Activism for Development and Social Justice

30 credits
Spring teaching, year 1

This module addresses the ways in which activists and activism have sought to engage in development and social justice. You will explore and evaluate different approaches to activism, grounding this in theories of social mobilization and citizenship, and will work through a series of practical examples to explore how activism has been used to address issues of development and social justice. In doing so you'll develop your knowledge of theories of social change and approaches to development and social justice, exploring how different kinds of activisms seek to bring about change.

The module explores the contributions that imaginative, insurgent, disruptive and chaotic forms of social action have to make to development, and covers a range of forms of collective action from the use of petitions and lobbying of representatives, to the use of the arts in "interrupting" everyday life to bring some of its elements into question, to mobilisation for protests and peaceful demonstrations, to non-violent direct action and info-activism.

Anthropology of Reconciliation and Reconstruction

30 credits
Spring teaching, year 1

In their ethnographies, anthropologies have studied 'intra-cultural' conflict resolution practices. As activists, they have contributed to the emergence of generic approaches to conflict resolution. They have, however, raised important questions regarding the acontextuality of generic practices and whether they can capture the complexity of local circumstances. The first part of the module will critically assess the relationship between local ('intra-cultural') and generic approaches to conflict resolution (as practiced by INGOs and other third-parties), asking whether the latter can be tempered with a sense of context-specificity. The module will also consider the sociology of mediation and peace negotiations and the power relations and dynamics involved.

The second part of the module will be concerned with the desire to 'reconstruct' society in the aftermath of violent conflict. 'truth acknowledging' exercises (such as Truth Commissions), issues of memory and ways in which a psychologised 'nation' can be 'healed' will be critically assessed. This will be contrasted with arguments in favour of 'retributive' exercises (such as international criminal tribunals and domestic trials).

We will study the following: introduction to module; conflict resolution in context; conflict resolution or conflict transformation? 'Culture' and mediation/negotiation; INGOs and conflict resolution; peace processes; memory and narrative; 'truth commissions'; international criminal tribunals; one-to-one term paper tutorials.

Anthropology of Childhood

30 credits
Spring teaching, year 1

Anthropologists have taken children's lives into account from the early stages of the discipline, as visible in the works of, for example, Mead and Malinowski. These accounts, however, were often based on adult's views on children. More recently, anthropological interest has shifted from these socially constructed and symbolic understandings of childhood to an engagement with children's own perspectives and practices (James and Prout 1990). These approaches assume the centrality of children as actors, rather than passive beings who are being acted on; children are seen as complete humans, rather than as deficient adults-to-be. This perspective has enabled a wealth of cross-cultural, ethnographic studies to emerge, describing ideas and practices surrounding children and childhood. These include key events of the lifecourse, such as birth and death, but also a focus on how children are shaped by, and actively shape, their social environments, such as families and peers, educational institutions and religious communities.

Key themes address children in the context of play and labour, childrens' bodies, spaces and mobilities, as well as their experiences of, and responses to violence. This module aims to give an overview of anthropological engagements with childhood, both historically and including its more recent methodological innovations. Broader theoretical discussions are complemented by in-depth ethnographic material from cultures and societies across the globe.

Overview:

Week 1 'Childhood' as a cross-cultural concept
Week 2 Anthropological Perspectives on Children
Week 3 Rites of Passage
Week 4 Education and Morality
Week 5 Childrens' Bodies and Spaces
Week 7 Labour and Play
Week 6 Childrens' Mobilities
Week 9 Children and Violence
Week 10 Individual Term Paper Tutorials.

Critical Debates in Environment and Development

30 credits
Spring teaching, year 1

Medical Anthropology: Cultural Understandings of Health and Healing

30 credits
Spring teaching, year 1

Medical knowledge, related practices and health-seeking are shaped by the social, political and cultural contexts in which they occur. This module draws upon theories, concepts, and approaches in medical anthropology to interrogate the concept of 'health' in its diverse formulations. The module considers how people integrate different types of medicine in their everyday lives. It examines 'health-seeking' in different medical traditions. 'The body' is used as an alternative framework for understanding medical pluralism, and the connections between experience, efficacy, and knowledge.

Embodiment and institutionalisation of violence, conflict & conciliation

30 credits
Spring teaching, year 1

In this module we explore links between violence and conflict in society and its inscription into the body, memory, and habit. We consider the establishment of such connections within social institutional orders, and within disorder, questioning the salience of such distinctions. Therefore, module readings will, in Nancy Scheper-Hughes' words, 'continually juxtapose the routine, the ordinary the symbolic and normative violence of everyday life ("terror as usual") against sudden eruptions of unexpected, extraordinary or "gratuitous" violence (as in genocide, state terror, dirty wars and civil wars).' We explore the dialectic between body and society, as mediated through violence but also pleasure: efforts by society and state to appropriate bodies such as through initiation ritual, military drilling, and everyday rituals of social ordering, the responses of embodied subjects ranging from 'thralldom' and accommodation to resistance, and issues they raise around gender, personhood, and agency. We examine the inscription of nation, race, ethnicity, class and gender into bodies and embodied practices. Finally, we reflect on a range of discussions and debates concerning the relations between body, language, violence, pain, and fear.

Globalisation and Rural Change

30 credits
Spring teaching, year 1

Human Rights and Migration

30 credits
Spring teaching, year 1

The treatment of migrants is one of the most challenging issues which human rights, as a political philosophy of practical import, faces today. In the last two decades, immigration has risen to the top of the political agenda of many governments and international organizations around the world. It recurrently leads to reflexes of closure which are at odds with the ethical message embodied in the concept of human rights, generating questionable, if not straightforwardly abhorrent, practices which too often become entrenched and regarded as 'natural'.

The European Court of Human Rights is widely celebrated, and indeed praises itself, for being 'the conscience of Europe'. When the European Court decides migrant cases, does it manage to remain true to the values at the core of its institution? What about the other human rights institutions such as the Inter-American Court of Human Rights, the UN Human Rights Committee or the Committee for the Elimination of Racial Discrimination? This module addresses these questions from a perspective which combines legal analysis, historical and sociological discussion, as well as ethical reflection. Every year, some topics (eg family reunification, deportation after criminal conviction, social security protection, immigration detention) are selected for in-depth analysis.

Managing Migration

30 credits
Autumn teaching, year 1

Politics of Immigration

30 credits
Spring teaching, year 1

Immigration is one of the most contested and divisive issues on the political agenda of liberal democratic states. This module examines the political dynamics and processes that shape how liberal states seek to govern immigration and immigrants. It explores how constitutive features of liberal statehood, including representative democracy, capitalist political economy, constitutionalism, and nationhood, create conflicting imperatives for migration governance, leading to paradoxical outcomes of both openness and closure. You will gain knowledge about recent immigration, integration, and citizenship policies, and acquire an analytical understanding of how political processes shape those policies. The module focuses on the politics of immigration in Europe, though comparative experiences from North America are also addressed

Poverty, Marginality and Everyday Lives

30 credits
Spring teaching, year 1

This module examines the processes of impoverishment and marginalisation of children, youth and adults in development contexts. A principle focus in on what anthropology can tell us about processes of impoverishment and marginality in development contexts – a complex and highly contextual field. By considering detailed ethnographic accounts of peoples’ everyday lives, you will also interrogate how local preferences, priorities and values can be incorporated into development policy. Throughout the module you will explore these topics with reference to the development policies and practices that have been aimed at `the poor’, as well as the wider political economies of economic transformation in the contemporary world. Focussing upon local contexts, a central premise is that people’s everyday experiences of poverty and marginality have to be situated historically, as well as in terms of the micro-dynamics of economic, social and political relations.

Refugees and development

30 credits
Spring teaching, year 1

Research Methods and Professional Skills (Int Dev)

15 credits
Spring teaching, year 1

The Architecture of Aid

30 credits
Spring teaching, year 1

This course explores the structure and organisation of the aid industry. You will cover the colonial heritage of the aid industry; the Washington and Post-Washington consensuses and the nature of structural adjustment; the rise of the NGO sector; the nature of the project and post-project approaches to development; and relations between disaster relief and development.

Theories and Typologies of Migration

30 credits
Autumn teaching, year 1

This introductory core course examines a wide range of theoretical and conceptual frameworks for studying migration, both international and internal within countries. These frameworks encompass explanations of migration based on distance and interaction; individual and group behavioural models; 'push-pull' theory; micro-and macro-economic theories; the meso-level approach of families, organisations and social capital; Marxist interpretations; networks and systems; integration and assimilation; and theories which stress the gendered nature of migration. In addition we will examine the complex relationships between migration and (under)development as well as notions of diaspora, transnationalism, culture and identity. The course will seek to adopt an interdisciplinary perspective, though it will draw from relevant disciplinary theory in explaining the causes and consequences of migration. The relevance of theoretical and conceptual debates over migration to broader concerns of social science will also be explored.

Transnational migration and diaspora

30 credits
Spring teaching, year 1