PHUV9490 Utdanningens politiske økologi Emneplan

Aims of sustainable development are today broadly endorsed. For instance, the United Nations’ Sustainable Development Goals as well as the dominant forms of green and carbon-low transformations, are claimed as important by governments, corporations, celebrities, and even royal families. At the same time, global warming with its impacts on living conditions takes place at accelerating speed, while climate and environmental injustices grow. Meanwhile, income, wealth, and economic power is more and more concentrated in the hands of the few. Knowledge about the crisis, their causes, and the impacts of various solutions, tends to be unavailable or is inaccessible to most people, and that which is available tends to be based on an ecomodernist understanding grounded in marketisation, techno-optimism, eternal economic growth and the reduction of responsibilities to a matter of individual consumption choices. A premise of this PhD course is that in order to achieve fast and just transformations towards sustainable and low-carbon societies, citizens need knowledge and tools to understand the options and engage in suitable choices of development roads. Education stands as a social institution with the potential to make key contributions.

The course will critically examine the state of the art of present mainstream as well as critical alternatives to education about sustainability, climate crisis and environmental conflicts. Based on their own research topics, course participants will be encouraged to take part in discussing ways of drawing from combined insights from the cross-disciplinary field of political ecology, various other relevant traditions of critical empirical research, as well as critical education traditions.

This course will be taught in English.

Course context: This is the last instalment in a series of four Research Council of Norway-funded PhD courses, organized in conjunction with several Norwegian ‘nodes’ or member institutions in the international Political Ecology Network (POLLEN). Past courses in the series include Political Ecology of Pandemics (SUM/University of Oslo, 2021), Political Ecology of Scarcity, Limits, and Degrowth (Noragric/Norwegian University of Life Sciences, 2022), Political Ecology of Land and Food Systems (Department of Geography/University of Bergen, May-June 2023).

After completion of the course, the students will have acquired the following learning outcomes:

Knowledge

Students have knowledge of and insight into:

• political ecology in general and political ecology of education in particular
• green transformation alternatives and how they are or are not reflected in education approaches (including ecomodernism, the UN’s Agenda 2030 with the Sustainable Development Goals, and degrowth)
• approaches to reduce climate emissions and approaches of climate education, (ranging from mainstream to critical approaches)
• critical pedagogy / critical education (including the tradition following the work of Paulo Freire)

Skills

Students demonstrate their capacity to:

• competently understand, explain and critically discuss topics covered by the course
• competently examine how various development strategies and change options are aimed at different goals
• critically discuss consequences and alternatives to what students in a particular education are taught about sustainable or carbon-low transformation alternatives
• produce a paper relevant to course topics in accordance with the required academic standards

General competence

Students demonstrate their capacity to:

• explain and discuss the various approaches (and possible combinations) that are highlighted in the course
• further enhance their academic writing and presentation skills, leveraging feedback from both senior academic colleagues and early-career research peers

Gradert skala A-F

Pavel Zemliansky

Ingen ut over opptakskrav

Emnet vil ha en delvis overlapp mot enkelte fag i videregående skole, og mot enkelte emner fra tidligere versjoner av forkurset. Ingen kjente emner gir full overlapp.

The grades are "pass" or "fail". The requirement for "pass" is that the paper builds on insights from the course and that it meets ordinary academic standards for a course paper at PhD level.

Each exam paper will be evaluated by a committee of two examiners.