University of Edinburgh, School of Social and Political Science

SUSTAINABLE DEVELOPMENT 2A: PERSPECTIVES ON SUSTAINABLE

DEVELOPMENT (SCIL08009)

Semester 1 Autumn 2013

Course Co-Organisers:

Dr Isabelle Darmon Chrystal MacMillan Building, room 6.27

email: Isabelle.Darmon@ed.ac.uk office tel: 651 1574

office hours: Tuesdays, 11am-1pm

Dr Radhika Govinda Chrystal MacMillan Building, room 6.21

email: Radhika.Govinda@ed.ac.uk office tel: 650 3906

office hours: Mondays, 2-4pm

******************

Course Secretary Miss Claire Moggie

cmoggie@exseed.ed.ac.uk Office tel. 650 4001

Senior Course Tutor

Ms Gill Davies G.L.Davies@sms.ed.ac.uk

office hours: by appointment

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Table of contents

COURSE AIMS AND OBJECTIVES ................................................................. 3

COURSE STRUCTURE AND PROGRAMME .................................................. 3

LECTURE PROGRAMME: OVERVIEW ........................................................ 4

GENERAL READINGS .................................................................................. 5

DETAILED SCHEDULE & READING LIST BY TOPICS ............................... 6

TUTORIAL ARRANGEMENTS .................................................................... 19

APPENDICES ................................................................................................ 23

APPENDIX 1: ESSAY INSTRUCTIONS ...................................................... 23

APPENDIX 2: GUIDE TO REFERENCING ................................................ 25

APPENDIX 3: A FEW USEFUL WEBSITES ............................................. 27

APPENDIX 4: CONVENER, LECTURER & TUTOR BIOGRAPHIES .......... 29

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COURSE AIMS AND OBJECTIVES

Welcome to SD2A! This course provides a multidisciplinary examination of key perspectives on – and issues of – sustainable development. It builds on the core course of Semester 1, year 1, which had introduced sustainable development as a contested area. Here students will get to examine in more detail the perspectives on sustainable development carried by a wide array of actors – from consumer groups to the urban poor, and from indigenous peoples to small businesses and they will do this through a variety of analytical lenses. Each perspective is then seen into action, so to speak, usually through a separate class on a particular sustainability issue and the struggles they give rise to, including food, waste, energy, climate change etc. Students will also examine how these issues can be understood through a wide range of other perspectives. Further, they will reflect upon the implications of those different perspectives for our overall understanding of sustainable development. The course learning outcomes are:

• Advanced understanding of key sustainable development issues and challenges;

• Ability to evaluate various actors’ perspectives on these topics;

• Ability to handle various theoretical and analytical approaches for a critical appraisal of notions of sustainable development and their implications;

• Development of research and analytical and presentation skills, through guided research in preparation for assessment and tutorial presentations

Learn (formerly WebCT) Please get in the habit of using Learn for this course. The course guide, announcements and extra readings (as available) will all be posted there. Tutorials sign-ups are via Learn and will be open Week 1. Lecture outline slides will also be posted there if possible before and in any case immediately following the lecture (see below).

COURSE STRUCTURE AND PROGRAMME This course is structured around 2 weekly lectures (attended by the entire class) and a weekly 50 minute tutorial (attended by @12 students each). Lecture Lectures meet on Mondays and Wednesdays, 10-10:50am in lecture room 1, Minto House, 20-22 Chambers St (EH1 1JZ). These lectures will be presented by a broad range of academics with special expertise on different sustainable development issues and perspectives. The lectures will provide a broad outline of the topic and point you towards key readings and debates. Key insights on the topic will, of course, come also from your own reading and reflection. Wherever possible lecture slides will be made available on Learn before or at the latest immediately following the lecture. (Note these outlines are meant to be used as a review, or in case you miss lecture. They are not a substitute for lecture notes which we would encourage you to take yourself.) Tutorials The weekly, 50 minute tutorial is designed to give you an opportunity to discuss your ideas and try out arguments with other students. The tutorials will be led by Gill Davies (senior tutor) and Nikki Dunne. Tutorials are compulsory. Please note that pressure of work or time management problems are not considered an acceptable reason for non attendance. Your tutor will keep an attendance record and should, where possible, be informed in advance of any absence and the reason for that absence. Tutorials begin week 2. and you can sign up to one using Learn. If you have not signed up to a group by the end of week 1 (Friday the 20th of September) you will be randomly assigned to a group.

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LECTURE PROGRAMME: OVERVIEW

Week Lecture Date TITLE LECTURER TUTORIAL

1 1 16/9 INTRODUCTION TO THE COURSE

Isabelle Darmon and

Radhika Govinda No tutorial

1 2 18/9 INTRODUCTORY LECTURE: Sustainable

Development: Why Such Struggles? Elizabeth Bomberg

2 3 23/9

PERSPECTIVES FROM EVERYDAY

POLITICS: The urban poor and the arts

of resistance

Jamie Furniss

Tutorial 1

2 4 25/9 ISSUE: Waste

Jamie Furniss

3 5 30/9

PERSPECTIVES FROM EVERYDAY

PRACTICES: Family and domestic

practices and sustainability

Lynn Jamieson

Tutorial 2

3 6 2/10 ISSUE: Transport

Lynn Jamieson

4 7 7/10 A CORPORATE SOCIAL RESPONSIBILITY

PERSPECTIVE and the ISSUE of energy David Somervell

Tutorial 3

(Special! Energy

tour of the

University)

4 8 9/10 CONSUMER PERSPECTIVES: Consumer

‘ethics’ and sustainable consumption Isabelle Darmon

5 9 14/10

COMMUNITY PERSPECTIVES:

Community approaches to

sustainability and collective action

Isabelle Darmon Tutorial 4

5 10 16/10 ISSUE: Food Isabelle Darmon

6 11 21/10 SCIENTIFIC PERSPECTIVES and the

ISSUE of urban sustainability Anthony Newton

Tutorial 5

6 12 23/10 BUSINESS PERSPECTIVES and the

ISSUE of domestic energy Gill Davies

7 13 28/10

RADICAL POLITICAL PERSPECTIVES:

Post-Development and Radical

Indigenous Politics (Latin America)

Tristan Partridge

Tutorial 6

7 14 30/10

ISSUE: Seed-Saving and Agro-ecology

in Ecuador

Tristan Partridge

8 15 4/11

‘PRO-POOR’ AND RURAL

DEVELOPMENT PERSPECTIVES

Shishusri Pradhan Tutorial 7

8 16 6/11 ISSUE: Biofuels Shishusri Pradhan

9 17 11/11

PERSPECTIVES FROM ‘PUBLIC

OPINION’

Claire Haggett Tutorial 8

9 18 13/11 ISSUE: Climate change Claire Haggett

10 19 18/11

Putting the course in PERSPECTIVE

Debate: Towards a new socio-

environmental politics?

Isabelle Darmon

Tutorial 9

10 20 20/11 Exam tips and review Isabelle Darmon and

Radhika Govinda

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COURSE ASSESSMENT OVERVIEW Assessment for this course is as follows:

• essay: 40% (see p.17) • final exam: 60%

FURTHER KEY INFORMATION Please see the SSPS Year 1 & 2 handbook for further information on submission of coursework; Late Penalty Waivers; plagiarism; learning disabilities, special circumstances; common marking descriptors, re-marking procedures and appeals. http://www.sps.ed.ac.uk/undergrad/on_course_students/year_1_2

1. A 1400 to 1600 word essay (worth 40% of your final mark) is due on Friday 25 October, 12 noon, see Appendix 1 (p 23) for essay questions and instructions. 2. Final Examination The examination for this course (worth 60% of your final mark) will take place during the University’s Autumn exam diet (9-20 Dec 2013). Note: all students are required to sit the exam; visiting students need to ensure that they are present during this exam period. The precise date is set by Registry and is available on their website in late October. The exam will last two hours. It will consist of 6 questions covering the entire course. You will be asked to answer two questions. An exam revision session will be offered in week 10, and sample questions will be provided at that time. To pass the course you must achieve an overall mark of 40 or above. You must also achieve a mark of at least a 40 in the exam. For essay and exam mark descriptors, please see the SPS Year and 2 handbook website listed above. General feedback on the Dec 2013 exam will be available on Learn in January 2014. 3. External examiner University Assessment Regulations require that every course be monitored by an external examiner appointed by the University. This nominated person will also attend the Board of Examiners. The external examiner for SD2A is Dr Esther Dermott, Bristol University.

GENERAL READINGS

The following general texts provide useful background information and insights into the issues and perspectives we’ll be examining in this course. All are available in the library.

� Atkinson, G., Dietz, S. & Neumayer, E. (eds.) (2009) Handbook of Sustainable Development, Cheltenham, UK: Edward Elgar Publishing (available to download through the Library catalogue as an e-book)

� Baker, S. (2006) Sustainable Development, London: Routledge � Blewitt. J. (2008) Understanding Sustainable Development, London: Earthscan

(available to download through the Library catalogue as an e-book) � Lafferty, W. (ed.) (2004) Governance for Sustainable Development, Cheltenham,

UK: Edward Elgar Publishing � Dresner, S. (2008) Principles of Sustainability, London: Earthscan (HUB

reserve). (also e-book)

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� Peet, R., Robbins, P., & M. Watts, (Eds.) (2010) Global political ecology. London: Routledge, pp. 169-184. (available to download through the Library catalogue as an e-book)

� Stibbe, A. (ed.) (2009). The Handbook of Sustainability Literacy: Skills For a Changing World, Dartington: Green Books (available to download through the Library catalogue as an e-book)

Journals and Newspapers It is important that you stay up-to-date on recent developments in the area of sustainable development. Make an effort to consult a quality daily news source which provides decent coverage of environment and development news. The library holds several journals of particular relevance for this course: Environment and Planning (a to d) (covers planning issues but also more general articles on environmental policy and sustainable development); Environmental Policy and Law (official UN documents and reviews); Environmental Politics; Global Environmental Politics; Global Environmental Change; New Scientist; Sustainable Development; Sustainable Development Law and Policy. Most of these journals are available electronically, although not for all years. It is also worth consulting web media resources, such as the Our Changing World Series of the Edinburgh School of Biomedical Sciences, available at: http://www.ed.ac.uk/schools-departments/biomedical-sciences/changing-world

DETAILED SCHEDULE & READING LIST BY TOPICS

LECTURE 1 (16 Sept) Introduction to the course (Dr I. Darmon and Dr R. Govinda) This lecture will provide an overview of learning objectives and content of the course, and will locate the course within the MA, establishing links with SD1A and SD1b. It will give you an idea of the structure of the course, including lectures and tutorials. You should register for a tutorial on Learn by the end of week 1 (Friday 20th of September). Tutorials start in week 2.

LECTURE 2 (18 Sept) Introductory lecture: Sustainable Development: Why such struggles? (Dr E. Bomberg) What makes sustainable development the subject of competing interpretations, struggles and resistance? This lecture will outline some of the reasons for contending perspectives, focusing on the contested nature of the sustainable development concept, its different dimensions, and the institutional context in which it is debated and decided. Readings: (read at least 2) Baker, S. (2006) Sustainable Development, London: Routledge, [chapter 2 and 3]. [HUB reserve, Chapter 2 is also on e-reserve] Blewitt, J. (2008) ‘Worldviews and Ethical Values – Towards an Ecological Paradigm’ in Blewitt, (ed.) Understanding Sustainable Development, [chapter 2] (available to download through the Library catalogue as an e-book) Carter, N. (2001) The Politics of the Environment (2nd Edition). London: Routledge, [chapter 8] (e-book) Roberts, J. (2011) Environmental policy. Abingdon; New York: Routledge, [chapter 3] (e-book)

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LECTURE 3 (23 Sept) PERSPECTIVES from everyday/subaltern politics: The urban poor and the arts of resistance (Dr J. Furniss) This class presents several 'classic' theoretical approaches on forms of political life and resistance on the part of individuals and groups not belonging to the narrow, boilerplate definition of politics and its actors, i.e. parties-and-ballot-boxes politics. The emphasis here will be on the perspectives carried by the urban poor. The additional readings provide critiques of the core literature. Key Readings Certeau, M. de (1984) The practice of everyday life. Berkeley, Calif./London: University of California Press. pp. 24-41. Chatterjee, P. (2004) The politics of the governed: reflections on popular politics in most of the world. New York, N.Y.: Columbia University Press. [Chapter 3] (e-reserve) Scott, J. C. (1985) Weapons of the weak: everyday forms of peasant resistance. New Haven; London: Yale University Press. [Chapter 3] (e-reserve) Additional Readings Abu-Lughod, L. (1990) ‘The Romance of Resistance: Tracing Transformations of Power Through Bedouin Women.’ American Ethnologist 17(1): 41-55. (e-journal) Ortner, S. (1995) ‘Resistance and the Problem of Ethnographic Refusal.’ Comparative Studies in Society and History 37(1): 173-93. (e-journal) LECTURE 4 (25 Sept) ISSUE: Politics of waste and informal waste collectors in the global South (Dr J. Furniss) This class has two objectives. First, with reference to two core readings from the South Asia context, it presents some of the particular symbolic and political issues surrounding waste. Second it presents and analyses the case of Cairo's informal sector waste collectors in light of the theoretical material previously presented. The additional readings provide case-studies from other settings, in African and Latin America. [Synopsis of the case-study] The majority of the material on the case of Cairo will be drawn from the lecturer's own fieldwork. Cairo’s municipal solid waste has traditionally been collected by the ‘Zabbaleen,’ an endogamously marrying, primarily Christian group who live in enclaves around the city and rather than scavenging, collected along defined, proprietary routes. Two incidents are emphasized. First, in the early 2000s, the Egyptian state concluded a series of Public-Private-Partnerships (PPP) with European companies to provide garbage collection in Cairo and Alexandria. Under these contracts the Zabbaleen system was expected to be rendered obsolete. In reality it proved resilient, whereas several of the European companies folded. Who owned the city’s garbage was a major area of conflicting interest and contestation. The Zabbaleen, for whom waste is the resource at the core of their livelihood, managed to continue to access it through a variety of strategies of alliance, resistance, and subversion. The second episode occurred in 2008, when Egypt earned the dubious distinction of being the only country in the world to respond to H1N1 Influenza (so-called ‘swine flu’) by slaughtering all pigs present on its soil. When oil and gas made the business model of selling dried waste as fuel obsolete around the 1930s, the then-Muslim profession was taken over by Christians who, having no religious taboo on swine, could use the waste as fodder and slop. After the pig slaughter of 2009, the Zabbaleen had no profitable way of disposing of organic waste and

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therefore no interest in collecting it. The political response to the slaughter decision is also examined in detail. Key Readings A. Waste in a symbolic/political perspective Chakrabarty, D. (2002) Habitations of modernity: essays in the wake of subaltern studies. Chicago, London: University of Chicago Press. [Chapter 5] Kaviraj, S. (1997) ‘Filth and Public Sphere: Concepts and Practices about Space in Calcutta.’ Public Culture 10(1): 83-113. (e-journal) B. Cairo Assaad, R. (1996) ‘Formalising the Informal? The transformation of Cairo's refuse collection system.’ Journal of Planning Education and Research 16: 115-26 (e-reserve). Additional Readings Ayee, J. and R. Crook (2003) ‘'Toilet Wars': urban sanitation services and the politics of public-private partnerships in Ghana’. IDS Working Paper No. 213. Available from http://www.ids.ac.uk/files/Wp213.pdf Birkbeck, C. (1978) ‘Self-employed Proletarians in an Informal Factory: the Case of Cali's Garbage Dump.’ World Development 6(9-10): 1173-85. (e-journal) Medina, M. (2007) The world's scavengers: salvaging for sustainable consumption and production. Lanham, AltaMira Press. Schamber, P. (2010) ‘A Historical and Structural Approach to the Cartonero Phenomenon in Buenos Aires: Continuity and New Opportunities in Waste Management and the Recycling Industry.’ International Journal of Urban Sustainable Development 2(1-2): 6-23. (e-journal)

LECTURE 5 (30 Sept) PERSPECTIVES from everyday practices: Family and Domestic Practices and Sustainable Development (Prof L. Jamieson) Using examples from the rich high consumption regions of the world, this session looks generally at personal, familial and domestic relationships as sites of resistance to or promotion of reducing carbon footprints and sustainable development. Many practices of consequences for sustainability and the carbon footprints of individuals are patterned by the gendered and generational relationships of personal life. Domestic households are important sites of consumption and children are inducted into many consumption and conservation practices through household and family practices. Orientations to the natural world, to non-human species, awareness of climate change and of diminishing bio-diversity are often transmitted through families and personal relationships. Transmission through intimate intergenerational and peer relationships also plays a role in political activism or apathy concerning environmental issues and climate justice. Readings Barr, S. (2008) Environment and Society: Sustainability, Policy and the Citizen Aldershot: Ashgate. [HUB RESERVE] Jamieson, L. (2013) ‘Families and the Environment’ CRFR working paper Payne, P. (2005) ‘Families, Homes and Environmental Education.’ Australian Journal of Environmental Education 21: 81-95 [e-reserve].

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Payne, P. (2010) ‘Moral spaces, the struggle for an intergenerational environmental ethics and the social ecology of families: an 'other' form of environmental education.’ Environmental Education Research 16: 209-231. (e-journal) Reid, L., Sutton, P. & C. Hunter. (2010) ‘Theorizing the meso level: the household as a crucible of pro-environmental behaviour.’ Progress in Human Geography 34(3): 309-27. (e-journal) Southerton, D. (2011) 'Consumer Culture and Personal Life' in May, V. (ed.) Sociology of Personal Life. Basingstoke: Palgrave Macmillan, pp 121-133 [e-reserve] Shove, E., Pantzar, M. & Watson, M. (2012) The Dynamics of Social Practice: Everyday Life and How It Changes. London: Sage Publications [final chapter]. (e-book) LECTURE 6 (2 Oct) ISSUE: Family and Leisure Practices, Transport and Sustainable Development (Prof L. Jamieson) The proliferation of the petroleum fuelled motor car and the expansion in air travel exemplify ways in which the conduct of personal life in the rich ‘developed’ world and unsustainability are interdependent. Readings Barker, J. (2008) '‘Driven to Distraction?’: Children's Experiences of Car Travel'. Mobilities 4: 59-76. (e-journal) Carrabine, E. and Longhurst, B. (2002) 'Consuming the car: anticipation, use and meaning in contemporary youth culture'. The Sociological Review 50: 181-196. (e-journal) Dennis, K. and Urry, J. (2009) After the Car. Cambridge: Polity (HUB reserve). Redshaw, S. (2008) In the Company of Cars: Driving as Social and Cultural Practice. Aldershot: Ashgate. (available to download through the Library catalogue as an e-book) Sheller, M. (2004) 'Automotive Emotions'. Theory, Culture & Society 21: 221-242. (e-journal) Vannini, P. (2010) ‘Mobile Cultures: From the Sociology of Transportation to the Study of Mobilities.’ Sociology Compass 4(2):111-21. (e-journal)

LECTURE 7 (7 Oct) A Corporate Social Responsibility PERSPECTIVE and the ISSUE of energy (David Somervell) Focusing primarily on energy and energy use, this lecture will explain how social responsibility and sustainability commitments are addressed at the University Edinburgh. Particular focus will be how these commitments are integrated into the development of new and existing buildings.

Key readings Somervell, D. (2006) ‘University of Edinburgh’s Sustainable Future’ District Heating Fourth Quarter, 2006 (available as pdf on Learn) McKay, D. Sustainable Energy – Without the Hot Air. Available at: http://www.withouthotair.com/ http://www.ed.ac.uk/about/sustainability

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Additional readings Attari, S. Z., DeKay, M. L., Davidson, C. I., & Bruine de Bruin, W. (2010). ‘Perceptions of energy consumption and savings’. Proceedings of the National Academy of Sciences. 107: 16054-16059. (e-journal) Foxon, T. (2007) ‘The role of innovation and technological lock-in’ in Atkinson, et al (eds.) Handbook of Sustainable Development (e-book) Heiskanan, E. Johnson, M Robinson, S Vadovics, Saastamoinen, M., 2010. ‘Low-carbon communities as a context for individual behavioural change’. Energy Policy 38 : 7586-595. Mulugetta, Y., Jackson, T., van der Horst, D. 2010. Carbon reduction at community scale. Energy Policy 38 (12), 7541-7545.

Energy tour of campus (Mr D Somervell) Mr Somervell will lead us on a walking tour of campus and highlight sustainable projects and practice: this will be the tutorial for this week and you need to sign up for one of the tour slots offered. Please see below, tutorial arrangements. LECTURE 8 (9 Oct) CONSUMER PERSPECTIVES: Consumer ethics and sustainable consumption (Dr I. Darmon) This is the first of a series of 3 lectures which together look at the place, meaning and implications of perspectives seeking to transform everyday practices, lifestyle and consumption towards their enhanced ‘sustainability’. In this first lecture, we ask how conceptions of consumer ethics have come about, what their ideological foundations are and how they frame ‘sustainability’ and the desirable and possible actions towards it. On the one hand, they have been seen as strategies in accordance with new modes of ‘governmentality’ and the shaping of specific forms of agency – on the other hand, they are sometimes analysed as yet another channel for the deployment of the neoliberal regime of capitalism currently in place. We discuss these standpoints and their underpinning conceptions both of the environment question as well as of relations between consumers and producers worldwide. We ask whether current attempts at framing sustainable consumption from a more social understanding of consumption (as locked into conventional/institutional ways of doing) succeed in going beyond this debate and in making ‘sustainable consumption’ a useful perspective for tackling the challenges posed by environmental crises. Key readings Clarke, N., Barnett, C., Cloke, P., & Malpass, A. (2007) ‘Globalising the consumer: Doing politics in an ethical register.’ Political Geography, 26(3), 231-249. (e-journal) Foucault, M. (1991) ‘Governmentality’ in Miller, P., Gordon, C., & Burchell, G. (eds). The Foucault effect: Studies in governmentality. University of Chicago Press: 87-104. (e-reserve) Southerton, D., A. Warde, and M. Hand. (2004) ‘The limited autonomy of the consumer: implications for sustainable consumption.’ In Sustainable Consumption: The implications of changing infrastructures of provision, eds. D. Southerton, H. Chappells and B. van Vliet, Cheltenham, UK: Edward Elgar. pp. 32–48 [e-reserve]

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Additional readings Barnett, C., Cloke, P., Clarke, N., & Malpass, A. (2011) Globalizing responsibility: The political rationalities of ethical consumption. Chichester: Wiley Blackwell. [Especially chapter 2. (e-reserve) Guthman, J. (2008) ‘Neoliberalism and the making of food politics in California.’ Geoforum, 39(3): 1171-1183. (e-journal) Jackson, T. (2005) ‘Live Better by Consuming Less?: is there a “double dividend” in sustainable consumption?’ Journal of Industrial Ecology, 9(1‐2): 19-36. (e-journal)

LECTURE 9 (14 Oct) COMMUNITY PERSPECTIVES: Community approaches to sustainability and collective action (Dr I. Darmon) In parallel with the movements for ethical consumption the idea of community has once again become very popular for the promotion of sustainable ways of life. This is unsurprising as the ‘community’ has been seen, at least since the 19th century, as the place of authentic nurturing relationships, able to resist or mend the erosion of social bonds through capitalism. Today in the Western world in particular ‘communities’ refer, on the one hand, to relatively stable and ‘resilient’ groups, anchored in a territory and its traditions, and thus able to be concerned with and to deliver on outcomes for future generations; and on the other hand, groups of like-minded individuals united in a joint pursuit, who will start growing their own food, cycling to work and more generally decreasing their carbon footprint. However it has also been argued that it is precisely these qualities of the notion of community which make them very appealing to neoliberal policy making and a technocratic understanding of environmental challenges - and thus might lead to their enrolment in programmes which might well go against the kind of systemic change required for dealing with the current and impending ecological and social crises. We discuss the history of the concept and the various interpretations of its revival and enrolment in the cause of sustainability through an analysis of key texts on this very sociological notion as well as through concrete case studies. Key readings McCarthy, J. (2005) ‘Devolution in the woods: community forestry as hybrid neoliberalism.’ Environment and Planning A, 37(6): 995-1014. (e-journal) Toennies, F. (1974) ‘Gemeinschaft and Gesellschaft’, in Elias, N. (ed.) The Sociology of Community. London: Frank Cass and Co. pp. 7-12. (e-reserve) Additional reading Kitchen, L. & Marsden, T.K. (2011) ‘Constructing Sustainable Communities: A Theoretical Exploration of the Bio and Eco-economy Paradigms.’ Local Environment, 16(8): 753-771 (e-journal) LECTURE 10 (16 Oct) ISSUE: Food security (Dr I. Darmon) There is no doubting the magnitude of the pressures on the environment stemming from the world food system if things carry on according to ‘trend’: 9 billion people on earth by 2050 would translate into an increase of the demand in calories per day from 33,000 Gkcal to 62,000 GKcal. The pressures are multiple and their analysis should ideally address fnot only patterns of consumption, but also food systems, food chains (and waste/loss), urban dynamics, and dynamics of commodification and marketisation. In this context, some attention has been given to the notion of sustainable food consumption and ‘sustainable diets’. What is

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and is not a sustainable diet is a subject of considerable controversy (and tensions with public health and the fight against inequality). We review some of these debates through the issue of meat consumption and examine the contribution of the idea of sustainable diet there. Finally we contrast these approaches with other sociological analyses of food consumption, especially analyses linking consumption to food systems and bringing in issues of political economy. Key readings Burlingame, B.A. & Demini, S. (eds.) (2012) Sustainable diets and biodiversity: directions and solutions for policy, research and action. Food and Agriculture Organization of the United Nations report, downloadable at http://www.fao.org/docrep/016/i3004e/i3004e.pdf) MacDonald, M. (2012) ‘Food Security and Equity in a Climate-Constrained World’, in L. Starke (ed.), State of the World 2012: Moving toward sustainable prosperity. Washington: Island Press. [Chapter 14: 161-168] (available to download through the Library catalogue as an e-book). Additional readings Marsden, T.K. (2012), ‘Food Systems under Pressure: Regulatory Instabilities and the Challenge of Sustainable Development’, in G. Spaagaren, P. Oosterveer and A. Loeber (eds.), Practices in Transition: Changing Food Consumption, Retail and Production in the Age of Reflexive Modernity, London: Routledge, pp. 291-311 [e-book] Vieux, F., Darmon, N., Touazi, D., & Soler, L.G. (2012) ‘Greenhouse gas emissions of self-selected individual diets in France: Changing the diet structure or consuming less?’ Ecological Economics, 75: 91-101. (e-journal) www.Grain.org LECTURE 11 (21 Oct) Natural Science PERSPECTIVES and the ISSUE of urban sustainability (Dr A. Newton) What are the key natural science perspectives on what is or is not ‘sustainable’? Do we need different understandings of sustainability in rural and urban settings? To address these general questions we will discuss how it is possible to create sustainable drainage systems, which recreate a rural environment, within an urban setting. Key readings Duffy, A. (2008) ‘A cost comparison of traditional drainage and SUDS in Scotland’. Water Science and Technology, 57(9): 1451-1459 (e-journal). Larsen, A. and Willi G. (1997) The concept of Sustainable Urban Drainage Water Management. Water Science and Technology 35(9): 3-10 (e-journal). [This volume is all about sustainable urban water drainage or SUDS]. Additional readings Construction Industry Research and Information Association (CIRIA): lots of easy to follow information about SUDS http://www.ciria.org/suds/ Scottish Environmental Protection Agency's SUDS details: http://www.sepa.org.uk/water/water_regulation/regimes/pollution_control/suds.aspx

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LECTURE 12 (23 Oct) Business PERSPECTIVES and the ISSUE of domestic sustainable energy provision in the developing world (Ms G. Davies)

Recent neo-liberal thinking has promoted business-based, market-oriented approaches as solutions to what have traditionally been framed as ‘development’ problems. One of those problems is access to modern energy services: globally, just under 1.3 billion people have no access to electricity and 2.6 billion rely on traditional biomass for cooking, associated with serious environmental and household air pollution issues. The majority of these people live in rural areas of developing countries. In order to pursue sustainable development, equitable energy access needs to be targeted but in a way that avoids the carbon-intensive trajectories that industrialised nations have followed. This lecture will focus on domestic renewable energy initiatives for rural poor in developing nations in order to examine the role of business in an international sustainable development context. It will review a range of emerging quasi-business approaches including support of local artisans, the growth of social enterprises, and varied engagement of multi-national corporations. The impact of market-based policies to increase business engagement in this sector will also be briefly reviewed through a focus on the global carbon markets. Key readings Prahalad, C. K. & Hart, S. L. (2002) ‘The Fortune at the Bottom of the Pyramid.’ Strategy + Business, 26: 1-14 [available from http://www.strategy-business.com/article/11518?pg=0]. Kolk, A. & van den Buuse, D. (2012) ‘In search of viable business models for development: sustainable energy in developing countries.’ Corporate Governance, 12(4): 551- 567. (e-journal) Additional readings Bailis, R., Cowan, A., Berruta, V. & Masera, O. (2009) ‘Arresting the Killer in the Kitchen: The Promises and Pitfalls of Commercializing Improved Cookstoves.’ World Development, 37(10): 1694–1705. (e-journal) Blowfield, M. (2012) ‘Business and development: making sense of business as a development agent.’ Corporate Governance, 12(4): 414-426 (e-journal) Gutierrez, M. (2011) ‘Making Markets Out of Thin Air: A Case of Capital Involution.’ Antipode, 43(3): 639–661 (e-journal) Prahalad, C. K. (2010) ‘The Fortune at the Bottom of the Pyramid: Eradicating Poverty Through Profits.’ Upper Saddle River, Wharton School Publishing. (Main Library standard loan)

ESSAY DUE, Friday 25 Oct, 12 NOON

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LECTURE 13 (28 Oct) Radical political PERSPECTIVES: Post-Development, “Buen Vivir” and Radical Indigenous Politics in Latin America (Mr T. Partridge) Who and what are involved in re-examining the assumptions underpinning development thinking, and what might we mean by “post-development”? What do we learn from the similarities and differences between three concepts linked to that term: “degrowth”, “alternative developments” and “alternatives to development”? Reviewing the literature that addresses such questions, this lecture focuses on political shifts across Latin America and the foregrounding of new critiques of development – specifically the emergence of the plural concept of ‘Buen Vivir’ (‘Harmonious Living’). This has been adopted in different ways as government policy in Ecuador and Bolivia, primarily as the result of the work of Indigenous movements. We will look at the trajectory of these political changes (which have intensified since the 1990s through political action in response to neoliberal programmes) and examine their impact on development policy today. We will also consider the influence of post-development ideas more broadly on attempts to make ‘sustainability’ attentive to economic, political, social, cultural and environmental aspects in combination. Key Readings Gudynas, E. (2011) ‘Buen Vivir: Today’s Tomorrow.’ Development. 54(4): 441–447. (e-journal) Escobar, A. (2004 [1992]) ‘Imagining a Post-Development Era’ in M. Edelman & A. Haugerud (eds.) The Anthropology of Development and Globalization. Oxford: Blackwell, pp. 341-351. (e-reserve) Additional Readings Escobar, A. (2000) ‘Beyond the Search for a Paradigm? Post-Development and Beyond.’ Development, 43(4): 11-14. [e-journal] Building Bridges Collective (2010) Space For Movement? Reflections from Bolivia on climate justice, social movements and the state. Leeds: Footprint Workers Co-op. [Chapter 7(C-E): 56-71]. Available on-line: http://spaceformovement.files.wordpress.com/2010/08/space_for_movement2.pdf Freire, P. (2000 [1972]) Pedagogy of the Oppressed (trans. M. Bergman Ramos). New York: Continuum. [Chapter 1: 43-69]. (e-reserve) Rahnema, M. (1992) ‘Participation‘ in W. Sachs (ed.) The Development Dictionary: a Guide to Knowledge as Power. London: Zed Books, pp. 116-131. (available to download through the Library catalogue as an e-book) Pieterse, J.N. (1998) ‘My Paradigm or Yours? Alternative Development, Post-Development, Reflexive Development.’ Development and Change, 29(2): 343-373. (e-journal)

LECTURE 14 (30 Oct) ISSUE: Seed-Saving, Indigenous Communities and Agroecology in Ecuador (Mr T. Partridge) Picking up on the themes of ‘Harmonious Living’ and critiques of the dominant cultural base of development, this lecture looks in more detail at examples of work undertaken by social movements and Indigenous communities in Ecuador. These focus on ‘seed-saving’ and ‘agroecology’ as methods and ideas designed to re-arrange how certain needs are met, and to present alternatives for social and economic organizing. We will explore two case studies from recent research, and question what it is to root ‘development’ in different people’s unique experiences of place and of self. (1) Influenced in their efforts to support rural life by the transnational agrarian movement, La Via Campesina, the seed-saving group La Red de

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Guardianes de Semillas promotes the use and free exchange of traditional crops, and campaigns for Food Sovereignty. (2) Meanwhile in the Indigenous community of San Isidro, collective efforts seek to sustain family-scale, agroecological agriculture. Here, ‘agroecology’ refers to practices that avoid external inputs, promote biodiversity, integrate inherited practices and look beyond food-production to extend these concerns out into the social sphere – addressing the longevity of the lives and collectivities of food producers. Key readings Wittman, H. (2009) ‘Reworking the metabolic rift: La Vía Campesina, Agrarian Citizenship, and Food Sovereignty.’ Journal of Peasant Studies, 36(4): 805-826. (e-journal) Blaser, M. (2004) ‘Life Projects: Indigenous Peoples’ Agency and Development’ in M. Blaser, H. Feit and G. McRae (eds.) In The Way of Development: Indigenous Peoples, Life Projects and Globalisation. London: Zed Books, pp. 26-44. (e-reserve) Additional readings Bebbington, A. (2000) ‘Reencountering Development: Livelihood Transitions and Place Transformations in the Andes.’ Annals of the Association of American Geographers 90(3): 495-520. (e-journal) Escobar, A. (1995) Encountering Development: the Making and Unmaking of the Third World. Princeton, New Jersey; Chichester, Princeton University Press. [Chapter 6: 212-226]. (available to download through the Library catalogue as an e-book) Acosta, A. (2010) ‘Toward the Universal Declaration of Rights of Nature: Thoughts for action.’ The AFESE Journal (Asociación de Funcionarios y Empleados del Servicio Exterior Ecuatoriano). Available online: http://www.e-joussour.net/files/DDNN_ingl..pdf Nonini, D. (2006) ‘The Global Idea of ‘The Commons’.’ Social Analysis 50: 164–77. (e-journal) Desmarais, A.A. (2002) ‘The Vía Campesina: consolidating an international peasant and farm movement.’ Journal of Peasant Studies 29(2): 91-124. (e-journal) LECTURE 15 (4 Nov) ‘Pro-poor’ and rural development PERSPECTIVES (Dr S. Pradhan) This lecture aims address how pro-poor development and rural polices come in to existence. The realm of policy-making has many terms and theories to address the black box of policy-making? In this lecture I focus on the role of narratives in pro-poor development and policy-making. The lecture aims to answer questions such as: What are narratives? Why are they used as a key tool in policy-making? How are narratives used in rural and development policy-making? The role of narratives in science and technology policy-making? Validity of narratives? Narratives resulting in blueprint development. Key Reading

Apthorpe, R. (1996) ‘Reading Development Policy and Policy Analysis: on framing, naming, numbering and coding’, In R. Apthorpe & D. Gasper (eds.) Arguing Development Policy: Frames and Discourses. London: Frank Cass. [book ordered, will be put on the e-reserve]

Eeten, M. (2007) ‘Narrative Policy Analysis’, In F. Fischer, G. Miller & M. Sidney, (eds.) Handbook of Public Policy Analysis: Theory, Politics, and Methods. London: CRC Press.

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Godin, B. (2009) The Making of Science, Technology and Innovation Policy: Conceptual Frameworks as Narratives, 1945-2005. Montreal: Centre - Urbanisation Culture Société de l’Institut national de la recherche scientifique. (Available online : http://www.csiic.ca/PDF/TheMakingOfScience.pdf)

Sutton, R. (1999) The policy process: An overview. ODI Working Paper 118. London: Overseas Development Institute. (Available online: http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/2535.pdf)

Additional readings and resources

Fischer, F. and Forester, J. (1993) The Argumentative Turn in Policy Analysis and Planning. Durham, N.C: Duke University Press. (Main Library standard loan)

Fischer, F. (2003) Reframing Public Policy: Discursive Politics and Deliberative Practices. Oxford: Oxford University Press. (available to download through the Library catalogue as an e-book)

Keeley, J. and Scoones, I. (2003) Understanding Environmental Policy Processes: Cases from Africa. London: Earthscan Publications. (Main Library standard loan)

Leach, M. and Mearns, R. (1996) The Lie of the Land: Challenging received wisdom on the African environment. Oxford: James Currey. (Main Library standard loan and HUB reserve)

Roe, E. (1994) Narrative Policy Analysis: Theory and Practice. Durham: Duke University Press.

LECTURE 16 (6 Nov) ISSUE: Biofuels (Dr S. Pradhan) This lecture will focus on the rise of biofuels as a development panacea that can address the policy goals of countries world over. The first objective of this class is to introduce the global biofuel narratives that portrayed biofuels as a development policy option to address issues such as energy security, rural development, climate change mitigation, and trade options. To do so the lecture will focus on the biofuel narratives and how they were used to promote the hasty creation of biofuel policies as well as the rise of local narratives across various countries that lead to national biofuel policies. The lecture aims to address how biofuel narratives resulted in blueprint development under the guise of pro-poor development and rural policies. The simplistic nature of narratives is discussed and we review arguments that development policies utilize narratives to over-simplify complex rural development issues and are quite often based on shaky scientific facts. The lecture will trace the rise of biofuels as a pro-poor development policy option and will emphasize the shortcomings of biofuels with country specific case-studies.

Key Readings

Cadenas, A. and Cabezudo, S. (1998) ‘Biofuels as sustainable technologies: perspectives for less developed countries.’ Technological Forecasting and Social Change. 58(1): 83–104. (e-journal)

Clancy, J. (2008) ‘Are biofuels pro-poor? Assessing the evidence.’ European Journal of Development Research. 20(30): 416–31. (e-journal)

Fulton, L. et al. (2004) Biofuels for Transport: An international perspective. Paris: International Energy Agency. (available as a pdf on Learn)

Mol, A. (2007) ‘Boundless biofuels? Between environmental sustainability and vulnerability’.

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Sociologia Ruralis, 47(4): 297-315 (e-journal)

Smith, J. (2010) Biofuels and the Globalisation of Risk: The Biggest Change in North-South

Relationships since Colonialism? Zed Books, London. [Chapters 2-6]. (available to download through the Library catalogue as an e-book)

Additional readings and resources

Ariza-Montobbio, P., Lele, S., Kallis, G. & Martinez-Alier, J. (2010) ‘The Political Ecology of Jatropha Plantations for Biodiesel in Tamil Nadu, India’. Journal of Peasant Studies. 37 (4): 875-897. (e-journal)

Cotula, L., Dyer, N. and Vermeulen, S. (2008) Fuelling Exclusion? The Biofuels Boom and Poor People’s Access to Land. London: IIED. (available online: http://pubs.iied.org/12551IIED.html )

Cotula, L., Vermeulen, S., Leonard, R.and Keeley, J. (2009) Land Grab or Development Opportunity? Agricultural Investment and International Arms Deals in Africa. London: IIED. (available online: http://pubs.iied.org/12561IIED.html)

Hazell, P. and Pachauri, R. K. (2006) Bioenergy and Agriculture: Promises and Challenges. Washington, D.C.: International Food Policy Research Institute. (available online: http://www.ifpri.org/sites/default/files/pubs/2020/focus/focus14/focus14.pdf )

Mol, A. (2010) ‘Environmental authorities and biofuel controversies’. Environmental Politics. 19(1): 61–79. (e-journal)

Oxfam (2008) Another inconvenient truth: how biofuel policies are deepening poverty and accelerating climate change. Oxfam Briefing Paper 114. Oxford: Oxfam International. (available online: http://policy-practice.oxfam.org.uk/publications/another-inconvenient-truth-how-biofuel-policies-are-deepening-poverty-and-accel-114084)

LECTURE 17 (11 Nov) ‘Public Opinion’ PERSPECTIVES – what do they mean, how are they framed? (Dr C. Haggett) This lecture and the following one explore the perspective of public opinion through the issue of climate change. Here we consider why it is important to understand public opinion (and to move beyond simplistic ‘public-deficit’ models); how to measure public opinion; and the factors that shape what the ‘public’ think. We discuss a range of different theoretical perspectives for understanding and addressing public opinion, and consider individual, cultural, political, and social influences and impacts on opinions and behaviours.

Key readings Dunlap, R. E., and McCright, A. M. (2010) 'Climate change denial: sources, actors, and strategies', in C. Lever-Tracy (ed) The Routledge Handbook of Climate Change and Society, Abingdon: Routledge, pp. 240-260 (available to download through the Library catalogue as an e-book) Irene Lorenzonia, I., Nicholson-Coleb, S., and Whitmarsh, L. (2007) ‘Barriers perceived to engaging with climate change among the UK public and their policy implications.’ Global Environmental Change, 17: 445-459 (e-journal) Shove, E. (2010) ‘Beyond the ABC: Climate change policy and theories of social change’ Environment and Planning A, 42 (6): 1273- 1285 (e-journal) Additional readings

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Boykoff, M.T. and Boykoff, J.M. (2007) ‘Climate change and journalistic norms: A case-study of US mass-media coverage.’ Geoforum, 38: 1190-1204. (e-journal) O’Neill, S. J. (2013) ‘Image matters: Climate change imagery in US, UK and Australian newspapers.’ Geoforum, 49: 10-19 (e-journal) Shove, E. (2003) ‘Converging conventions of comfort, cleanliness and convenience.’ Journal of Consumer Policy, 26 (4): 395-418 (e-journal)

LECTURE 18 (13 Nov) ISSUE: Climate Change (Dr C. Haggett) In this second lecture, we apply our understanding of public opinion to the critical and apparently contested issue of climate change, exploring how and why people think and behave in the ways that they do about climate change. We think about the sources of information about climate change, and the key issues of bias, trust and engagement. We conclude with a discussion about how best to understand – and to attempt to influence – public opinion about sustainable development and climate change in particular, drawing on examples from the UK and around the world. Readings Please review readings for lecture 17

LECTURE 19 (18 Nov) Putting the course in perspective – Towards a new socio-environmental politics? (Dr I. Darmon) In this class we take stock of the perspectives and struggles around issues addressed in the course and look to the future, reflecting upon our own stance. We do this through a debate to be staged between teams in the class, discussing the following question: “Is a politics for ‘socio-environmental futures’ (E. Swyngedouw) possible and what kind of actions and social practices does it require?” Students will be encouraged to elaborate their own stance drawing on the range of perspectives studied in the course. Key Reading: Swyngedouw, E. (2010) ‘Apocalypse Forever? Post-political Populism and the Spectre of Climate Change.’ Theory, Culture & Society, 27(2-3): 213-232 (e-journal) Additional Readings: Bell, D. (ed.) (2013) Special Issue: Coming of Age? Environmental Politics at 21. Environmental Politics 22(1): 1-193 (e-journal) LECTURE 20 (20 Nov) Exam tips and review (Dr I. Darmon and Dr R. Govinda) To help students prepare for the exam the co-conveners of the course will provide general tips on exam taking and present and discuss sample questions.

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TUTORIAL ARRANGEMENTS

Senior Tutor: Gill Davies - g.l.davies@sms.ed.ac.uk Tutor: Nikki Dunne - S1251797@sms.ed.ac.uk

PURPOSE The weekly 50-minute tutorial is designed to give you an opportunity to discuss the readings, share your ideas and try out arguments with other students. Their usefulness is directly proportional to your willingness to prepare and participate actively. FORMAT Our tutorials will adopt a mixed format including debates, student presentations, open discussion and small group work. You can also use Learn discussion pages to communicate outside of class, share handouts and information. EXPECTATIONS Attendance at and participation in tutorials is expected. Please: • come prepared to participate – everyone gets a chance and makes an effort to contribute;

• read the required material and bring written notes of key findings (bullet points are fine); • be prepared to make a short presentation to start the discussion, if notified the week

before. The introductory presentations should be brief (5-10 minutes maximum) and are intended to highlight a few key points as a basis for subsequent group discussion.

The quality rather than quantity of your contributions is important. It is not a competition to see who can say the most. Instead, students are asked to contribute relevant points, bring in the readings where appropriate, and listen to and engage with others.

READINGS AND RESOURCES Consult the lecture reading list for relevant readings and resources. The readings to prioritise for each tutorial and any additional resources are listed here. TUTORIAL SCHEDULE Tutorial 1, Week 2 (23-27 Sept): Introduction; waste and the political lives of marginalised people Key questions:

• How do you interpret sustainable development? Would you describe your lifestyle as sustainable? To what extent can personal sustainability be measured?

• In what ways is waste politicised? How would you describe the political lives of marginal/disempowered people in relation to waste?

Activities: Introduction: Overview of tutorials followed by group discussion of personal views of sustainable development. In advance, please use the WWF calculator to work out your personal environmental footprint. Think about the role of these types of calculators. Waste: Come prepared to discuss one of the country-specific case studies listed below for participation in a group discussion. Key readings to prioritise:

• Scott, J. C. (1985) Weapons of the weak: everyday forms of peasant resistance. New Haven; London: Yale University Press. Preface + pp. 22-41; 284-303 (e-reserve)

And read at least one of the following country-specific case studies:

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• India: Kaviraj, S. (1997) ‘Filth and Public Sphere: Concepts and Practices about Space in Calcutta.’ Public Culture 10(1): 83-113. (e-journal)

• Egypt: Assaad, R. (1996) ‘Formalising the Informal? The transformation of Cairo's refuse collection system.’ Journal of Planning Education and Research 16: 115-26. (e-reserve)

• Ghana: Ayee, J. and R. Crook (2003) ‘'Toilet Wars': urban sanitation services and the politics of public-private partnerships in Ghana’. IDS Working Paper No. 213. Available from http://www.ids.ac.uk/files/Wp213.pdf

• Colombia: Birkbeck, C. (1978) ‘Self-employed Proletarians in an Informal Factory: the Case of Cali's Garbage Dump.’ World Development 6(9-10): 1173-85. (e-journal)

• Argentina: Schamber, P. (2010) ‘A Historical and Structural Approach to the Cartonero Phenomenon in Buenos Aires: Continuity and New Opportunities in Waste Management and the Recycling Industry.’ International Journal of Urban Sustainable Development 2(1-2): 6-23. (e-journal)

Additional resources: WWF personal environmental footprint calculator: http://footprint.wwf.org.uk/ Tutorial 2, Week 3 (30 Sept - 4 Oct): The household as a site for sustainable development practices Key questions:

• How might the household be a site for generating pro-environmental behavior? • How might adults influence the children in a household? How might children influence the

adults in a household? Activity: Working in small groups, consider yourself as a family/household in a high consumption region of the world – consider what factors might influence your family to adopt pro-environmental behavior and policies that might encourage sustainable domestic practices. Summarise group findings for the class afterwards. Key readings to prioritise:

• Payne, P. (2010) ‘Moral spaces, the struggle for an intergenerational environmental ethics and the social ecology of families: an 'other' form of environmental education.’ Environmental Education Research 16: 209-231. (e-journal)

• Reid, L., Sutton, P. & C. Hunter. (2010) ‘Theorizing the meso level: the household as a crucible of pro-environmental behaviour.’ Progress in Human Geography 34(3): 309-27. (e-journal)

Tutorial 3, Week 4 (7-11 Oct): Energy tour of campus Mr Somervell will lead us on a walking tour of campus and highlight sustainable projects and practice. Please sign up for one of the designated tour slots: Monday 7 October 11-12 Tuesday 8 October 16-17 Wednesday 9 October 11-12 Please sign up for one of the slots above by the end of week 2 (Friday the 27th of September. Sign up is available on Learn. Email the course secretary if you have any problems. Tutorial 4, Week 5 (14-18 Oct): Food and sustainable consumption Key questions:

• Is there such a thing as a sustainable diet that has a reduced impact on the environment? • What kind of food system can best deliver nutritional, social justice, economic, rural

development and environmental goals? Activity:

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Class to split into 2 groups (for and against) for a debate on the motion “Eating meat can be a sustainable way to consume food and we shouldn’t change the way we live”. Use different perspectives that have been covered in the course to put across your arguments. Key readings to prioritise: All readings very relevant, but these two show complexity of sustainable diets: • Burlingame, B.A. & Demini, S. (eds.) (2012) Sustainable diets and biodiversity: directions

and solutions for policy, research and action. Food and Agriculture Organization of the United Nations report, downloadable at http://www.fao.org/docrep/016/i3004e/i3004e.pdf

• Guthman, J. (2008) ‘Neoliberalism and the making of food politics in California.’ Geoforum, 39(3): 1171-1183. (e-journal)

Tutorial 5, Week 6 (21-25 Oct): Businesses for humanitarian goods Key questions:

• How can businesses sustainably meet the needs of the poor? • What risks and benefits are involved in relying on business approaches to solve what

have traditionally been seen as ‘development’ problems? Activity: Split into small groups and together decide on a sustainable ‘humanitarian good’ to design and distribute to people at the ‘bottom of the pyramid’. Discuss your design and distribution approach and what business model you will adopt. Prepare to pitch your idea to the rest of the class. Key readings to prioritise:

• Prahalad, C. K. & Hart, S. L. (2002) ‘The Fortune at the Bottom of the Pyramid.’ Strategy + Business, 26: 1-14 [available from http://www.strategy-business.com/article/11518?pg=0]

• Kolk, A. & van den Buuse, D. (2012) ‘In search of viable business models for development: sustainable energy in developing countries.’ Corporate Governance, 12(4): 551- 567. (e-journal)

Tutorial 6, Week 7 (28 Oct - 1 Nov): Alternatives to development? Key questions:

• Post-development theorists have declared development obsolete and have called for ‘alternatives to development’. What do they mean by this?

• How does the concept of ‘buen vivir’ challenge mainstream development policy? Activity: Working in small groups, discuss some of the difficulties in the Western development model and how small-scale indigenous movements and concerns about collective well-being might counter these problems. Summarise group findings for the class afterwards. Key readings to prioritise:

• Gudynas, E. (2011) ‘Buen Vivir: Today’s Tomorrow.’ Development. 54(4): 441–447. (e-journal)

• Escobar, A. (2004 [1992]) ‘Imagining a Post-Development Era’ in M. Edelman & A. Haugerud (eds.) The Anthropology of Development and Globalization. Oxford: Blackwell, pp. 341-351. (e-reserve)

Additional Resources:

• Balch, O. (2013) ‘Buen vivir: the social philosophy inspiring movements in South America’, The Guardian, 4th Feb [http://www.theguardian.com/sustainable-business/blog/buen-vivir-philosophy-south-america-eduardo-gudynas]

Tutorial 7, Week 8 (4-8 Nov): Pro-poor development, rural policy and biofuels Key questions:

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• To what extent are biofuel policies ‘pro-poor’? • How do narratives around rural development affect the biofuel policy-making process? Activity: Group role-play activity looking at policy development and whether biofuel policies can be ‘pro-poor’. Students will represent different stakeholders in the policy-making process. Key readings to prioritise:

• Sutton, R. (1999) The policy process: An overview. ODI Working Paper 118. London: Overseas Development Institute. (Available online: http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/2535.pdf)

• Clancy, J. (2008) ‘Are biofuels pro-poor? Assessing the evidence.’ European Journal of Development Research. 20(30): 416–31. (e-journal)

• Mol, A. (2007) ‘Boundless biofuels? Between environmental sustainability and vulnerability’. Sociologia Ruralis, 47(4): 297-315 (e-journal)

Tutorial 8, Week 9 (11-15 Nov): What factors influence public perspectives on climate change? Key questions:

• What are the factors that might influence an individual’s opinion on climate change? Think about the position of the individual (e.g. region, demographic, education)

• What is the role of media coverage in influencing an individual’s perspective on climate change? Think about the different positions that the media

• What kind of policies can be put in place to encourage public engagement of different Activity: Mind-mapping activity in small groups to consider the social, cultural, economic and political factors that might influence an individual’s opinion on climate change. Key readings to prioritise:

• Boykoff, M.T. and Boykoff, J.M. (2007) ‘Climate change and journalistic norms: A case-study of US mass-media coverage.’ Geoforum, 38: 1190-1204. (e-journal)

• Irene Lorenzonia, I., Nicholson-Coleb, S., and Whitmarsh, L. (2007) ‘Barriers perceived to engaging with climate change among the UK public and their policy implications.’ Global Environmental Change, 17: 445-459 (e-journal)

Tutorial 9, Week 10 (18-22 Nov): Course highlights Key questions:

• How do the different perspectives interact with each of the case study issues? Activities: Review of key themes from the course, aided by a matrix framework to consider issues from a range of perspectives. Opportunity for individual essay feedback discussions. Key readings to prioritise: Read further key and additional readings from any lectures of your choice and make sure you are familiar with some of the general readings recommended for the course.

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APPENDICES

APPENDIX 1: ESSAY INSTRUCTIONS You must submit one essay for this course. It is worth 40% of your overall mark. Your short essay should be between 1400-1600 words. Essays above 1,600 words will be penalized using the Ordinary level criterion of 1 mark for every 20 words over length: anything between 1,601 and 1,620 words will lose one point, between 1,621 and 1,640 two points, and so on. Note that the lower 1400 figure is a guideline for students which you will not be penalized for going below. However, you should note that shorter essays are unlikely to achieve the required depth and that this will be reflected in your mark. The essay is due Friday 25 Oct 12 NOON ESSAY QUESTIONS Each of the questions below asks you to compare two different perspectives studied in this course. You should show an awareness of the different perspectives and how they can lead to different interpretations of questions and events. For your own analysis and assessments of these interpretations, you will draw on one or several theoretical/analytical tools provided by lecturers. Note: there are no prescribed readings for individual essay questions below. Use the readings listed above. You are also encouraged to go beyond the reading list if you desire. If you are struggling to find readings, contact your tutor or course organiser. Answer 1 question: 1. Why is sustainable development such a contested concept? Discuss with specific reference to two different perspectives studied in this course. 2. Is sustainable development just ‘business as usual’, or a radical rethink of the way we live? Discuss with specific reference to one perspective and illustrate with one issue studied in this course. 3. Can sustainable development perspectives renew democratic politics? Justify your answer drawing on relevant perspectives and illustrate with issues studied in this course. ESSAY SUBMISSION: GUIDELINES Course work will be submitted online using our submission system – ELMA. You will not be required to submit a paper copy. Marked course work, grades and feedback will be returned online – you will not receive a paper of your marked course work or feedback. For information, help and advice on submitting coursework and accessing feedback, please see the ELMA wiki at https://www.wiki.ed.ac.uk/display/SPSITWiki/ELMA LATE SUBMISSION OF COURSEWORK Work submitted late is subject to a penalty of 5 marks per working day. If submitted after five working days it will receive a mark of ‘0’ Details on late electronic submission penalties can be found here:

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http://www.sps.ed.ac.uk/undergrad/on_course_students/year_1_2/assessment_and_regs/coursework_requirements If you have good reason (medical reason or the equivalent) for not meeting a coursework deadline, you may request an extension before the deadline, either from your tutor (for extensions up to five working days) or the course organiser (for extensions of six or more working days). These requests should normally be made before the deadline. The tutor or course organiser must support the request in writing (email) to the Undergraduate Teaching Officer (UTO), and extensions over five working days may require supporting evidence. If you think you will need a longer extension or your reasons are particularly complicated or of a personal nature, you should discuss the matter with the Student Support Officer or your Personal Tutor (PT). We may ask him/her to confirm that you have done so before granting an extension. In fairness to other students, permission to submit an essay more than two weeks after the due date will be very rare, and will only be agreed where compelling mitigating circumstances are provided via your PT. PLAGIARISM Plagiarism can be deliberate, accidental and/or involve duplication of coursework. All are unacceptable and can result in penalties.. We use an anti-plagiarism software and take plagiarism seriously The School has clear guidelines on plagiarism and how to avoid. Please read the document here. Remember you are responsible for avoiding plagiarism. If you are in any doubt after reading the School guidance, check with your tutor or course organisers. For more information please click here: http://www.sps.ed.ac.uk/undergrad/on_course_students/year_1_2/what_is_plagiarism RETURN OF ESSAYS We will return your marked essay to you electronically (along with a feedback sheet and individualised comments) within 3 weeks of the submission date. We will announce on Learn when the marked essays are available. To make the most of the feedback you receive please see guidance and advice provided here: http://www.sps.ed.ac.uk/undergrad/on_course_students/year_1_2/feedback

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APPENDIX 2: GUIDE TO REFERENCING The fundamental purpose of proper referencing is to provide the reader with a clear idea of where you obtained your information, quote, idea, etc. NOTE: You will lose points for sloppy or inadequate referencing. We strongly recommend the Harvard-style (or ‘in text’) system which is simple to use. Here’s how it works: 1. After you have quoted from or referred to a particular text in your essay, add in parentheses

the author's name, the year of publication and page numbers (if relevant). Place the full reference in your bibliography. Here is an example of a quoted passage and its proper citation:

Quotation in essay: ‘Quite simply, political theory and political practice are inseparably linked.’ (Heywood 1998: 3). Book entry in bibliography: Heywood, A. (1998) Political Ideologies: An Introduction. 2nd ed. Basingstoke: Macmillan Note the sequence: author, year of publication, title, edition if needed, place of publication, publisher. Note also that you should not italicise quotations.

2. If you are employing someone else’s arguments, ideas or categorisation, you will need to

cite them even if you are not using a direct quote. One simple way to do so is as follows:

Gallagher (1997: 129) argues that future European Parliament elections are unlikely to generate more interest than past ones. 3. Your sources may well include journal or newspaper articles, book chapters, and internet

sites. Below we show you how to cite these various sources: Chapters in book:

• In your essay, cite the author as above, i.e. (Gallagher 1997). • In your bibliography details should be arranged in this sequence: author of chapter,

year of publication, chapter title, title of book, editor(s) of book, place of publication, publisher, article or chapter pages.

• For example: • Gallagher, M. (1997) ‘Electoral Systems and Voting Behaviour’ in Developments in

West European Politics, M. Rhodes, P. Heywood and V. Wright (eds), Basingstoke: Palgrave, pp 114-130.

Journal Article:

• In your essay, cite as above (Doherty 2007) • In your bibliography, details should be arranged in this sequence: author of journal

article, year of publication, article title, journal title, journal volume, journal issue, article pages

• example: • Doherty, B. (2007) ‘Friends of the Earth International: Negotiating a Transnational

Identity’ Environmental Politics vol 15(5), pp. 860-80 Newspaper or magazine article:

• If the article has an author, cite as normal in text (Ascherson 1992). • In bibliography cite as follows: • Ascherson, N (1992) ‘The New Europe’ The Independent on Sunday Magazine 9

February, pp 31-4. • If the article has no author, cite name of newspaper in text (Economist, 2007) and list

the source in bibliography by magazine or newspaper title. • For example: • Economist (2007) ‘America in the Middle East: arming its friends and talking peace’ 4

Aug 2007, p 38.

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Internet sites:

• If the site has an author cite in text as normal: i.e. (Álvarez-Rivera, 2007) • In the bibliography, provide a full reference which should include author, date, title of

website and URL address: • For example: • Álvarez-Rivera, M (2007) ‘Election Resources on the Internet’ Available at:

http://ElectionResources.org/ • If the website has no author, cite the short address of the site in your text

(http://europa.eu) • In the bibliography, provide a full reference including title of website, URL address,

publisher or owner of site • For example: ‘The European Union’s Institutions’ (http://europa.eu/index_en.htm) The

European Union’s official portal site. (If no date is available, indicate date you accessed the site)

4. If you prefer to use footnote citations, please follow the format used in reputable journals such as Global Environmental Politics. These journals include (usually on the back cover) a brief guide to referencing. If you have any questions about referencing you can check with your tutor.

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APPENDIX 3: A FEW USEFUL WEBSITES

(nb: if you find a useful site please share it with us on Learn)

SUSTAINABILITY DATA AND STATISTICS

European Environmental Agency: http://www.eea.eu.int World Conservation Monitoring Centre: http://www.unep-wcmc.org OECD: http://www.oecd.org/env Environmental Performance Index (useful cross national data and comparisons from Yale University) http://epi.yale.edu/ Climate change facts and figures from Pew http://www.pewclimate.org/facts-and-figures/international

ENVIRONMENTAL NEWS SERVICES

BBC Green Room (special reports on environmental and science issues) : http://www.bbc.co.uk/news/science-environment-16094458 Daily Climate- aggregates news stories from across the globe (but core US focus) http://www.dailyclimate.org/ Columbia University’s Journalism School’s site is excellent place to get links on climate change knowledge, reporting, and more: http://www.cjr.org/the_observatory/everything_you_wanted_to_know.php Daily Reuters Wire Service – environmental news: http://www.planetark.org Environmental Data Services (ENDs) report – http://www.ends.co.uk excellent news briefings; subscription fee required, BUT free trial periods available Guardian’s Environment Section: environmental news comment and analysis http://www.guardian.co.uk/environment Grist Magazine: http://www.grist.org/ A self-described ‘beacon in the smog’ provides accessible environmental news and links, primarily from US media but also world wide. World Resources Institute: http://www.wri.org An environmental think tank with helpful links to several news sources

Yale Project on Climate Change: http://environment.yale.edu/climate/working-groups/politics/ Excellent links (but with predominant US focus)

NON-GOVERNMENTAL ACTORS EnviroLink site provides links to hundreds to environmental groups and resource networks: http://envirolink.org The World Business Council for Sustainable Development’s website includes lots of helpful links to industry sites: www.wbcsd.ch 350.org International campaign on climate change http://www.350.org/about Climate Action Network Europe – has links to over 109 members in the climate and energy sectors http://www.climnet.org/

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Some Major environmental NGOs: • Greenpeace International: www.greenpeace.org

• Friends of the Earth International : www.foe.org

• World Wide Fund for Nature: (WWF) www.wwf.org

• Birdlife International: http://www.birdlife.org/

• www.grain.org

INTERNATIONAL

United Nations’ global environmental information exchange network: http://www.unep.org/infoterra/welcome.htm Website of UN’s Commission on sustainable development: http://www.un.org/esa/sustdev/index.html UN Framework Convention on Climate Change: http://unfccc.int/2860.php Intergovernmental Panel on Climate Change: http://www.ipcc.ch/ Organization for Economic Cooperation and Development, Environmental Directorate: http://www.oecd.org/env

Ecologic – Institute for European and International Environmental policy http://www.ecologic.de/ Pew Center on Global Climate Change: non-partisan think tank seeking to provide ‘credible information, straight answers, and innovative solutions in the effort to address global climate change’ http://www.pewclimate.org/ Belfer Center for Science and International Affairs Part of Harvard’s Kennedy School of Government, this link provides a series of useful discussion papers and background reports http://belfercenter.ksg.harvard.edu/topic/37/environment_and_climate_change.html

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APPENDIX 4: CONVENER, LECTURER & TUTOR BIOGRAPHIES Dr Elizabeth Bomberg is Sr Lecturer in Politics and International Relations. She researches and teaches in sustainable development, community energy, and environmental politics and policy. Email: e.bomberg@ed.ac.uk. More: http://www.pol.ed.ac.uk/staff_profiles/bomberg_elizabeth Dr Isabelle Darmon is lecturer in Sociology and her academic interests are in cultural sociology, more particularly around contemporary dynamics of capitalism and their human, social and environmental implications; sociology of food; and sociology of the arts. Email: isabelle.darmon@ed.ac.uk. More: https://www.sps.ed.ac.uk/staff/sociology/isabelle_darmon Ms Gill Davies is an advanced doctoral student in African Studies. Her primary research interest is in international development strategies related to clean energy technologies. She is also the Senior tutor for Sustainable Development 2A. Email: G.L.Davies@sms.ed.ac.uk. More: http://www.cas.ed.ac.uk/research_student_profiles/gill_davies Ms Nikki Dunne is an early stage doctoral student in Sociology. Her primary interest is on the intersection of gender, migration, labour and family, with a specific focus on care labour migration from South Asia. Email: S1251797@sms.ed.ac.uk. More: https://www.sociology.ed.ac.uk/people/research_students/nikki_dunne Dr Jamie Furniss is a lecturer in International Development. His research focuses on the combined themes of waste and development, with an interest in religion and humanitarianism. His regional focus is the Middle East, where he has conducted fieldwork that examines different ways of seeing and intervening upon Cairo's waste collectors (Zabbaleen), and the role of cleanliness and waste in Egyptian imaginaries of environment, development, and modernity. Email: jamie.furniss@ed.ac.uk. More: http://www.sps.ed.ac.uk/staff/social_anthropology/jamie_furniss Dr Radhika Govinda is a lecturer in Sociology. Her research focuses on the intersection of political sociology, gender and development, with a geographic focus on South Asia. Dr Govinda is co-organiser of Sustainable Development 2a. Email: Radhika.Govinda@ed.ac.uk. More: http://www.sps.ed.ac.uk/staff/sociology/radhika govinda Dr Claire Haggett is the Programme Director for the MA in Sustainable Development and Lecturer in the Sociology of Sustainability. Her particular interests are in renewable energy systems, behaviour change, the media and environmental sociology. Email: Claire.haggett@ed.ac.uk. More: http://www.sps.ed.ac.uk/staff/sociology/claire_haggett3 Professor Lynn Jamieson is a co-director of the Centre for Research on Families and Relationships and lecturer in sociology. Her interests include social change, identity and personal life. Email L.Jamieson@ed.ac.uk. More at www.crfr.ac.uk and http://www.sps.ed.ac.uk/staff/sociology/jamieson_lynn Dr Anthony Newton is a research and teaching fellow in Geography at the School of GeoSciences. His research interests are centred around tephrochronology, mainly in Iceland and Mexico, which has led to research in human-environment interactions. Email: Anthony.Newton@ed.ac.uk More: http://www.geos.ed.ac.uk/homes/ajn/ Mr Tristan Partridge is a doctoral researcher in Social Anthropology, working on sustainable livelihoods and political action with indigenous communities and activist groups (Ecuador, India, Scotland).Email:T.H.Partridge@sms.ed.ac.uk. More: http://www.sps.ed.ac.uk/gradschool/our_students/research_student_profiles/social_anthropology/partridge_tristan Dr Shishusri Pradhan is a lecturer in International Development. Her work focuses on the role of science and innovation in Asian and African development. She researches on energy and related development policies and their socio-economic impact in developing regions like

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India and Africa. Email: spradhan@exseed.ed.ac.uk. More: http://www.sps.ed.ac.uk/staff/african_studies/shishusri_pradhan

Mr David Somervell is Sustainability Adviser, and based at the newly-established

Department for Social Responsibility and Sustainability. He has taken a leading role on sustainability initiatives within the University. Email: David.Somervell@ed.ac.uk. More on Edinburgh Sustainability: http://www.ed.ac.uk/sustainability