Social science theories for rural development
Information from the course leader
Välkomna till kursen 'Samhällsvetenskapliga teorier för landsbygdsutveckling' (samläsning med 'Samhällsvetenskapliga teorier för hållbar utveckling').
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.
Allt gott,
Linus
Course evaluation
The course evaluation is now closed
LU0072-10388 - Course evaluation report
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
Syllabus
LU0072 Social science theories for rural development, 15.0 Credits
Samhällsvetenskapliga teorier för landsbygdsutvecklingSubjects
Rural DevelopmentEducation cycle
Bachelor’s levelModules
| Title | Credits | Code |
|---|---|---|
| Single module | 15.0 | 0001 |
Advanced study in the main field
First cycle, has less than 60 credits in first-cycle course/s as entry requirementsBachelor’s level (G1F)
Grading scale
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.
Language
SwedishPrior knowledge
Knowledge equivalent to 30 credits in rural development.Objectives
The purpose of the course is to give students an understanding of how social science theories can be used to understand complex social and sustainability issues, as a preparation for further studies and independent work (theses). During the course, students learn how theories are used in the implementation of scientific work in rural development.
After completion of this course the student shall be able to:
- describe and explain different philosophy of science perspectives
- describe the main features of the social science research history
- describe, problematize and use common social science theories in rural development
- understand and use theoretical concepts including structure, agency, power, gender and class
- discuss the consequences of choosing between different theoretical starting points for identifying research problems, formulating research questions and interpreting empirical material in rural development.
Content
Thematic content
Students practice using and problematizing social science theories to explain specific situations and phenomena, as well as connecting methods and empirical material to theories. Students learn to understand and use basic theoretical concepts such as structure, agency, power, gender and class. The students also learn to interpret various philosophy of science perspectives to understand the main differences between natural science and social science research focusing on how theories are used. By describing the main features of the history of social science research, students learn to understand and explain the scientific context of societal issues and connect them to current sustainability problems as well as research in rural development.
Implementation
The course uses different teaching methods to promote students' learning and discussions through a combination of lectures, literature studies, seminars and exercises.
The course focuses on the following general competencies: critical thinking; oral communication; written communication.
The course includes mandatory attendance at the seminars.
Grading form
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.Formats and requirements for examination
Approved written presentation 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.
Other information
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.
Responsible department
Department of Urban and Rural Development