Social science theories in sustainable development
Information from the course leader
Välkomna till kursen 'Samhällsvetenskapliga teorier för hållbar utveckling' (samläsning med 'Samhällsvetenskapliga teorier för landsbygdsutveckling')
Jag hoppas att ni har haft en fin sommar och är redo för kursstart 28 augusti. Vi träffas i sal Alnarp (A305) klockan 10.15.
Preliminärt schema inklusive litteraturlista hittar ni här på kurssidan. Notera att all litteratur finns tillgänglig i e-format, och ni kommer att nå den via Canvasrummet (som publiceras inom kort). Där kommer ni också att hitta detaljerade läsanvisningar, seminarieinstruktioner etc.
Jag ser fram emot att dra igång kursen och träffa er alla, och tveka inte att höra av er om ni har några frågor innan kursstart.
The course evaluation is now closed
Once the evaluation is closed, the course coordinator and student representative have 1 month to draft their comments. The comments will be published in the evaluation report.
Syllabus and other information
HU0006 Social science theories in sustainable development, 15.0 CreditsSamhällsvetenskapliga teorier för hållbar utveckling
Education cycleBachelor’s level
Advanced study in the main fieldFirst cycle, has less than 60 credits in first-cycle course/s as entry requirements
Bachelor’s level (G1F)
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Prior knowledgeKnowledge equivalent to 30 credits in sustainable development.
The aim of this course is to give the students knowledge of how social science theories can be used to understand complex society and sustainability issues as a preparation for further studies and the independent thesis work. The course provides students with an understanding for how theories can be put to use in scientific work within sustainable development.
After completing the course, the student should be able to:
- describe and explain different scientific theoretical perspectives
- describe the main features of social science research history
- describe, problematize and use common social science theories within sustainable development
- understand and use important theoretical concepts including structure, agency, power, gender and class
- discuss the consequences of choosing between different theoretical starting points for identifying research problems, formulating questions and interpreting empirical material in sustainable development.
The students practice using and problematizing social science theories to explain specific situations and phenomena, as well as connecting empirical material to theoretical explanatory models. The focus is on understanding and being able to use basic theoretical concepts such as structure, agency, power, gender and class. Students also learn to interpret different scientific theoretical perspectives in order to understand the main differences in perspective between natural science and social science research with a focus on how theories are used. By describing the main features of the history of social science research, students can understand and explain the scientific context of social issues and connect these to current sustainability problems and research in sustainable development.
The course uses different teaching methods to promote students' learning and discussions: lectures, literature studies, seminars and exercises.
The course focuses on the following general competencies: critical thinking, problem solving, oral communication, and written communication.
The course includes mandatory attendance at seminars.
Grading formThe grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Formats and requirements for examination
Approved written assignments and approved participation in mandatory seminars.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Department of Urban and Rural Development