Engaging critically with environmental governance practices
Information from the course leader
Most welcome to the course Engaging critically with environmental governance practices.
On this webpage you can find a preliminary literature list. The schedule will be uploaded by the end of February.
The course will start on March 25 and we are looking forward to seeing you
Lotten Westberg, Malte Rödl and Fanny Möckel (teachers)
Additional course evaluations for MX0149
Academic year 2020/2021Engaging critically with environmental governance practices (MX0149-40110) 2021-03-24 - 2021-06-06
Academic year 2020/2021Engaging critically with environmental governance practices (MX0149-M4110) 2021-03-24 - 2021-06-06
MX0149 Engaging critically with environmental governance practices, 15.0 CreditsAtt förstå samhällets miljöstyrning utifrån ett kritiskt konstruktivt förhållningssätt
Education cycleMaster’s level
|Individual assignment 1||4.00||1002|
|Individual assignment 2||5.00||1004|
Advanced study in the main fieldSecond cycle, only first-cycle courses as entry requirements(A1N)
Prior knowledgeKnowledge equivalent to English 6 from upper secondary school.
Equivalent to 180 credits and specialized studies comprising 90 credits within one of the following subjects/disciplinary domains: natural sciences, technology or social sciences.
ObjectivesCommunication is crucial for environmental governance practices. These practices include, among others, managing natural resources, organising collective action, coordinating multi-stakeholder initiatives, and creating arenas for public deliberation. The aim of this course is to develop in depth insights into how environmental governance is carried out in practice. In order to understand environmental governance and how it can be assessed and improved, students critically explore ongoing governance practices and suggest improvements together with environmental governance actors such as citizens, professionals and organisations. By taking this course, students are expected to develop their knowledge on a number of social constructionist theories. They will also improve their facilitation skills and refine their ability to collect and analyse empirical data in a way that is useful for both research and practice.
After completion of the course the student will be able to:
- describe different theories suitable to critically understand environmental governance in practice;
- describe qualitative research methods that can be used to investigate, assess and suggest improvements to an ongoing environmental governance practice;
- demonstrate understanding of the use of theory to critically reflect on an ongoing environmental governance practice and vice versa;
- arrange and facilitate activities where they can learn together with other actors and jointly reflect on the results of an investigative project.
ContentThe course has two main components; a theoretical and an experiential/practical component. In the theoretical component, theories relevant to environmental governance, for example social practice, discourses, symbolic interactionism, power or framing, are presented and discussed through lectures, literature studies and seminars. Qualitative research methods for example interviews, focus groups and participant observations, including analysis of empirical material through coding are also presented and discussed. Each student writes a short paper on these theories and methods and reviews a paper written by a course mate.
In the experiential/practical component, students conduct an investigative project of an ongoing environmental governance practice or case (e.g. the municipal management of water bodies, the coordination of actions by grassroots organisations, or the mediation of conflicts between multiple stakeholders). As part of their investigative project, students carry out field visits and use the learnt theories and research methods to collect and analyse empirical material. Throughout the process of the investigative project, students interact and critically engage with governance actors involved in their case. Findings and insights from their investigative project are compiled in a written report and presented to relevant actors in a learning activity (e.g. workshop, seminar or webinar) that students design and facilitate. It is expected that the results of the investigative project will be useful for research and include some kind of assessment of the studied practice as well as suggestions for improving it.
Formats and requirements for examinationExamination through:
- individual written exam.
Requirements to pass the course are:
- passed written exam
- passed, active participation in the investigative project work including the report;
- passed, active participation in literature seminars;
- passed paper and peer-review a paper of a course mate.
- If the student fails a test, the examiner may give the student a supplementary assignment, provided this is possible and there is reason to do so.
- If the student has been granted special educational support because of a disability, the examiner has the right to offer the student an adapted test, or provide an alternative assessment.
- If changes are made to this course syllabus, or if the course is closed, SLU shall decide on transitional rules for examination of students admitted under this syllabus but who have not yet passed the course.
- For the examination of a degree project (independent project), the examiner may also allow the student to add supplemental information after the deadline. For more information on this, please refer to the regulations for education at Bachelor's and Master's level.
- The right to take part in teaching and/or supervision only applies to the course date to which the student has been admitted and registered on.
- If there are special reasons, the student may take part in course components that require compulsory attendance at a later date. For more information on this, please refer to the regulations for education at Bachelor's and Master's level.