Environmental Knowledge Controversies
| Module title | Environmental Knowledge Controversies |
|---|---|
| Module code | POC3095 |
| Academic year | 2021/2 |
| 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. respond to a range of views and devise a deliberative strategy to achieve consensus;
- 9. work in a small team to select three short scientific articles to show the diversity of knowledge produced around an environmental controversy.
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 lightning
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 |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 22 | 12 x 2 hour seminars |
| Guided Independent Study | 38.5 | 3.5 hours preparing for each seminar |
| Guided Independent Study (small group work) | 10 | Preparing group citizen jury report. In a group: Set three contrasting scientific readings for the rest of the class; and explain choice (by diversity of findings) |
| Guided Independent Study | 59.5 | Preparing citizen jury report |
| 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 an optional 20 minute consultation | 1-5, 8 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Individual citizen jury report | 50 | Prepare an individual report of 3,000 words based on the readings you set, the class (online) discussion, your proposed plan to achieve consensus and an evaluation of citizens juries. | 1, 4, 6, 8-9 | Written, verbal on request |
| Reflective diary | 50 | 3,000 words | 1-9 | Written, verbal on request |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 |
|---|---|---|---|
| Individual citizen jury report | Citizen jury report (3,000 words) | 1, 4, 6, 8-9 | August/September re-assessment period |
| Reflective diary | Reflective diary (3,000 words) | 1-9 | August/September re-assessment period |
Indicative learning resources - Basic reading
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 Environment: 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 | 07/01/2021 |
