and they will receive support in selecting appropriate case studies. DASS students will be supported through discussing research expectations. Assessment has been designed not to disadvantage any student.