The Resource Paradox: Blessing or Curse?
| Module title | The Resource Paradox: Blessing or Curse? |
|---|---|
| Module code | POC3103 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr Deborah Johnson (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 0 | 0 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
Module aims - intentions of the module
This module aims to enable you:
- To introduce mainstream and critical understanding about the relationship between critical minerals and development from an international perspective
- To link theory to a range of case studies and give students opportunity to research contemporary empirical cases
- To familiarize students with an inter-disciplinary literature which engages the social, political and economic impacts of resource extraction and resource conflict across the globe
- To challenge and engage with complex empirical cases from a range of levels of analysis
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate in-depth knowledge about resource extraction and resource conflict, with reference to state of the art theoretical debate as well as empirical examples
- 2. Demonstrate in depth understanding of debates about international concepts of and approaches to development, and criticism of them
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Assimilate taught materials and utilize them to critically analyse and evaluate conflict case studies
- 4. Demonstrate in-depth knowledge of major political theories and understandings of how to apply them to empirical case studies identified in the course
- 5. Synthesise a range of literatures
- 6. Demonstrate knowledge of theoretical arguments within a significant sub-sector of academic and practitioner interest
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Research and write critically and analytically
- 8. Communicate complex arguments effectively through written submissions intended for a range of audiences
- 9. Communicate and defend stakeholder positionality
Syllabus plan
Whilst the precise content may vary from year to year, it is envisaged that the syllabus will cover all or some of the following topics:
- Ethical consumption
- The resource curse and political economy
- Major theories about the relationship between resources and development
- Indigenous peoples and land conflict
- Case studies
- Conflict minerals
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 20 | 130 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 20 | 10 x 2 hour seminars |
| Guided Independent Study | 62 | For directed reading and completing formative assignment |
| Guided Independent Study | 6 | For completing the media briefing |
| Guided independent study | 14 | For preparing the presentation and debate |
| Guided independent study | 48 | For completing the research essay |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Research essay outline | 300 words | 1-8 | Written or verbal |
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 |
|---|---|---|---|---|
| Media Briefing Paper | 30 | 1000 words | 2-7, 9 | Written |
| Research Essay | 70 | 2300 words | 1-8 | Written |
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 |
|---|---|---|---|
| Media Briefing Paper (1000 words) | 1000 word media briefing paper (30%) | 2-7, 9 | August/September reassessment period |
| Research Essay (2300 words) | 2300 word research essay (70%) | 1-8 | August/September reassessment period |
Indicative learning resources - Basic reading
Basic reading:
Hilson, G. and Clifford, M.J., 2010. A ‘Kimberley protest’: Diamond mining, export sanctions, and poverty in Akwatia, Ghana. African Affairs, 109(436), pp.431-450.
Kirsch, S., 2007. Indigenous movements and the risks of counterglobalization: tracking the campaign against Papua New Guinea's Ok Tedi mine. American ethnologist, 34(2), pp.303-321.
Nash, J.C., 1993. We eat the mines and the mines eat us: Dependency and exploitation in Bolivian tin mines. Columbia University Press.
Tortell. P (ed), 2024, Heavy Metal: Earth’s Minerals and Future of Sustainable Societies, Open Book Publishers, Cambridge, UK
Vogel, C.N, 2022, Conflict Minerals Inc: War, Profit and White Saviourism in Eastern Congo, Hurst & Co, London
Watts, M., 2009. Oil, development, and the politics of the bottom billion. Macalester International, 24 (1), p.11.
Yakovleva. N and Nickless. E (eds), 2022, Routledge Handbook of the Estractive Industries and Sustainable Development, Routledge, London
Indicative learning resources - Web based and electronic resources
Antipode
Development in Practice
Development and Change
Environment and Planning
Extractive Industries and Society
Geoforum
Third World Quarterly
| 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 | 02/08/2017 |
| Last revision date | 17/02/2025 |
