Module ANTH42215: Planetary Health in Social Context

Department: Anthropology

ANTH42215: Planetary Health in Social Context

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To provide students with a comprehensive understanding of the origins of Planetary Health as an emergent research field;
• To engage students in critical reflections on current debates and issues in Planetary Health (e.g. climate change, emerging infectious diseases, population growth and cities, etc.);
• To encourage students to take an interdisciplinary perspective in approaching problems/questions in Planetary Health, with a solid social sciences foundation.

Content

• Origins of ‘Planetary Health’ as a new field of research and its antecedents (Global Health, Political Ecology, etc.).
• Key current issues / themes in Planetary Health. These will vary year-on-year but are likely to include topics such as: Climate change and energy; Ecological disruptions and emerging zoonotic diseases; Population growth and food security; Urbanisation and making sustainable cities; Conflicts and global refugee movements; Food security; Pollution and toxicity; Poverty and global inequalities.
• A range of theoretical perspectives drawn from across the social sciences (and beyond) to understand and interrogate Planetary Health problems, with a commitment to productive inter-disciplinary engagement. For example: political ecology, critical global health, environmental anthropology, energy studies, etc.

Learning Outcomes

• Understanding of the disciplinary and political origins of ‘Planetary Health’.
• Understanding of key contemporary issues and debates within Planetary Health.
• Knowledge of key relevant theoretical perspectives.

• Ability to critically evaluate and apply a range of theoretical perspectives to contemporary issues in planetary health.
• Ability to synthesise, critically evaluate and present complex material, including data, models and theoretical arguments.

• Ability to engage critically with a range of literature and secondary data sources.
• Ability to communicate succinctly and clearly in both oral and written format.
• Ability to bring together and contrast different disciplinary perspectives on key contemporary issues.

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

• This is an intensive workshop-based course. Following an initial introductory lecture, there are weekly 90-minute workshop over the course of one term. In each workshop session, teaching staff set out the broad contexts and key issues (c. 30 minutes), followed by student-led discussion and associated activities (c. 60 minutes). Workshops provide an opportunity for students to read, synthesize and present recent primary references and major reviews within a range of literature relating to Planetary Health. Students are equipped with the skills and encouraged to engage closely and critically with up-to-date research; to gain practice in presenting relevant materials to others; and to learn collaboratively as well as individually.
• Summative assessment consists of an extended piece of writing (3,000 words). This make take the form of a formal essay, but may also take other forms; for example, a public-facing communications piece or a policy brief.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment will be the introductory section of the main essay plus a plan of the remainder (c. 1000 words in total). Additional verbal feedback will be provided in workshop sessions, to help students hone their communication and critical evaluation skills.

■ 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