UNIVERSITY OF KENT
MODULE SPECIFICATION
1.
Title of the module
The Politics and Sociology of the Environment (SA803)
2.
School or partner institution which will be responsible for management of the module
SSPSSR
3.
Start date of the module
1998
4.
The number of students expected to take the module
10
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
M
7.
The number of credits and the ECTS value which the module represents
20 (10 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Normally Spring Term
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
MSc Environmental Social Science
MA Political Sociology
MA Civil Society
Also available as an option module for several other programmes
11. The intended subject specific learning outcomes
Upon successful completion of this module students should:
11.1 Have developed an advanced understanding of the range of issues and central problems raised
in political scientists’ and sociologists’ discussions of environmental politics.
11.2 Be able to conduct advanced debate, both oral and in written form, regarding the way in which
the environment can be considered as not simply a natural object but as a socially constructed
and politically contested phenomenon.
11.3 Be able to demonstrate advanced knowledge of the politicisation of the environment, and the
range of forms of organisations involved in environmental politics including pressure groups,
formal environmental NGOs and movement organisations, green parties, local environmental
groups and radical environmental protest movements.
11.4 Have an advanced understanding of the various forms of action by which environmental politics
has been prosecuted in various states at various times.
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UNIVERSITY OF KENT
11.5 Have developed advanced knowledge of comparative environmental politics including the ability
to critically compare differing national contexts and constellations.
12. The intended generic learning outcomes
Upon successful completion of this module students should:
12.1 Be able to demonstrate highly developed skills in presentation and debate, both verbal and
written, and in utilization of research and statistical data.
12.2 Have acquire advanced research skills through library investigation, critical debate and essay
writing.
12.3 Be able to synthesise and evaluate items of knowledge from different schools and disciplines of
enquiry.
13. A synopsis of the curriculum
The module will consist of 11 topics. There will be a mid-term reading week.
Examples of topics which may be offered are:
1. Introduction. The dimensions of environmental politics. Thinking about the environment:
From ‘ecophilosophy’ to green political thought; environmentalism and ecologism. The
development and social bases of modern environmental concern.
2. Modern environmentalism: Friends of the Earth and Greenpeace
3. Radical Ecologism? The rise of environmental direct action: Earth First! and others. Ecoterrorism?
4. The institutionalisation of environmentalism and the persistence of environmental protest
5. Environmental movements compared: the global North
6. Environmental movements in eastern Europe and the ‘global South’
7. Globalisation and the transnationalisation of environmentalism: a global environmental
movement?
8. Local environmental campaigns: from NIMBY to NOPE?
9. The greening of party politics: Green parties and others
10. Green fortunes: comparing and explaining variations in the success of Green Parties
11. Is democracy good for the environment? Democratic vs. authoritarian regimes; democratic,
deliberative and inclusionary procedures in environmental decision-making.
12. The future of environmental politics in the age of climate change: institutionalization?
fragmentation? environmental justice? Global justice?
The approach will be broadly cross-nationally comparative, embracing, in particular, examples from
Europe, North America, Australia and the global South, and it will pursue intellectually and
substantively interesting questions without regard for disciplinary boundaries.
14. Indicative Reading List
Carter, N (2007) The politics of the Environment 2nd ed, Cambridge: Cambridge University Press
Connelly, J, Smith, G, Benson, D, Saunders, C (2012) Politics and the Environment: from theory to
practice 3rd edition, London: Routledge
Doherty, B and Doyle, T (2013) Environmentalism, Resistance and Solidarity: The Politics of Friends
of the Earth, New York: Palgrave Macmillan.
Doyle, T and MacGregor, S (eds) (2014) Environmental Movements Around the World, San
Francisco: Praeger.
Zelko, F (2013) Make It a Green Peace! The Rise of a Countercultural Environmentalism, Oxford:
Oxford University Press
15. Learning and Teaching Methods, including the nature and number of contact hours and the total
study hours which will be expected of students, and how these relate to achievement of the intended
module learning outcomes
Contact hours: 22 hours in total
11 hours of lectures
11 hours of seminars
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UNIVERSITY OF KENT
Learning and teaching methods: lectures introduce students to key information on the week’s topic,
give students a broad overview of the topic area and its organization, and provide students with
information about resources they can use to develop their expertise in the topics. Seminars provide a
forum for more in-depth debate, discussions, presentations, and classroom exercises. Students can
contribute from their own knowledge base and experiences as well as their reading.
Total study hours: 200, including private study of 178 hours during the module. Private study
involves wider reading to develop material received in lectures, preparation for seminars and work
for assessment by coursework. Private study will be supported by an appropriate range of written
materials, books, journals and internet or electronic sources. The learning and teaching methods are
designed so that they combine to enable the achievement of subject specific learning outcomes
11.1-5 and generic outcomes 12.1-3.
16. Assessment methods and how these relate to testing achievement of the intended module learning
outcomes
Students write a course work essay of 5000 words maximum (excluding quotations, footnotes and
bibliography) that will be assessed and form 100% of the final module mark. This will allow students
to demonstrate their ability to critically analyse issues and debates around politics and sociology of
the environment and to show that they are able to locate, evaluate and organise appropriate material
in support of their arguments. This will enable the assessment of subject specific learning outcomes
11.1-5 and generic outcomes 12.1-3.
17. Implications for learning resources, including staff, library, IT and space
The module has been running for some years, and there are sufficient existing staff, learning and
other resources to facilitate the running of this module.
18. The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within
this module we will make reasonable adjustments wherever necessary, including additional or
substitute materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared disabilities will be
made on an individual basis, in consultation with the University’s disability/dyslexia support service,
and specialist support will be provided where needed.
19. Campus(es) where module will be delivered: Canterbury
If the module is part of a programme in a Partner College or Validated Institution, please complete
the following:
20. Partner College/Validated Institution:
21. University School responsible for the programme:
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "I confirm I have been consulted on the above module proposal and have given advice
on the correct procedures and required content of module proposals"
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
..............................................
Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated July 2014
Revision approved December 2014
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