Introduction to environmental communication - Society, social interaction and communicative skills
Course evaluation
Additional course evaluations for MX0115
Academic year 2022/2023
2022-08-29 - 2022-10-31
Academic year 2021/2022
2021-08-30 - 2021-11-01
Academic year 2020/2021
2020-08-31 - 2020-11-01
Academic year 2019/2020
2019-09-02 - 2019-10-31
Academic year 2018/2019
2018-09-03 - 2018-11-05
Academic year 2017/2018
2017-08-28 - 2017-10-30
Academic year 2016/2017
2016-08-29 - 2016-10-31
Syllabus and other information
Syllabus
MX0115 Introduction to environmental communication - Society, social interaction and communicative skills, 15.0 Credits
Introduktionskurs till miljökommunikation-Samhälle , socialt samspel och kommunikativa färdigheterSubjects
Environmental ScienceEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Report project work | 7.5 | 0302 |
| Home exam | 7.5 | 0303 |
Advanced study in the main field
Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)Grading scale
Language
EnglishPrior knowledge
Knowledge 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.
Objectives
The aim of the course is to develop an understanding of environmental communication as a social process which is simultaneously dependent of, and affecting, society, and to develop basic skills in facilitating constructive dialogue in small groups with relevance for natural resource management. Both macro and micro sociological theories are needed in order to understand environmental communication and its’ relevance in society and natural resource management.After the course is finished the student should be able to:
- Describe theoretical approaches to understanding the relation between people and the environment.
- Discuss the role of communication in the development and resolution of environmental challenges.
- Describe methods for facilitating constructive dialogue.
- Reflect on their own experience of communication situations.
Content
This course introduces students to sociological, social psychological and epistemological theories and concepts, among others to the theory of symbolic interactionism, which is used to understand human action in natural resource management. It also gives opportunities to develop practical skills in facilitating constructive dialogue in small groups.Social and epistemological theories are presented in lectures and literature, and the students are in exercises facilitated to apply these theories in reflection and analysis of ongoing social processes, own experience and in case studies. The pedagogical idea of the course is pending between 1) observation of concrete environmental communication relevant situations, including both narrated case studies and own, immediate experience, which will generate a demand for theory, 2) presentation of theory, 3) analysis and interpretation of concrete cases through applying social science theories to the situation, 4) considering normative aspects of the situation (what could be changed and how to change), including structural changes as well as changes of individual action and thinking. Consequently there is a relation between lectures, literature and exercises. The students also carry out a small project connected to a situation/problem of relevance for environmental communication.
Formats and requirements for examination
Examination through:- Home-exam
- Report on project work
To pass the course it is compulsory to:
- Participate in the project work
- Participate in facilitation work-shops. If a 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 a student has been granted targeted study support because of a disability, the examiner has the right to offer the student an adapted test, or provide an alternative form of assessment.
If this course is discontinued, SLU will decide on transitional provisions for the examination of students admitted under this syllabus who have not yet been awarded a Pass grade.
For the assessment an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. For more information, please refer to 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 take part in teaching and/or supervision only applies to the course instance which the student has been admitted to 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, please refer to the Education Planning and Administration Handbook.
Responsible department
Department of Urban and Rural Development
Further information
Grading criteria
Litterature list
Note: This list comprises required readings for each course week. A detailed list including suplementary readings will be provided at the start of the course. Note that small changes in the literature list may occur.
Course Week 1
Pezzullo, P., Cox, R., (2018). Environmental communication and the public sphere. 5th edition. Sage publications: Washington DC - Chapter 1
MISTRA EC (2019). MISTRA Environmental Communication: reframing communication for sustainability, Program Plan. -* Section 2*** Retrieved from: https://www.slu.se/globalassets/ew/org/inst/_sol/mk/mistraec/mistra-environmental-communication-slu.pdf
Harrington, A. (2005). Modern Social Theory – An Introduction. Oxford University Press: Oxford - Introduction and Chapter 10
Course Week 2
Marsh, D., & Furlong, P. (2010). A Skin Not a Sweater: Ontology and Epistemology in Political Science. In D. Marsh, & G. Stoker (Eds.), Theory and Methods in Political Science (3 ed., pp. 184- 211). Palgrave Macmillan.
Moon, K. and D. Blackman (2014). "A guide to understanding social science research for natural scientists." Conservation Biology 28(5): 1167-1177.
Arts , I., Fischer, A., Duckett, D., & van der Wal, R. (2021).* The Instagrammable outdoors – Investigating the sharing of nature experiences through visual social media*. People and Nature, 00, 1– 13
Ted talk by Chimamanda Ngozi Adichie about the danger of a single story: https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story [video]
Course Week 3
Joas and Knoebl (2009). Interpretive approaches (1). Symbolic interactionism. In Social theory Cambridge University Press.
Resurreción, B., P. (2013). Persistent women and environment linkages in climate change and sustainable development agendas. Women’s Studies International Forum 40 (2013) 33-43.
Buijs, A., Hovardas, T., Castro, P., Devine-Wright, P., Figari, H., Fischer, A., Mouro, C., Selge, S. (2012): Understanding people's ideas on natural resource management: research on social representations of nature and the environment. Society and Natural Resources 25: 1167–1181.
Pezzullo, P. Cox, R., (2018). Environmental communication and the public sphere. 5th edition. Sage publications: Washington DC. - Chapter 4
Hansen, A., & Machin, D. (2013). Researching visual environmental communication. Environmental Communication: A Journal of Nature and Culture 7(2), 151-168.
Course Week 6
Innes, J. and D. Booher (2003). Collaborative policymaking: governance through dialogue. Deliberative Policy Analysis. In, Understanding Governance in the Network Society. M. Hajer and H. Wagenaar, eds. 33-60. Cambridge University Press.
Brulle, R. J. (2010). From Environmental Campaigns to Advancing the Public Dialogue: Environmental Communication for Civic Engagement, Environmental Communication, 4:1, 82-98
Sprain, L., Over, B.V., & Morgan, E.L. (2016). Divergent meanings of community.
Ganesh, S. & Zoller; H. M. (2013). Dialogue, Activism and Democratic Social Change. Communication Theory 22(1): 66-91.
Westin M (2019) Rethinking power in participatory planning: towards reflective practice. Dissertation. SLU, Uppsala. Pages. 11-12.
Westin, M., Hallgren, L., Montgomerie, E., (under review). Between dialogue and authority: facilitators’ performance of authority in collaborative governance. Journal of Environmental Planning and Management
Course Week 7
Raji Hunjan & Jethro Pettit (2011). Power - A Practical Guide for Facilitating Social Change [online]. Dunfermline: Carnegie United Kingdom Trust. Available from: https://www.carnegieuktrust.org.uk/publications/power-a-practical-guide-for-facilitating-socialchange/.
Westin, M., Calderon, C. & Hellquist, A. (2014). The Inquiry Based Approach -A facilitator´s handbook. pp. 25 – 35 Stockholm: Elanders. Chapter 5: How to be a facilitator pp. 24-35