Learning objectives |
- Understanding heterogeneity in development in intersection with
social, economic and environmental conditions and their effect in
the promotion of innovation and entrepreneurship,particularly in
developing countries
- Identify unique gender, race and inequality challenges and
commonalities faced by individuals and communities across the
globe, and how innovations to harness these differences can
contribute to achieve climate resilience, environmental justice and
sustainable development outcomes.
- Integrate heterogeneity, identity, racial and community
sensitivity issues into business plans to offer more specialized
social innovations and individualized solutions.
- Critically analyze relevant cases of economy, society and
environmental global inequalities embedded in: work, employment,
migration, informality, poverty, gender and sustainable development
and in the climate and ecology inclusive
solutions.
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Prerequisites for registering for the exam
(activities during the teaching period) |
Number of compulsory
activities which must be approved (see section 13 of the Programme
Regulations): 1
Compulsory home
assignments
Individual or Group assignment as basis to oral presentation of
topic toward final report.
Assignment is to discuss a topic motivation, tentative
methodological approach and expected results
Groups 2 max 4 students
2-3 slides submitted before oral presentation
This activity will be followed by peers and faculty
feedback
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Examination |
Gender, Race
and Inequality Matter for Sustainability:
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Exam
ECTS |
7,5 |
Examination form |
Home assignment - written product |
Individual or group exam |
Group exam
Please note the rules in the Programme Regulations about
identification of individual contributions. |
Number of people in the group |
2-4 |
Size of written product |
Max. 30 pages |
|
20 pages if there are 2 persons in the group, and
25 pages if there are 3 persons. The grade given will be
individual. If granted an exemption, students writing alone will
have to hand in 10 pages. |
Assignment type |
Written assignment |
Duration |
Written product to be submitted on specified date
and time. |
Grading scale |
7-point grading scale |
Examiner(s) |
One internal examiner |
Exam period |
Autumn and Autumn |
Make-up exam/re-exam |
Same examination form as the ordinary
exam
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Course content, structure and pedagogical
approach |
Sustainable development, the improvement of natural ecosystems
and the provision of innovative and just solutions that build
resilience to vulnerable groups to mitigate and adapt to the
adverse impacts of climate change all require harnessing business
innovations that depart from and impact communities and individuals
in different ways.
Among businesses, decision-makers and investors seeking ways for
implementing the social aspects of ESG investing and the
Sustainable Development and the Paris Agreement Climate Goals there
is increasing recognition of the need to understand the communities
they are based in and incorporate gender and race into investment
analysis and development policy. A failure to understand the
significance of heterogeneity of communities and relationships can
interfere not only with the fulfillment of policy objectives but
also with achieving sustainability goals and effective climate
action. In this class, we will work to explore a variety of country
and regional case studies to understand how conditions of community
and identity, race, income, and gender heterogeneity across
different global regions impacts the prospects for individuals and
groups to participate in the creation of common innovative
entrepreneurial activities.
This course consists of three modules. The first module cover
scholarly and policy debates about the relationship between human,
social, environmental and economic development respectively. The
module covers feminist and postcolonial scholarship on development,
women’s relationship to the economy and environment (including the
centrality of reproduction and reproductive health), and the
significance of the historical legacies of race and racism in the
origins of major development institutions for the legitimacy and
effectiveness of these institutions today. This module will
consider the intersectionality of race and gender in development,
for example, through a focus on the labour of low-income women in
the global South and its place within development approaches.
The second module covers a series of country and regional case
studies that draw attention to different issues at the intersection
of community, individuality and development. These might include
community-based approaches, individual gender dynamics in a
specific locality; access to resources; survival strategies;
reproduction/fertility and population; ethical human relationship
with the environment; cultural tensions between development
practitioners and the recipients of development aid. The course
will aim to include examples and cases from all continents to
demonstrate how heterogeneity in community and individuality
impacts innovative solutions across the globe.
The third module turns to practice, and considers alternatives to
mainstream development and investment models that have the
potential to be more inclusive and sustainable on community and
individual approaches across diversity and environmental justice
lines. These will include impact investments and gender lens impact
investing and participatory development. These models and others
will be examined to consider both their implications for generating
financial gains as well as specific social and environmental
beneficial effects.
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Description of the teaching methods |
There will be a combination of online and in
class lectures drawing on different disciplines and presentations
with active student participation. Each session will be divided
between a one-hour lecture on the session topic, and a period of
discussion (during the three modules) or group activity. This will
ensure a balance between the dissemination of key information by
the instructors and the opportunity for participatory collaborative
and blending forms of learning. |
Feedback during the teaching period |
Feedback is offered as follows: 1. in class
usually at the beginning and end of each lecture there will be an
open Q&A session; in addition to feedback offered in
interaction with students during class and following group
exercises during class time 2. as students work in their final
group written report. 3. during office hours for all the faculty
involved in this course. |
Student workload |
Teaching |
30 hours |
Preparation |
128 hours |
Examination |
48 hours |
Total |
206 hours |
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Expected literature |
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- UNDP 2020 Human Development Report. The next frontier Human
development and the Anthropocene published by the United Nations
Development Programme (UNDP) the United Nations Development
Programme 1 UN Plaza, New York, NY 10017 USA
- Moellendorf, D. (2016). The moral challenge of dangerous
climate change: Values, poverty, and policy. Cambridge University
Press
- Victor, D. G., 2011: Global Warming Gridlock : Creating More
Effective Strategies for Protecting the Planet. Cambridge
University Press, 358 pp.
- Ramos-Mejía, M., M. L. Franco-Garcia, and J. M.
Jauregui-Becker, 2018: Sustainability transitions in the developing
world: Challenges of socio-technical transformations unfolding in
contexts of poverty. Environ. Sci. Policy, 84, 217–223,
https://doi.org/10.1016/j.envsci.2017.03.010.
- Averett, S.L., Argys, L. M., and Hoffman, S. D. The Oxford
handbook of women and the economy, New York : Oxford University
Press, (2017)
- The Women, Gender & Development Reader, 2nd Edition edited
by Nalini Visvanathan, Lynn Duggan, Nan Wiegersma and Laurie
Nisonoff, London and New York: Zed Books (2011).
- Yvonne A. Braun and Assitan Sylla Traore 2015 “Plastic Bags,
Pollution, and Identity: Women and the Gendering of Globalization
and Environmental Responsibility in Mali.” Gender and Society
29(6)863-887.
- Sylvia Chant and Caroline Sweetman 2012 “Fixing women or fixing
the world? ‘Smart economics’, efficiency approaches, and gender
equality in development.” Gender & Development
20(3):517-529.
- Naila Kabeer 2005 “Gender Equality and Women’s Empowerment: A
Critical Analysis of the Third Millennium Development Goal 1.”
Gender & Development 13(1):13-24.
- Christina Abraham (2015) “Race, Gender and ‘Difference’:
Representation of ‘Third World Women’ in International
Development,” Journal of Critical Race Inquiry, 2(2): 4-24.
- Kai Chen (2013) “Race, Racism and Development: Interrogating
History, Discourse and Practice,” Ethnic and Racial Studies 36 (7):
1256-1257.
- Sarah White (2002) “Thinking Race, Thinking Development,” Third
World Quarterly 23(3): 407-419.
- Uma Kothari (2006) “An agenda for thinking about ‘race’ in
development,” Progress in Development Studies 6(1): 9-23.
- Kathryn Moeller (2019), “The Ghost Statistic that Haunts
Women’s Empowerment,” The New Yorker, January 4,
2019.
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