Course Syllabus
The Arctic: Peoples, Security and Ecosystem Change |
| Semester & Location: |
Fall 2026- DIS Stockholm |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
Environmental Studies, Political Science, International Relations |
| Prerequisite(s): |
None |
| Faculty Members: |
Marcus Carson (current students please use the Canvas Inbox) |
| Time & Place: |
TBA |
Course Description
The Arctic was long perceived as a frozen, dark and largely static expanse of territory at the top of the world. While this was always a misunderstanding, the pace of change over recent decades has made the Arctic a focus of attention - and a deep concern. Warming at as much as 4x the the global average, the pace of change is transforming ecosystems, communities, and geopolitics. The Arctic is no longer a distant frontier—it is both a region in transition and a bellwether for the planet’s - and humanity’s, future.
By situating the Arctic in the broader context of global environmental change, we better understand why “what happens in the Arctic doesn’t stay in the Arctic.” Feedbacks from Arctic systems influence global climate, sea levels, and weather patterns, while decisions made far beyond the region—such as global demand for resources, carbon emissions, or conservation policies—directly shape Arctic futures. The course emphasizes the interconnectedness of scales, demonstrating how local adaptation is tied to global transformations.
The theoretical lens for the course uses a resilience of social-ecological systems perspective to explore the dynamics of Arctic change, critical thresholds and the global significance of Arctic transformations.
During the course, students will examine the interplay of climate change, ecosystems, human societies, and governance systems in the circumpolar North. The course introduces the concepts of social-ecological systems and resilience, focusing on how complex systems can absorb disturbance, adapt, or experience system shifts in response to stressors and shocks. A major contribution of the Arctic Resilience Report—the identification of 19 Arctic regime shifts, ranging from sea-ice collapse and fisheries decline to tundra–forest transitions and cultural shifts—serves as a foundation for understanding thresholds and tipping points.
Along with ecological change, the course explores the social and political dimensions of resilience. Topics include justice and equity, resource development, food security, the geopolitics of a rapidly changing Arctic, and Indigenous rights and self-determination. The 2017 Synthesis for Policymakers will be used to examine how resilience thinking informs governance at multiple scales, from local community initiatives to global negotiations on climate and sustainability.
Students will engage with case examples drawn from the Report and its supporting literature, including examples of Arctic communities successfully adapting to change as well as those experiencing vulnerability and loss. The course draws on both scientific research and Indigenous knowledge systems, highlights the co-production of knowledge, and examines how diverse ways of knowing can contribute to resilience and adaptive capacity.
Learning Objectives
By the end of the course, you will:
- Have gained a foundational understanding of the factors driving Arctic change, including those influencing resilience of social and ecological systems of the Arctic.
- Have gained a working understanding of key theoretical concepts of social-ecological systems and resilience, including core concepts such as systems thinking, tipping points and scale.
- Recognize key drivers of change and potential regime shifts in Arctic social-ecological systems.
- Appreciate the role of Indigenous knowledge and community action in building resilience, as well as differences and commonalities between indigenous and conventional scientific knowledge
- Appreciate the historically unique and important role of the multi-lateral institutions of the Arctic, including the Arctic Council and its scientific Working Groups.
- Be able to assess the global significance of, and global drivers of Arctic change, including policies shaping the future of the Arctic and our planet.
Faculty
Associate Professor of Sociology, PhD in political sociology from Stockholm University, BA in Psychology from Kalamazoo College (with minor in health sciences). Carson was previously Senior Research Fellow at Stockholm Environment Institute, where among other things, he was Project Lead for the Arctic Resilience Report (2016) and subsequent project on Resilience of Arctic Wetlands. Earlier professional roles include Executive Director for the Louisiana Health Care Campaign and Legislative & Political Director for SEIU Local 100 in Louisiana, winning expansions of health care access, voting rights improvements and protecting worker’s rights. Decades-long experience integrating scientific research, policy and practice across fields of human rights and social & environmental sustainability. Also an active runner, hiker and sea kayaker. New to DIS in 2025.
Readings
Readings for the course are drawn from Arctic Council publications, scientific journal articles, and commentary pertaining to the Arctic, its peoples and institutions, and the changes underway. A sampling of the literature includes:
The Arctic Resilience Report (2016) https://arctic-council.org/news/arctic-resilience-report-launched/ – also available in hard copy from the DIS library) and the subsequent Synthesis for Arctic Leaders (2017) PDF Synthesis for Arctic Leaders 2017, .
History of the Arctic Council and its institutions (Arctic Council): https://arctic-council.org/about/timeline/
The Arctic Council as a model for regional Cooperation (2022) - The Arctic Council as a Model for Regional Collaboration
Review of Arctic Policies and Strategies (Heinenen, 2020) https://www.arcticandnorth.ru/upload/iblock/1a9/166_171.pdf
Rekjavik Declaration Overview (Arctic Council, 2021) https://arctic-council.org/news/arctic-council-foreign-ministers-sign-the-reykjavik-declaration-adopt-councils-first-strategic-plan/
Arctic Indigenous Peoples: https://arctic-council.org/explore/topics/arctic-peoples/
Application of Indigenous Knowledge in the Arctic Council: https://iccalaska.org/wp-icc/wp-content/uploads/2016/03/Application-of-IK-in-the-Arctic-Council.pdf
Arctic Climate Change Update 2024: Key Trends and Impacts: Summary for Policy Makers (AMAP): https://oaarchive.arctic-council.org/items/b57b8598-9825-472a-af1d-7d08a6e537fe
Arctic Wetlands: Time Bomb or Saving Grace? https://www.sei.org/publications/arctic-wetlands-time-bomb-or-saving-grace/
Don't Drain the Swamp! https://www.sei.org/perspectives/arctic-wetlands-climate-change-human-impacts/
Additional readings pertaining to the Arctic Council and its Working Groups, Indigenous Peoples’ organizations and related issues will be added
Field Studies
Tentative: visit to Nordiska Museum exhibition on the Arctic
Guest Lecturers
See Calendar
Approach to Teaching
Learning will be structured around a combination of lectures, readings, classroom discussions, and student-led case study presentations and debates. You will work to critically analyze resilience concepts, evaluate policy responses to problems of social-ecological change, and develop your own perspectives on strategies for fostering resilience in a rapidly changing world. Assignments will encourage both academic analysis and policy-oriented thinking, supporting your ability to connect scientific insights with decision-making and implementation processes.
DIS Accommodations Statement
Your learning experience in this class is important to me. If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk
Evaluation
You will be evaluated based on your active participation in class discussions, on the level of understanding demonstrated in classroom presentation and issue debates. Specific areas include doing the reading for each classroom session, coming with notes and questions for the instructor and fellow students; and especially contributing actively and responsibly in your project group.
Grading
Attendance 10%, engaged classroom participation 25%, course journal 20% (ongoing reflections on readings and classroom sessions), structured classroom debates 45% (15% each in 3 separate roles). Bonus points for pre-approved bonus coursework.
| Assignment |
Percent |
| Attendance |
10% |
|
Participation |
25% |
|
Course Journal |
20% |
|
3x Structured classroom debates (15% each) |
45% |
Late assignments will be accepted, but your grade for the assignment will be reduced by one grade for each day late. Optional assignments may be undertaken for additional credit toward final grade.
AI is acceptable for use as a research tool properly referenced.
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Course Summary:
| Date | Details | Due |
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