| CODE | EER1027 | ||||||||||||
| TITLE | Citizenship and Sustainability | ||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Centre for Environmental Education and Research | ||||||||||||
| DESCRIPTION | This unit starts by taking a critical look at the concept of citizenship, in particular inclusive citizenship and the Rights Based Approach to development. It then discusses the role of citizens and community-level stakeholders in promoting sustainability and the attainment of the Sustainable Development Goals, both as active agents as well as in monitoring progress towards such goals. The unit progresses in introducing students to global citizenship and global citizenship education. Students will be given tools to understand and appreciate the interconnectedness of the world and its diverse cultures, and their role in responding positively to challenges that go beyond traditional boundaries. This is done through exploring examples and case studies linked to globalisation, human rights, fair trade, and migration. Study-Unit Aims: (a) Contribute positively to society in an inclusive and sustainable manner; (b) Appreciate the interconnectedness of sustainability issues and diverse world cultures; and (c) Respond positively to challenges that go beyond traditional cultural and geographical boundaries. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: (a) identify the main tenets of global citizenship and global citizenship education; (b) recognize discrimination and its negative impact on individuals, communities, and countries; (c) interpret sustainability issues through diverse world views and perspectives; (d) explain the role of education in facilitating inter cultural dialogue and respect for cultural, religious and linguistic diversity particularly in the resolution of sustainability issues; and (e) explain democratic participation within the context of promoting sustainability. 2. Skills By the end of the study-unit the student will be able to: (a) develop effective strategies for engaging in local, national, and global actions to promote sustainability; (b) design effective advocacy initiatives that support the well being of present and future generations; (c) assess initiatives for their potential in promoting intercultural dialogue and respect for cultural, religious and linguistic diversity, particularly during the resolution of sustainability issues; and (d) support social responsibility, cohesion and justice in initiatives aimed at promoting sustainability. Main Text/s and any supplementary readings: Main Texts: - Kabeer, N. (2005). The Search For Inclusive Citizenship: Meanings And Expressions In An Interconnected World. https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/12470 Supplementary Readings: - North-South Centre. (2012). Global education guidelines: Concepts and methodologies on global education for educators and policy makers. Lisbon: The North-South Centre of the Council of Europe. https://rm.coe.int/prems-089719-global-education-guide-a4/1680973101 - Pancer, S. M. (2015). The psychology of citizenship and civic engagement. Oxford: Oxford University Press. - UNESCO. (2016). Global citizens for sustainable development: A guide for teachers. Paris: UNESCO. http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/ASPnet-teachers-2016.pdf |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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