Humans and Wildlife: Conflict and Conservation
| Module title | Humans and Wildlife: Conflict and Conservation |
|---|---|
| Module code | ANTM105 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Jessica Groling (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
PLEASE NOTE THAT THIS MODULE IS ONLY AVAILABLE VIA DISTANCE-LEARNING.
The Anthropocene as an epoch in the Earth’s history began some 200 years ago, marked by a widespread technological shift to industrialization and the associated impact of anthropogenic activity on the planet’s geological and environmental stability. Conservation is such a prominent issue for anthropologists therefore because the anthropogenic activities which threaten other species also have negative impacts on human communities globally. However, there is no general consensus regarding sustainable human–animal–environmental relations. Disparate attitudes towards the fate of the natural world and the importance ascribed to wildlife conservation can result in conflicts between human groups because of the contrasting ways in which animals and other ‘natural’ phenomena are perceived, represented, valued and ‘consumed’. This becomes particularly problematic when the animals in question are endangered and therefore protected by law. An anthropologically informed anthrozoology can play a vital role in helping people understand the ways in which others perceive animals, and how these perceptions determine subsequent interactions, with important implications for achieving sustainable co-existences. In this module you will be invited to explore a range of interactions between humans and wild animals, from the hunting of 'pests' to the re-introduction of endemic species and the contested benefits and ethical implications of getting up close and personal with wild animals through eco-tourism ventures.
There are no pre-requisites, and the module would be particularly suitable for students on other programmes, especially those focussing on environmental sustainability and conservation.
Module aims - intentions of the module
The module aims:
- to enable you to engage in a critical and reflexive manner with a wide range of sociocultural interactions between humans, animals and environments (both natural and built) in the contemporary world;
- to provide you with the knowledge and understanding to enable you to apply and critically evaluate various theoretical perspectives relating to human-animal-environment relations;
- to critically evaluate the successes and failures of conservation initiatives, and consider how anthrozoological involvement can help to improve human-wildlife interactions on the ground.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a detailed knowledge and understanding of the manifold ways in which humans think about and interact with animals classified as wildlife;
- 2. show a sensitive yet critical appreciation of the ethical, social, political and economic implications of a range of initiatives designed to conserve endangered wildlife;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. demonstrate a comprehensive understanding of, and ability to critically assess a selection of key theoretical debates from anthropology and cognate disciplines surrounding human interactions with 'wild' animals in both 'natural' and 'built' environments;
- 4. apply relevant theoretical models in the analysis of 'real world' case studies/data;
- 5. demonstrate a critical awareness of the value of anthrozoology to the resolution of human-wildlife conflict;
- 6. establish examples of' 'best practice' and demonstrate an ability to critically evaluate the successes and failures of a range of conservation initiatives;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. identify a coherent research question and conduct effective independent research to answer that question;
- 8. effectively communicate complex ideas in a clear, accessible and academic manner;
- 9. synthesise and analyse material from a full range of sources;
- 10. present research in accordance with the requirements of a peer-reviewed academic journal.
Syllabus plan
The module will be split into three parts. The first will introduce and discuss a range of key theoretical models and debates from environmental anthropology, environmental philosophy and cognate disciplines (such as phenomenology, deep ecology, ecological humanism, eco-criticism, post-humanism). The second part will cover a comprehensive selection of ethnographic case studies which consider human-wildlife conflict and conservation initiatives. The third phase will discuss the ways in which anthrozoological knowledge and methodological approaches can and have benefited human-wildlife co-existence and the conservation of endangered species. This module provides you with the opportunity to engage in empirical research or a library-based literature review.
You will be provided with the support needed to enable you to synthesise theory and if appropriate, empirical data to produce a research paper which is written in the style of an appropriate academic journal of their choice.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22.5 | 127.5 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 10.5 | 7 x 1.5 hour podcast audio lectures with accompanying powerpoint presentations |
| Scheduled Learning & Teaching activities | 10 | 6 x 1.5 hour discussion |
| Scheduled Learning & Teaching activities | 2 | Research and writing of summative assessments |
| Guided Independent Study | 30 | Preparation for formative assessments/seminar participations on the Teams discussion forums (including formative assessments) |
| Guided Independent Study | 97.5 | Research and writing of summative assessments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Non-assessed exercises | Weekly Q&A discussions on Teams discussion forums | 1, 2, 3, 5, 6 | Peer-assessed (via postings on Teams and written feedback on the discussion forums. |
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 |
|---|---|---|---|---|
| Research paper to be written up in the style of an appropriate academic journal | 70 | 2750 words | 1-5, 7-10 | Written feedback |
| Critical analysis of a conservation case study | 30 | 1,000 words | 1, 2, 4, 5, 6, 7, 8, 9 | Written feedback |
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 |
|---|---|---|---|
| Research paper | Research paper (2750 words) | 1-5, 7-10 | August/September reassessment period |
| Research paper Critical analysis of a conservation case study | Critical analysis, 1000 words | 1, 2, 4, 5, 6, 7, 8, 9 | August/September reassessment period |
Indicative learning resources - Basic reading
Abramson, A. & Theodossopoulos, D. (2000) Land, Law and Environment.London: Pluto Press.
Chrulew, M. 2011. Managing love and death at the zoo: the biopolitics of endangered species preservation. Australian Humanities Review 50: 137–157.
Descola, P. & Palson, G. (1996) Nature & Society: Anthropological perspectives.London: Routledge.
Ingold, T. (2000) The Perception of the Environment: Essays in livelihood, dwelling and skill.London: Routledge.
Knight, J. (ed.) 2000. Natural Enemies: People-Wildlife Conflicts in Anthropological
Perspective.London: Routldge.
Knight, J. 2006. Waiting for wolves in Japan: an anthropological study of people–wildlife relations.Hawai’i:University ofHawaii Press.
Lee, P.C. 2010a. Sharing space: can ethnoprimatology contribute to the survival of nonhuman primates in human-dominated globalized landscapes? American Journal of Primatology 72: 925–931.
Lee, P.C. 2010b. Problem animals or problem people? Ethics, politics and practice or conflict between community perspectives and fieldwork on conservation.: In:J. MacClancy and A. Fuentes (eds) Centralizing fieldwork: critical perspectives from primatology, biological and social anthropology.Oxford: Berghahn.
Lowe, C. 2006. Wild profusion: biodiversity conservation in an Indonesian archipelago.Princeton,NJ:PrincetonUniversity Press.
Milton, K. (1993) Environmentalism: the view from anthropology.London: Routledge.
Milton, K. (1996) Environmentalism and Cultural Theory: exploring the role of anthropology in environmental discourse.London: Routledge.
Milton, K. (2002) Loving Nature: Towards an Ecology of Emotion.London: Routledge.
Strang, V. (1997) Uncommon Ground: Cultural Landscapes and Environmental Values.Oxford: Berg.
Theodossopoulos, D. 1997. Turtles, farmers and ‘ecologists’: the cultural reason behind a community’s resistance to environmental conservation. Journal of Mediterranean Studies 7(2): 250–267.
Theodossopoulos, D. 2000. The land people work and the land the ecologists want: indigenous land valorisation in a Greek island community threatened by conservation law. In A. Abramson and D. Theodossopoulos (eds.) Land, law and environment: mythical land, legal boundaries.London: Pluto Press.
Theodossopoulos, D. 2002. Environmental conservation and indigenous culture in a Greek island community. the dispute over the sea turtles. In: M. Colchester (ed.) Conservation and mobile indigenous peoples: displacement, forced settlement, and sustainable development.Oxford: Berghahn Books.
Theodossopoulos, D. 2005. Troubles with turtles: cultural understandings of the environment on a Greek island. Oxford: Berghahn Books.
van Dooren, T. 2010. Pain of extinction: the death of a vulture. Cultural Studies Review 16(2): 271–289.
Indicative learning resources - Web based and electronic resources
Web based and electronic resources:
http://eea.anthro.uga.edu/index.php/eea (Journal of Ecological and Environmental Anthropology)
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 04/09/2012 |
| Last revision date | 24/02/2022 |
