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LU0100

Rural areas in climate mitigation and adaptation

Landsbygder i klimatomställning
Kursens syfte är att ge dig förståelse av centrala teorier och begrepp kring samhälleliga konsekvenser av klimatförändringar med fokus på landsbygder. I kursen får du en förståelse för hur samhällen påverkas av ett förändrat klimat, för olika pågående åtgärder och anpassningar, för omställningsåtgärder som föreslås samt för de utmaningar, målkonflikter och etiska dilemman som kan uppstå när samhällen ställs om.

Information from the course leader

Välkomna till kursen Landsbygder i klimatomställning!

Hör gärna av er om ni har frågor eller funderingar kring kursen.

vänliga hälsningar,

Malin Beckman och Linus Linse

malin.beckman@slu.se och linus.linse@slu.se

Course evaluation

The course evaluation is now closed

LU0100-20166 - 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.

Additional course evaluations for LU0100

Academic year 2022/2023

Rural areas in climate mitigation and adaptation (LU0100-30094)

2023-01-16 - 2023-03-21

Academic year 2021/2022

Rural areas in climate mitigation and adaptation (LU0100-30222)

2022-01-17 - 2022-03-23

Syllabus and other information


Syllabus

LU0100 Rural areas in climate mitigation and adaptation, 15.0 Credits

Landsbygder i klimatomställning

Subjects

Rural Development Rural Development

Education cycle

Bachelor’s level

Modules

Title Credits Code
Exam, seminars, and compulsory parts 10.0 0102
Project work 5.0 0103

Advanced study in the main field

First cycle, has only upper-secondary level entry requirements
Bachelor’s level (G1N)

Grading scale

5:Pass with Distinction, 4:Pass with Credit, 3:Pass, U:Fail
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

Swedish

Prior knowledge

General entry requirements for higher education.

Objectives

The aim of the course is to give students an understanding of key theories and concepts about the social consequences of climate change with a focus on rural areas. In the course you get an understanding of how societies are affected by a changing climate, for various ongoing measures and adaptations, for adjustment measures that are proposed and for the challenges, goal conflicts and ethical dilemmas that can arise when societies are transformed.

After completing the course, students should be able to:

  • account for theories and concepts about the social consequences of climate change and climate policy, with a focus on rural areas;

  • account for challenges, opportunities and goal conflicts for rural areas linked to climate change;

  • discuss power relations in relation to climate change, including various dimensions of inequality and justice, as well as ethical dilemmas regarding vulnerability and responsibility for climate adaptation and climate action;

  • discuss and compare the organization of societies in terms of both climate policy measures and other efforts to counteract climate change.

Content

The course consists of lectures, seminars and project work.

Climate change, which is largely caused by humans’, has long-term effects and poses a threat to human living conditions. Extensive changes will need to take place regarding social and economic relations in the various arenas of society. Climate change raises important questions about the future of rural and urban areas.

In this course the students will study how climate change affects rural areas and how societies and people manage climate change through international agreements, politics, planning, organizational change work and activism - at global, national, regional and local levels in the global South and the global North. Rural areas are being studied as central arenas for climate mitigation and adaptation.

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

Passed written exam, approved project work, approved participation in seminars and approved participation in compulsory parts.

  • 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

Litterature list

Preliminär litteraturlista LU0100 Landsbygder i klimatomställning

Cristian Alarcon Ferrari och Malin Beckman

Böcker:

Laestadius, S. (2021). En strimma av hopp. Förlaget Verbal

Becker, P och Ullberg, S. (red) (2016) *Katastrofriskreducering. *Lund: Studentlitteratur.

Göran Sundqvist (2021). Vem bryr sig? Om klimatforskning och klimatpolitik. Bokförlaget Daidalos

Artiklar mm:

  • Jenny Andersson och Erik Westholm (2021) kap 4 Kris och kunskap – framtiden som slagfält. I: Linton, M. (red) *Klimat och Moral. *Natur och Kultur

  • Alarcón C. (2012) “Forest: capital accumulation, climate change and crises in Chile and Sweden” in Alf Hornborg, Brett Clark and Kenneth Hermele (eds.) Ecology and Power- Struggles over Land and Material Resources in the Past, Present and Future. Routledge, London.

  • Alarcón C. and Chartier C. (2017). “Degrowth, energy democracy, technology and social-ecological relations: Discussing a localised energy system in Vaxjö, Sweden”, in Journal of Cleaner Production. https://www.sciencedirect.com/science/article/pii/S0959652617310405

  • Alarcón, C. (2019) "Transforming wood energy in Sweden and Chile: Climate change, environmental communication and a critical political ecology of international forestry companies." critical perspectives on international business (2019).

https://www.emerald.com/insight/content/doi/10.1108/cpoib-05-2018-0039/full/html

  • Wim Carton et al. ”…the long history of carbon removal” https://wires.onlinelibrary.wiley.com/doi/10.1002/wcc.671

  • Cote, M and Nightingale, A. 2012. Resilience thinking meets social theory: Situating social change in socio-ecological systems. Progress in Human Geography 36(4) p.475-489. Sage

  • Eriksson, C. (2018) *Livsmedelsproduktion ur ett beredskapsperspektiv. *Uppsala: SLU Future Food

  • Fischer, Harry (2021) Decentralization and the governance of climate adaptation: Situating community-based planning within broader trajectories of political transformation. World Development 140: 105335.

  • Klara Fischer & Flora Hajdu (2018): The importance of the will to improve: how ‘sustainability’ sidelined local livelihoods in a carbon-forestry investment in Uganda. *Journal of Environmental Policy & Planning. *https://doi.org/10.1080/1523908X.2017.1410429

** * **Klara Fischer, Tove Stenius & Sara Holmgren (2020) Swedish Forests in the Bioeconomy: Stories from the National Forest Program. Society & Natural Resources 33:7, 896-913, DOI: 10.1080/08941920.2020.1725202

  • Hickel, J. & Kallis, G. (2020). Is Green Growth Possible? New Political Economy, 25 (4), 469–486. https://doi.org/10.1080/13563467.2019.1598964

  • Mike Hulme (ed.) (2020) Contemporary climate change debates. Routledge. Läs Introduktionen sid.1-20

  • Hulme, M. (2019). Why we disagree about climate change: Understanding controversy, inaction and opportunity. Cambridge University Press.

  • Ribot J (2010) Vulnerability does not fall from the sky: Toward multi-scale pro-poor climate governance. In: Mearns R and Norton A (eds) *Social Dimensions of Climate Change: Equity and Vulnerability in a Warming World. *Washington, DC: World Bank Publications, pp. 47–74.

  • Stockholm Resilience Centre 2014. “Vad är resiliens”

  • Stockholm Resilience Centre. 2016. Applying resilience thinking. Seven principles for building resilience in social-ecological systems.

  • Stoddard, Isak, Kevin Anderson, Stuart Capstick, Wim Carton, Joanna Depledge, Keri Facer, Clair Gough et al. (2021) Three Decades of Climate Mitigation: Why Haven't We Bent the Global Emissions Curve? Annual Review of Environment and Resources 46 (2021): 653-689.

  • Taylor, M. (2014). The political ecology of climate change adaptation: Livelihoods, agrarian change and the conflicts of development. Routledge.

**Referenslitteratur **

  • Markus Larsson (red) 2018. *Klimatinfo för alla. *FORES tankesmedja
  • IBPES: Pörtner, H.O., Scholes, R.J., Agard, J., Archer, E., Arneth, A., Bai, X., ….Ngo, H.T. 2021. IPBES-IPCC co-sponsored workshop report on biodiversity and climate change; IPBES and IPCC. DOI:10.5281/zenodo.4782538.

* IPCC, 2021: Summary for Policymakers. In: *Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change *[Masson-Delmotte, V., P. Zhai, A. Pirani, S.L. Connors, C. Péan, S. Berger, N. Caud, Y. Chen, L. Goldfarb, M.I. Gomis, M. Huang, K. Leitzell, E. Lonnoy, J.B.R. Matthews, T.K. Maycock, T. Waterfield, O. Yelekçi, R. Yu, and B. Zhou (eds.)]. In Press.



- IPCC, 2018: Summary for Policymakers. In: *Global Warming of 1.5°C. An IPCC Special Report on the impacts of global warming of 1.5°C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and efforts to eradicate poverty *[Masson-Delmotte, V., P. Zhai, H.-O. Pörtner, D. Roberts, J. Skea, P.R. Shukla, A. Pirani, W. Moufouma-Okia, C. Péan, R. Pidcock, S. Connors, J.B.R. Matthews, Y. Chen, X. Zhou, M.I. Gomis, E. Lonnoy, T. Maycock, M. Tignor, and T. Waterfield (eds.)]. In Press. 

Poddar:

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Course facts

The course is offered as an independent course: Yes The course is offered as a programme course: Rural Development - Societal Change Tuition fee: Tuition fee only for non-EU/EEA/Switzerland citizens: 27500 SEK Cycle: Bachelor’s level (G1N)
Subject: Rural Development Rural Development
Course code: LU0100 Application code: SLU-20166 Location: Uppsala Distance course: No Language: Swedish Responsible department: Department of Urban and Rural Development Pace: 100%