| CODE | EER5101 | ||||||||
| TITLE | Different Paradigms of Development | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Centre for Environmental Education and Research | ||||||||
| DESCRIPTION | The study-unit explores the neoliberal ideology that influences the dominant development model and its socio-economic impacts. Case studies are used to help students investigate (a) gender approaches to development and participatory analysis for community action, and (b) alternatives to the dominant economic paradigm. The study unit proposes other development paradigms and their respective indicators. Students will be expected to utilise critical thinking and analyse the various models of development and ideologies presented. Study-unit Aims • To enable students to critically analyse the dominant economic model and understand how it is linked to the current crises. • To widen students' perceptions of development beyond an Eurocentric worldview and learn about various indigenous models in the majority world. • To help students learn about the various alternatives to the dominant economic paradigm. • To provide an overview of the development from a “localization” perspective, a quality of life perspective and a rights based perspective. • To provide students with the opportunity to work with civil society organisations to search for appropriate solutions to today's development challenges. Learning Outcomes 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • critically analyse the dominant economic model; • critically analyse current development models; • provide various alternatives to the dominant economic paradigm; and • list and critique various civil society actions and approaches within emerging new paradigms. 2. Skills: By the end of the study-unit the student will be able to: • develop an ethic to be able work within new paradigms for real change in the quality of life of people and societies; • demonstrate gender awareness in development debates; • analyse development models from a rights based approach; and • work effectively at different levels and across different sectors within the boundaries of a resource limited world. Main Text/s and any supplementary readings Bebbington J., Hickey S., and Mitlin D., (2007). Can NGOs make a Difference? The Challenge of Development Alternatives. Zed Books. Cornwall, A. and Scoones, I. (2011) Revolutionizing Development: Reflections on the Work of Robert Chambers. Taylor and Francis Group. Sachs, Wolfgang & Santarius, Tilman et al. (2007). Fair Future. Resource Conflicts, Security, and Global Justice. - London: Zed Books. Gready P. and Ensor J., (2005). Reinventing Development? Translating Rights-based Approaches from Theory into Practice. Zed Books. Vare, P. and Scott, W. (2008). Education for Sustainable Development: two sides and an edge DEA Thinkpiece A students' pack of readings will also be provided. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Vincent Caruana |
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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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