Course Syllabus

Photo: Carlos García-Robles

Description of Course

The course Environmental Policy in Practice provides students with a deeper understanding of why certain environmental agendas take precedence (as others are ignored), and so a deeper knowledge of how policies are struggled over and eventually implemented in the real world. It also provides some concrete tools for analyzing and implementing environmental policies and policymaking. We will also focus on environmental, climate and social justice.

We'll open by reviewing the emergence of contemporary environmentalism since the 1960s and how principles that came forth on the global stage set the context for subsequent environmental policies and practice. We'll discuss underlying moral traditions to better interpret different concrete policies and policymaking processes we can observe in the world around us today. This in part will be done using Aristotle's  ideas of Techne and Phronesis, as a guide. This includes considering the intense debate on how we 'value' nature. We'll dig into the framing of environmental "problems and solutions", to think more critically about whose interests are being served in divergent representations and narratives of environmental phenomena. We'll also cover some of the aspects of ‘how’ policy-making occurs, from stakeholder identification and analysis, participatory processes, and the choice of policy tools and instruments, through to aspects of policy evaluation.

Learning Objectives

The purpose of this course is to deepen understanding of why and how environmental policies are formulated and implemented. Students will acquire empirical and theoretical knowledge about the actors, policy instruments, policy-making processes and the communication of these policies on all three levels.

Students will also get a sense of how it is to be engaged in the processes of creating environment policies, i.e. a public sector official, an NGO activist, etc. This will enable students to better understand how political organizations function and how to interact with or within them. More specifically, this course will help prepare students to work in an organization that deals with areas related to environmental policy.

Grading

 A mid term mind map /essay will count for 40%, a final case study group presentation will count for 30% and overall participation where study visit reports and group work will be included will count for 30%.

Faculty 

Carlos Garcia-Robles

Cand.techn.soc. (Environmental, Technological & Socio-Economic Planning, Roskilde University, 2009). B.A. (International Relations; International Environmental Regimes and National Security, National Autonomous University of Mexico, 2004).  Worked extensively on environmental and sustainability related projects, campaigns and conferences for more than 12 years with a variety of grassroots organizations. External sustainability advisor for Mexican political parties, government agencies and for members of congress. Involved at the UN WSSD and CSD process as a civil society representative for more than 5 years. Worked during the COP15 process with Friends of the Earth Denmark as project coordinator for the Flood for Climate Justice. Current interests: Degrowth, Political Environmental Ideologies and Environmental Justice.With DIS since 2011.

Readings

As mentioned in 'Expectations' below, active participation is essential in this course as we will dig into the readings together. That means: reading carefully and thoughtfully beforehand! Each class day's readings are written in the calendar day description. The list includes: 

• Bradley, K. 2009. Planning for eco-friendly living in diverse societies. Local Environment 14(4): 347-363.
• Carson, R. 1962. ‘A Fable for Tomorrow’ & ‘The Obligation to Endure’ in Silent Spring. London: Penguin Classics, pp. 21-30.
• Cornwall, A. 2008. Unpacking ‘Participation’: models, meanings and practices. Community Development Journal 43(3): 269–283.
• Dryzek, John. The Politics of the Anthropocene. Oxford 2019.
• European Environmental Agency. 2016. Environment and climate policy evaluation EEA Report No 18/2016. 
• Hickel, J. 2019. Capitalism: A Creation Story. Chapter one. In: Less is More: How Degrowth will save the world. William Heinemann: London. 
• Jørgensen D. 2014. Rethinking rewilding. Geoforum 65 (2015) 482–488. 
• Kallis G. et al. 2013. To value or not to value? That is not the question. Ecological Economics. 
• Lakoff, G. 2010. Why it matters how we frame the environment. Environmental Communication 4(1): 70-81.
• Mitchell et al. 1997. Toward a Theory of Stakeholder Identification and Salience: Defining the Principle of Who and What Really Counts. The Academy of Management Review 22(4): 853-886.
• Raworth K. 2018. Nuture Human Nature. Chapter 3. In: Doughnut Economics. 
• Schneider A. and Ingram H. 1990. Behavioral Assumptions of Policy Tools. The Journal of Politics  52(2): 510-529.

Additional materials may be provided throughout the course schedule. Participants are expected to check the calendar in advance to identify all required reading for each day. 

Field Studies

Global Aktion

TBA

Guest Lecturers

Rebecca Rutt

Ph.D. in Development Studies, University of Copenhagen, 2014; MSc. International Development, University of Amsterdam, 2007. Currently an Assistant Professor in European Environmental Policy at the University of Copenhagen. I have worked mainly in academia including at the University of East Anglia (2017-2018), University of Michigan (2016), and University of Copenhagen (2010-2016). Further back, I worked at the Food and Agriculture Organization of the United Nations (2007-2010). I am motivated by the conceptual perspectives and debates of Feminist Degrowth, Political Ecology and Environmental Justice, and by volunteerism and justice-based activism. With DIS since 2019.

Approach to Teaching

Students will develop mind maps as graded assignments. Students will work in groups for encouraging discussions based on readings and individual research. There will be a limited amount of lectures. Discussions and mind map development will take place during the first hour, the last 20 minutes of class will be for questions.

Expectations of the Students

Active participation including coming to class prepared (e.g. reading the assigned literature beforehand) is essential in this course. Participants will be asked to share their own experiences and knowledge of the issues at hand. Some people feel uncomfortable speaking publicly; please contact the teacher directly and give a heads up. Participants are also expected to engage meaningfully in a group-based class.

Students are expected to bring their laptops to the class.   

Activities:

• Substantial in-class and student-led discussion 
• Group work (students will work in groups throughout the course to dig into a specific environmental conflict/policy dilemma) + case presentations

In-class participation will be graded according to individuals being present and on-time (excepting cases of reasonable absence such as illness, with notice). All course meetings (classes + field study trips) are included in this assessment.  A lack of notification of absence results in a half-grade deduction from your total final grade. After two 'excused' absences, academic affairs and/or a doctors must be involved.

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on: 

• Academic Expectations and Honor Code 
• Course Enrollment and Grading  

DIS - Study Abroad in Scandinavia - www.DISabroad.org