Additional course evaluations for SG0277

Academic year 2022/2023

Global forests and land-use decisions (SG0277-20113)

2022-12-02 - 2023-01-15

Print Syllabus

Syllabus

SG0277 Global forests and land-use decisions, 7.5 Credits

Globala skogar och beslut om markanvändning

Subjects

Forest Science

Education cycle

Master’s level

Modules

Title	Credits	Code
Single module	7.5	0101

Advanced study in the main field

Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)

Grading scale

Language

English

Prior knowledge

The equivalent of 120 credits at basic level including

- 60 credits in Forest Science or

- 60 credits in Forest Management or

- 60 credits in Forestry Science or

- 60 credits in Biology or

- 60 credits in Environmental Sciences or

- 60 credits in Landscape Architecture or

- 60 credits in Agricultural Sciences or

- 60 credits in Natural Resource Management or

- 60 credits in Natural Geography or

- 60 credits in Political Sciences

and

English 6.

Objectives

The overarching aim of this course is to provide an in-depth understanding of global forests and land-use dynamics. In this five-weeks intensive course, students will actively engage in conceptual understanding and empirical evidence-based dialogues on how multi-stakeholder decisions impact the way forest land-use is implemented with focus on the Global South, but also using comparative European perspective. The key is in identification and interpretation of influential driving (f)actors for forest land-use transition within the context of sustainable forest management. Students will gain an insight to historical relationships, present scenarios, and future complexities of land use in forested landscapes and changes in rural, urban and indigenous territories. This analysis will be based within the broader context of how strategic decision-making can help cope with the consequences for example of biodiversity conservation, land-use change induced displacements, deforestation, plantations, and urbanization. A few key concepts include forest and people science, decision-making, multi-stakeholder negotiations, case studies and ethics, and socio-political framework.



After completing the course, the student should be able to



- critically analyse the key drivers, including agents and structures, for forest land-use change

- demonstrate the ability to holistically compare forest and land-use case studies in Global South and Europe

- demonstrate knowledge about multi-stakeholders and their strategic land-use decisions

- creatively use relevant communication tools/mediums to convey complex cases

- demonstrate integrity and ethics in analysing contested land-use issues, and

- apply case study qualitative methodology to investigate the field-based scenarios.

Content

Globally forest and land-use changes are being driven by increasing market value of timber, agro-food and minerals. The consequences of these changes impact biodiversity ecosystems, including livelihood needs of food, water and shelter for billion people, particularly vulnerable communities. This course is designed to offer opportunities to explore stakeholder perspectives in formulating, advocating, sharing and implementing strategic decisions on forest and land-use with focus on the Global South, but including European cases. By bringing together a diverse range of multilateral/bilateral agencies, scientific experts, governments, think tanks, timber industries, land justice forums, media and artists, civil-societies, this course will explore ways to strengthen partnerships for coping with forest and land-use change that is equitable e.g., ethnicity, gender and social inclusion and ethical e.g., recognition, justice, in the long-term aligning with the Agenda 2030. In this intensive short-term (7.5 credits) course, students will be exposed to literature review, field-based comparative case-studies such as collective forest and land tenure rights, restorations or land-grabs, and group projects that expose them to complexities of real-world decision making and developing skills in using case-study methods, ethics and communication. Seminars are compulsory.

Formats and requirements for examination

Approved participation in compulsory seminars and approved completion of oral and written assignments.
- 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.

• 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.

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.

Additional information

SLU is environmentally certified according to ISO 14001. A large part of our courses cover knowledge and skills that contribute positively to the environment. To further strengthen this, we have specific environmental goals for the education. Students are welcome to suggest actions regarding the course’s content and implementation that lead to improvements for the environment. For more information, see webpage www.slu.se.

Responsible department

Department of Southern Swedish Forest Research Centre

Peer-reviewed International Journal

Forest policy and Land use
*Barrow, E., Kanugisha-Ruhaombe, J., Nhantumbo, I., Oyono, R., Savadoga, M., 2016. Who owns Agrica’s forests? Exploring the impacts of forest tenure reform on forest ecosystems and livelihoods.*Forests, Trees and Livelihoods*, 25 (2), 132-156.

Bose, P., Arts, B., van Dijk, H., 2012. ‘Forest governmentality’: A genealogy of subject-making of forest-dependent ‘Scheduled Tribes’ in India. *Land Use Policy *29 (3): 664-673.

Elomina, J., and Pülzl, H., 2021. How are forests framed? An analysis of EU Forest Policy. *Forest Policy and Economics *127, 102448

Pemunta, N.V., 2019. Fortress conservation, wildlife legislation and the Baka Pygmies of southeast Cameroon.*GeoJournal *84, 1035-1055.

Rai, N., Devy, M.S., Ganesh, T., Ganesan, R., Setty, S.R., Hirmath, A.J., Khaling, S., Rajan, D.P., 2021. Beyond fortress conservation: The long-term integration of natural and social science research for an inclusive conservation practice in India. *Biological Conservation *254

Ribot, J., 1995. From exclusion to participation: Turning Senegal’s forestry policy around?*World Development *23 (9), 1587-1599.

Wardell, A.D., and Lund, C., 2006. Governing access to forests in Northern Ghana: Micro- politics and the rents of non-enforcement.*World Development *34 (11), 1887-1906

Arts, B., 2014. Assessing forest governance from a ‘Triple G’ perspective: Government,governance, governmentality. Forest Policy and Economics 49, 17-22

Gender and Women’s rights
*Agarwal, B., 2009. Gender and forest conservation: The impact of women’s participation in community forest governance. *Ecological Economics *68 (11) 2785-2799.

Bose, P., 2011. Forest tenure reform: exclusion of tribal women’s rights in semi-arid Rajasthan, India. *International Forestry Review *13 (2): 220-232.

Bose, P., 2017. Land tenure and forest rights of rural and indigenous women in Latin America: Empirical research. *Women’s Studies International Foru, *65: 1-8.

Vázquez-Garcia, V., Ortega-Ortega, T., 2017. Gender, local governance and non timber forest products. The use and management of Satureja macrostema in Oaxaca’s central valleys, Mexico. *Women’s Studies International Forum *65, 47-52.

Villamor, G.B., Desrianti, F., Akiefnawati, R., Amaruzaman, S., and van Noordwijk, M., 2014. Gender influences decisions to change land-use practices in the tropical forest margins of Jambi, Indonesia. *Mitigation and adaptation strategies for global change *19, 733- 733.

Indigenous Peoples and Local Communities (IPLCs)
Bose, P., 2019. Oil Palm vs. Shifting Cultivation for Indigenous Peoples: Analyzing Mizoram’s New Land Use Policy. *Land Use Policy *81: 115-123.

Ceddia, M.G., Gunter, U, and Corriveau-Bourque, A., 2015. Land tenure and agricultural expansion in Latin America: The role of Indigenous Peoples’ and local communities’ forest rights. *Global Environmental Change *35, 316-322.

Duyen, T.N.L., Tien, N.D., Ngoc, N.N.K., Thuy, P.T., and Tich, V.V., 2022. Determinant of swidden communities’ land-use decision-making for different crops in Son La and Nghe An provinces, Vietnam. *Land Use Policy *119.

Newton, P., Miller, D.C., Byenkya, M.A.A., and Agrawal, A., 2016. Who are forest-dependent people? A taxonomy to aid livelihood and land use decision-making in forested regions. *Land Use Policy *57, 388-395.

Östlund, L., and Norstedt, G., 2021. Preservation of the cultural legacy of the indigenous Sami in northern forest reserves – Present shortcomings and future possibilities.*Forest Ecology and Management *502

Forest governance
Agrawal, A., and Chhatre, A., 2006. Explaining success on the commons: Community forest governance in the Indian Himalaya. *World Development *34 (1), 149-166.

Bose, P., 2013. Individual tenure rights, citizenship and conflicts: outcomes from tribal India’s forest governance. *Forest Policy and Economics *33: 71-79.

Bose, P., 2015. India’s dryland agroforestry: A ten-year analysis of gender and social diversity, tenure and climate variability.*International Forestry Review *17 (S4): 82-97.

Liu, J., Liang, M., Li, L., Long, H., De Jong, W., 2017. Comparative study of the forest transition pathways of nine Asia-Pacific countries. *Forest Policy and Economics *76, 25- 34.

Ribot, J.C., Agrawal, A., and Larson, A.M., 2006. Recentralizing while decentralizing: How national governments reappropriate forest resources. *World Development *34 (11): 1864-1886.

Books and Book Chapters (open access)

Art, B., Visseren-Hamdekers, I, 2012. Forest governance: a state of the art review. In Arts, B., van Bommel, S., Ros-Tonen, M., Verschoor, G. (eds) Forest-people interfaces. Wageningen Academic Publishers, Wageningen.

Bose, P., 2012. Forest rights: The micro-politics of decentralisation and forest tenure reform in**tribal India. Wageningen, the Netherlands. Pages xvi+185. ISBN 978-94-6173-273-6. (http://edepot.wur.nl/212101)

Bose, P., and van Dijk, H., 2016. (Eds.). Dryland Forests: Management, Gender and Social**Diversity in Asia and Africa.Switzerland, Springer Publisher. ISBN 978-3-319-19405-9.

Colfer, C.J.P., Prabhu, R., and Larson, A.M., 2022. Adaptive Collaborative Management in Forest Landscapes. Villagers, bureaucrats, and civil society. London and New York: Earthscan from Routledge

Joshi, D., Monterroso, I., Gallant, B., Perera, K., and Peveri, V., 2021. A gender-natural**resources tango: water, land, and forest research. In Pyburn, R., and van Eerdewijk, A (eds) Advancing Gender Equality through Agricultural and Environmental Research: Past, Present, and Future. Washington, DC: International Food Policy Research Institute. ISBN: 988-0-89629-391-5.

Katila, P., Colfer, C.J.P., de Jong, W., Galloway, G., Pacheco, P., Winkel, G., 2019. Sustainable Development Goals: Their Impacts on Forests and People. Cambridge University Press.

Lund, C., 2021. Nine-Tenths of the Law: Enduring Dispossession in Indonesia. Yale University Press, 264 pages

Nayak, P., 2021. Land Reforms and Land Titling: Emerging Paradigms of Land Governance in India. India: Sage publications. ISBN: 978-93-5388-521-2

Trench, T., Larson, A.M., Amico, A.L., Ravikumar, A., 2018. Analyzing multilevelgovernance in Mexico. Lessons for REDD+ from a study of land-use change and benefit sharing in Chiapas and Yucatán. Working Paper 236. Bogor, Indonesia: CIFOR.

Kaimowitz, D., and Tomaselli, F., 2020. Power to the Forest People. Tendencies, Impact and the Future of Locally Controlled Forests. In Nikolakis, W., and Innes, J.L., (eds) The Wicked Problem of Forest Policy. Cambridge University Press

Grey Literature (news article, reports, working paper)

It’s not just climate: Are we ignoring other causes of disasters?, YALE 360

Mexico’s top court cancels mining concessions near Indigenous communities, Mongabay

On equal ground: Promising practices for realizing women’s rights in collectively held lands, WRI

Setting a historical precedent for land rights in Honduras: Improving decentralized land administration services, The World Bank

No green future without securing Indigenous peoples’ rights, SEI SCROLL

Women are the guardians of the forest. So why does India ignore them in its policies? SCROLL

Indigenous Sami under threat from logging in Sweden, Global Forest Coalition

Kowler LF, Ravikumar A, Larson AM, Rodriguez-Ward D, Burga C and Gonzales Tovar J. 2016. Analyzing multilevel governance in Peru: Lessons for REDD+ from the study of land- use change and benefit sharing in Madre de Dios, Ucayali and San Martin. Working Paper 203. Bogor, Indonesia: CIFOR.