UNIVERSITY OF KENT
Module Specification
1.
The title of the module:
Environmental Anthropology (SE831)
2.
The School which will be responsible for management of the module:
Anthropology and Conservation
3.
The Start Date of the Module:
2000
4.
The cohort of students (onwards) to which the module will be applicable:
2008/9
5.
The number of students expected to take the module:
15
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
N/A
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
M (FHEQ level: 7)
8.
The number of credits which the module represents:
20 Credits
Note: undergraduate full-time students take modules amounting to 120 credits per year and
postgraduate full-time students take modules amounting to 180 credits per year for a Masters award
9.
Which term(s) the module is to be taught in (or other teaching pattern):
Term 1
10.
Prerequisite and co-requisite modules:
SE807 Contemporary Ethnography in Environmental Anthropology
11.
The programmes of study to which the module contributes:
Required for MA/MSc Environmental Anthropology, MSc Ethnobotany. Optional for MA
Social Anth, Ethnicity Nationalism and Identity; MA in Environmental Social Sciences
(SSPSSR)
12.
in
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
On the completion of this module students will be able:
 To identify historical theoretical and applied problems in environmental anthropology
 To discuss critically the themes, debates and trends in environmental anthropology
 To discuss critically a range of classic ethnographic case studies
These specific outcomes (indicated by their letters, as above) relate to the following Environmental
Anthropology MA programme learning outcomes:
A. Knowledge and understanding of:
 Specific themes in environmental anthropology (a, e,f)
 Several ethnographic regions of the world (c)
 The variety of theoretical approaches contained within the subject (a,b, e)
 The application of environmental anthropology to understanding issues of sustainable
social and economic development and environmental conservation throughout the

world (a)
The relevance of environmental anthropology to understanding everyday processes of
human-environment interaction anywhere in the world (c, d, e)
B. Intellectual Skills:
 Critical and analytical skills (b,d,e,f)
 Ability to express ideas in writing and orally (b,c,d,e)
 Communication skills (b,d)
 Group Work Skills (b,d,g)
 Ability to review and summarize information (d)
C. Subject Specific Skills

Ability to recognise the pertinence of an environmental anthropological perspective to
understanding major national and international events. (a)

Ability to interpret texts and performance by locating them within appropriate cultural
and historical contexts. (b,d,e)

High level ability to identify and analyse the significance of the social and cultural
contexts of natural resource use. (a,c)
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
The anticipated Environmental Anthropology MA generic outcomes are that students on the
completion of this module will be able:
 To appraise the value of substantive findings in environmental anthropology.
 To compare and contrast different theoretical approaches to the understanding of
human-environment relationships
 To discuss abstract arguments at a high level of sophistication with their peers.
These generic learning outcomes are related to the Environmental Anthropology programme
learning outcomes in 12 above.
14.
A synopsis of the curriculum
This module introduces some of the main theoretical approaches and some practical applications of
the study of environmental anthropology (in particular, the cultural ecology of Steward, the
concepts of carrying capacity and limiting factors as used in eco-systematic models, historical and
political ecology, and new approaches deriving from post-modern anthropology). It considers some
of the main cultural and social aspects of the human-environment interface, such as the relationship
between social organisation and ecology; alternative forms of land use and management; the impact
of processes of globalization on human interactions with the environment in a number of nonwestern societies; and the cultural dimension of human adaptation to the environment. The middle
section of the module looks at five categories of subsistence strategy and the environments they
occur in, foraging and hunting (in arid, arctic and tropical forest ecosystems), fishing (coastal marine
environments), pastoralism (in grassland and arid ecosystems), low intensity and high intensity
agriculture (in arid, grassland and tropical environments). For each of these production systems
we will also examine a complementary contemporary issue in conservation and/or development.
These issues may involve great debates in theory, problems of methodology or issues in applying
research results to solve practical problems.
Throughout the module we address methods and problems of applying research in environmental
anthropology to related development, conservation and human rights issues, and in particular this
year we look at adaptation to climate change among Indigenous peoples.
Week 1
Week 2
Week 3
Week 4
Theory and Explanation in Environmental Anthropology: Wildlife Trade
Human-Nature Relationships: Cultural Ecology
Ecological Anthropology: Complex Adaptive Systems
Historical Ecology: The evolution of Biocultural diversity?
Week 5 Political Ecology and Environmental Degradation
Week 6 Discursive Approaches: Environmentalisms
Week 7 Foraging societies, hunters, and the bushmeat trade
Week 8 Fishers, Sea Tenure, and Common Property Rights
Week 9 Pastoralists, Grasslands and Protected Areas
Week 10 Low Intensity Agricultural Systems: Swidden Systems
Week 11 High Intensity Agricultural Systems, the Green Revolution and GM crops
Week 12 Climate Change: Studying local knowledge and responses
15.
Indicative Reading List
Bates, D. G., 2001. Human Adaptive Strategies: Ecology, Culture and Politics, Boston, MA:
Allyn and Bacon.
Crumley, C., ed. 2001. New Directions in Anthropology and Environment. Altamira Press.
Dove, M.R and Carpenter, C. 2007. Environmental Anthropology: A Reader. Routledge.
Ellen, R. F. 1982. Environment, Subsistence and System. The Ecology of Small-Scale Social
Formations. Cambridge.
Hardesty, D.L. 1977. Ecological Anthropology. New York: John Wiley And Sons.
Moran, E.F. 2000. Human Adaptability. 2nd Edition. Boulder, CO: Westview Press.
Moran, E.F. 2006. People and Nature: An introduction to human ecological relations. Blackwell.
Sutton, Mark and Eugene Anderson, 2004. Introduction to Cultural Ecology. Berg.
Townsend, P., 2001. Environmental anthropology. From Pigs to Policies. Waveland Press.
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 contact hours are 24. There will 12 two hour seminars. Masters level students are
expected to dedicate an additional 176 study hours to the module (200 hours total).
17.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessment is by one 2500 word essay testing reading and comprehension of themes and
historical trends in Environmental Anthropology. The Essay will test learning outcomes a,
b,
c, d directly and e, f, and g indirectly, and particularly how well students have understood the
theoretical issues and applications of historical and contemporary environmental anthropology/
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. The library has been asked to ensure that
they have copies of the required texts.
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"
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Director of Learning and Teaching
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Print Name
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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"
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Head of School
…………………………………………………….
Print Name
..............................................
Date