Environmental Knowledge Controversies
| Module title | Environmental Knowledge Controversies |
|---|---|
| Module code | POC3095 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Professor Clare Saunders (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
Environmental issues are a particular kind of policy issue. They are often transboundary, transmutable and difficult to solve. In other words, they are ‘wicked’. In this module we focus on contemporary wicked environmental policy issues and think about ways forward for their governance within the context of a maze of contradictory scientific evidence. We explore social theories about the nature of scientific knowledge and knowing, and the ways in which knowledge is transferred into policy. Given the difficulty of reconciling science and democracy, we also discuss solutions for effectively moving from contradictory scientific positions towards a more consensual policy position and practice. This includes consideration of the role of experts in democracy and critiquing the idea of post-truth politics. These ideas are explored through close interrogation of global, national and local environmental issues such as climate change, pesticides and bees, badger culling and street lighting.
No prior knowledge, skills or experience are required to take this module and it is suitable for specialist and non-specialist students. This course serves as a complement to The Public Policy Process.
Module aims - intentions of the module
This module provides an applied introduction to environmental policy conflicts and state-of-the-art ideas for their resolution. In taking a close look at the scientific evidence base on conflictual environmental policy issues, you will come to understand how science is a socially constructed endeavour. You will be able to understand the challenges of producing consensual policy on issues that have a disputed evidence base, and which consequently polarise society.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate in-depth knowledge of the role of science in the governance of environmental issues
- 2. understand, evaluate and critically apply a range of concepts and theories on the science-policy nexus to the governance of environmental issues
- 3. identify and evaluate different methods for reconciling democracy with expertise, and critically assess their contribution
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. find, read, use and critically analyse secondary data relevant to specific issue areas
- 5. construct rigorous political arguments
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. demonstrate in-depth understanding of the processes through which knowledge is socially constructed.
- 7. work independently to produce coursework to deadlines
- 8. communicate effectively and to evaluate critically in your written and oral work
- 9. work in a small team to plan and execute a mock citizen conference
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Part one: Key concepts and frameworks
Scientific paradigms
Social constructionism
The sociology of science
The science-policy nexus
Part two: Applied case studies (possible examples are given, below)
Climate change
Bees and neo-nicotinoids
Bovine tuberculosis and badger culling
Street lighting
Part three: Beyond the tension
Citizens as experts – from citizen science to lay expertise
Citizen juries and consultations
Participatory inquiry and science shops
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 24 | 126 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 24 | 12 x 2 hour seminars |
| Guided Independent Study | 35 | 3.5 hours preparing for each seminar (from Week 2 onwards = 10 seminars) |
| Guided Independent Study | 31 | Preparing materials for a simulated citizen conference on an environmental policy issue; and formulating an outcome to present back to the class a week later |
| Guided Independent Study | 40 | Preparing essay |
| Guided Independent Study | 20 | Reflective diary |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Plans for citizen conference | One page, and a 20 minute consultation with class leader | 1-5, 8 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 60 | 2,500 | 1-8 | Written, verbal on request |
| Small group citizen jury simulation | 20 | Prepare short selection of readings in advance for the class, organise a 1-hour simulation, and feedback the results one week later in a short 5-minute presentation | 1,4,6,8-9 | Written, verbal on request |
| Seminar participation and reflective diary | 20 | 1,000 words | 1-9 | Written, verbal on request |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Essay (2,500 words) | 1-8 | August/September re-assessment period |
| Evaluation of citizen juries | 1,000 words (this can be entirely theoretical if the citizen jury simulations were missed with mitigation; but it should draw on what happened in class if the student attended) | 1, 4, 6, 8-9 | August/September re-assessment period |
| Seminar participation and reflective diary | Individual viva and reflective diary (1,000 words) | 1-9 | August/September re-assessment period |
Indicative learning resources - Basic reading
Collins, F. and R. Evans (2007) Rethinking Expertise, University of Chicago Press.
David, M. (2005) Science in Society, Palgrave Macmillan.
Fischer, F. (2000) Citizens, Experts and the Enironment: The Politics of Local Knowledge, Duke University Press.
Hannigan, J. (1995) Environmental Sociology: A Social Constructionist Perspective, Routledge.
Jasonoff, S. Ad Kim, S (eds) (2015) Dreamscapes of Modernity: Sociotechnical Imaginaries and the Fabrication of Power, University of Chicago.
Lash, S., B. Szerszynski and B. Wynne (eds) Risk, Environment and Modernity: Towards a New Ecology, London: Sage.
Pettenger, M. (ed) (2013) The Social Construction of Climate Change, Routledge.
Schacker, M. (2008) A Spring Without Bees: How Colony Collapse Disorder Has Endangered Our Food Supply, The Lyons Press.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | none |
| Module co-requisites | none |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 27/12/2016 |
| Last revision date | 27/12/2016 |