6
4
5
3
2
1 The title of the module:
UNIVERSITY OF KENT
Module Specification
Anthropology and Development (SE594)
The School which will be responsible for management of the module:
Anthropology and Conservation
The Start Date of the Module:
2009
The cohort of students (onwards) to which the module will be applicable:
2008-09 entry
The number of students expected to take the module:
40
Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
SE504 Sociological and Anthropological Approaches to Development. This was a two term module, the proposed module is a shortened version of the same subject. The module has been reduced in size to increase student numbers; a one term module will reduce schedule conflicts for 3rd year students who want to combine this with an Ethnographic area module, several of which are scheduled in the Spring term. A new module covering Applied
Anthropology is being designed for the future, which will cover some of the subjects being dropped for this shortened one.
SSPSSR staff (Chris Rootes) and students will be notified since many of their students took
SE504.
9
8
7 The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
H (FHEQ level: 6)
The number of credits which the module represents:
15
Which term(s) the module is to be taught in (or other teaching pattern):
Autumn
10 Prerequisite and co-requisite modules:
SE301: Introduction to Social Anthropology
11 The programmes of study to which the module contributes
BSc: Anthropology; BA: Social Anthropology; Joint Honours; with a Language; with a Year
Abroad
12 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes (PLO for BA Soc Anth)
12.1
Gain an appreciation of the global problems that development policies aim to address. (PLO
A3. Knowledge and understanding of human diversity and an appreciation of its scope. A7.
Knowledge and understanding of the process of historical and social change. C2. Ability to recognise the pertinence of an anthropological perspective to understanding major national and international events).
12.2
Understand the history of anthropological involvement in development (PLO A1. Social anthropology as the comparative study of human societies Social anthropology as the comparative study of human societies. A5. Knowledge and understanding of the history of

the development of anthropology as a discipline. A8. Knowledge of the the application of anthropology to understanding issues of social and economic development throughout the world.)
12.3
Acquire ethnographic knowledge of how anthropology illuminates issues such as rural poverty, environmental degredation and the globalization of trade (PLO A4. Knowledge and understanding of several ethnographic regions of the world. C2. Ability to recognise the pertinence of an anthropological perspective to understanding major national and international events.)
12.4
Acquire ethnographic knowledge of how indigenous people have responded to development programmes (PLO A9. Knowledge and understanding of the relevance of anthropology to understanding everyday processes of social life anywhere in the world.)
12.5
Gain an understanding of anthropological critiques of development theory and projects (PLO
A6. Knowledge and understanding of the variety of theoretical approaches contained within the discipline.)
12.6
Gain practical experience in some of the methods used by anthropologists to study development projects (PLO A8. The application of anthropology to understanding issues of social and economic development throughout the world)
12.7
Gain practical experience in interviewing and analyzing interviews (PLO C6. Ability to devise questions for research and study which are anthropologically informed; D2. Problem solving: identifying problems; formulating ways of problem solving; evaluating alternative solutions;
D3 Improving own learning: management of time available; awareness of strengths and weaknesses; development of personal learning strategies; ability to conduct independent research.)
12.8
Explore why development projects fail or succeed (PLO A7. The process of historical and social change; A8. The application of anthropology to understanding issues of social and economic development throughout the world; A9. The relevance of anthropology to understanding everyday processes of social life anywhere in the world.)
13 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes (PLO from BA Soc Anth)
13.1 To appraise the value of participation in applied anthropology. (PLO A10 Social anthropology as the comparative study of human societies. A5. Knowledge and understanding of the history of the development of anthropology as a discipline. A8. Knowledge of the the application of anthropology to understanding issues of social and economic development throughout the world.)
13.2
To compare and contrast different epistemological approaches to the understanding of human societies. (PLO A6. Knowledge and understanding of the variety of theoretical approaches contained within the discipline. C3 Ability to interpret texts and performance by locating them within appropriate cultural and historical contexts)
13.3
To discuss abstract arguments at a high level of sophistication with their peers. (PLO B2.
Critical and analytical skills. B4 Communication skills. B5 Group work Skills. C4 High level competence in using anthropological theories and perspectives in the presentation of information and argument.)
14 A synopsis of the curriculum
Primarily intended to offer a critical analysis of the concept of development, particularly as it is used to talk about economic and social change in the developing world, the module shows how anthropological knowledge and understanding can illuminate 'development issues' such as rural poverty, environmental degradation, international aid and humanitarian assistance, climate change and the globalization of trade. Topics discussed include the role of anthropology in development practice, by examining some of the methods being used to either study or participate in current development projects, whether at local, national or international levels of intervention.
15 Indicative Reading List
The list of texts may vary from year to year but the following can be considered indicative of the range of materials which will be discussed: Robert Chambers ‘Revolutions in Development Inquiry’
(2008) David Mosse’s ‘Cultivating Development’ (2005); James Ferguson’s ‘The Anti-politics
Machine’ (1990); James Scott’s ‘Seeing like a State’ (1998); Allen and Thomas’ ‘Poverty and development into the 21 st century’ (2000); Gardner and Lewis’ ‘Anthropology, Development and

the Post-modern Challenge’ (1996); Mark Hobart’s ‘An Anthropological Critique of Development’
(1993); Riall Nolan’s ‘Development Anthropology: Encounters in the Real World’ (2002)
16 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 learning outcomes
The total study hours are 120. There will 12 x 1hr lectures and 12 x 1 hr seminars. Total number of study hours expected = 10 per week (inclusive of lectures and seminars). Students will achieve learning outcomes 12.1 – 12.7 in lectures, and in addition learning outcome 12.8 in seminars.
Students will achieve generic learning outcomes 13.1 and 13.2 through lectures and self study, and
13.3 through particpation in seminars.
17 Assessment methods and how these relate to testing achievement of the intended
learning outcomes
50% written examination (2 hr exam), 50% coursework
The coursework will be as follows:
 1 short review (350 words) of a theoretical text (20%) – testing the understanding of theories of change in the social sciences (12.1, 12.2, 12.4, 12.5; 13.2 above)
 1 short review (350 words) of an ethnographic case study (20%) – testing the ability to critically analyze the ethical issues involved in anthropological engagement with development projects
(12.1, 12.2, 12.3, 12.5, 12.8; 13.1, 13.2 above)
 1 (2500 word) essay on local development issues based on two interviews. (50%) – testing an ability to bring together theoretical ideas from anthropology to bear on ethnographic material.
(12.6, 12.7, 12.8; 13.1, 13.2)
 An assessment of the relevantly informed oral contribution and regular attendance of the student by the module convenor (10%) – testing the ability of students to participate in an informed and critical manner in discussions of prescribed material (13.3)
18 Implications for learning resources, including staff, library, IT and space
Given the small numbers expected to register for this module there are no major implications for learning resources for this module.
19 A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
No disadvantages for students with disabilities are anticipated in relation to the curriculum, learning teaching methods and forms of assessment in this module.
Statement by the Director of Learning and Teaching: "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"
................................................................
Director of Learning and Teaching
…………………………………………………
Print Name
..............................................
Date
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"
.................................................................
Head of School
..............................................
Date

…………………………………………………….
Print Name