Module ANTH3111: CHANGE AND DEVELOPMENT

Department: Anthropology

ANTH3111: CHANGE AND DEVELOPMENT

Prerequisites

• Political & Economic Organization (ANTH2051) OR Kinship & Belief Systems (ANTH2041). Prerequisite for Human Sciences students: completion of Level 2 BA Human Sciences OR BSc Health and Human Sciences.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students to anthropological and other perspectives on, and encourage a critical awareness of issues pertaining to, the study of social change and international development.

Content

• 1. An introduction to development skills.
• 2. Theories of social change and development.
• 3. Technology and change.
• 4. Social issues pertaining to change and development.
• 5. The contribution of anthropology to development and understanding social change.

Learning Outcomes

• Factual Material: Familiarity with the key concepts and theories of development and change.
• Understand some of the technical vocabulary used in development contexts.
• Knowledge of some of the literature on change and development.
• Critical understanding of the practice of development and the nature of socio-political constraints.
• Familiarity with development processes (project cycle, programme management etc.) and agency organisation (multinational, national, NGOs).
• In-depth knowledge of selected change and development topics.
• Knowledge of the contribution of anthropology to the understanding of development and social change.

• Familiarity with some of the methods employed in the analysis of change and development.
• Ability to access sources of relevant knowledge (e.g. archives, web etc.).
• Versed in some of the skills demanded in development work (e.g. consultancy demands).
• Awareness of cultural relativity and its implications in development contexts.
• Able to appraise the importance of socio-cultural context to understanding and advising on development issues.
• Prepared to embark on further training in the development profession.
• Potential to use anthropological skills in development contexts (e.g. participatory methods, social impact analysis etc.).

• Key skills: Practise at identifying, analysing, interpreting and solving problems creatively.
• Make critical judgements of the merits of arguments and challenge received conclusions on topics and controversies.
• Search information sources effectively (e.g. libraries, internet) and use data and literature effectively.
• Use information technology and relevant tools and packages.
• Ability to structure and communicate ideas effectively in written reports.
• Summarise and defend an interpretation of a controversy.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures, classes and revision class.
• Summative Assessment is based on a two-hour written examination (70%).
• One project of 3000 words (30% total).
• Formative Assessment is based on one class presentation of the project outline and involvement in on-line blogs.
• Class notes plus references consulted, are submitted for assessment purposes.
• Teaching is via lectures and classes.
• Lectures provide a traditional method of communicating not only fact but clear understandings of process and the relationship between issues.
• They are used for the primary delivery of material in regional studies, along with videos with discussions and associated class topics.
• Lectures allow clear transmission of information in an active learning environment where students can question and seek clarification.
• For anthropology students this medium cannot simply be replaced by texts or websites, though both are important adjuncts.
• The formal components of the module use a range of teaching modes and methods, within an integrated framework to contribute to the intended learning outcomes as listed above.
• The module benefits from a balance between lectures and classes, geared to the specific needs of the material.
• The lectures and classes are carefully integrated.
• Audio-visual aids (videos, slides, summaries and diagrams on overhead projection sheets etc.) are used where appropriate.
• The informal components of the module utilise a variety of methods, including posting course documents and information on DUO, class presentations and associated oral discussions.
• Lectures will cover topics relevant for providing students with an understanding of theories currently available for the study of change and development.
• Lectures provide a traditional method of communicating not only fact but clear understandings of process and the relationship between issues.
• They are used for the primary delivery of material in change and development because they allow clear transmission of information in an active learning environment where students can question and seek clarification.
• Lectures introduce students to issues, structure the subject matter and provide a grounding in principal issues so they can progress to further learning and study.
• Lectures provide the framework for analysis and relevant background, theoretical and/or historical information, and are used to assist in the assimilation of technically demanding or conceptually difficult material.
• Classes provide an opportunity for students to discuss a series of topics and to make oral presentations.
• Difficult, sensitive and unresolved issues can all be approached successfully through discussion in classes.
• Classes will cover topics relevant to the content of the module.
• Classes imply a higher degree of student involvement and teach subject-specific and generic skills.
• For anthropology students this medium cannot simply be replaced by texts or websites, though both are important adjuncts.
• Summative essays test skills of understanding, analysis, information collection and presentation, while final written examinations test assimilated knowledge and understanding and the ability to write succinctly and analytically at short notice.
• Formative assessment takes place on a regular basis and may be regarded an integral part of the day-to -day teaching process.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One class presentation of the project outline. Class notes on project ethnographic contextualization plus references consulted, are submitted for assessment purposes by blog. Feedback provided to both project outline (Michaelmas), and the ethnographic context posting (Epiphany).

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University