Geography and Anthropology MArts

Geography

Key information

Duration:
4 years full time
Typical A-level offer:
AAA-AAB
UCAS code:
LL7A
Start date:
September 2018

If you want to explore the relationship between communities, culture, society and the environment, this is the course from you.

You learn from leading experts, on topics ranging from migration to gender inequality.

This course includes an integrated Masters year, allowing you to develop advanced research skills.

Outside the classroom, you gain real-world experience of the subjects through field trips and international placements.

“The lecturers and the infinite opportunities have kept me engaged constantly throughout my degree.” Sam AireyGeography and Anthropology BA

MArts or BA?

We also offer this course as a three-year BAFind out about the benefits of an integrated Masters year.

Entry requirements

A-level

Typical offer

AAA-AAB

GCSEs

You will also need GCSE (or equivalent) Mathematics, with at least grade C (or grade 4 in the new grading scale).

You should also have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

Other UK qualifications

Access to HE Diploma

Typical offer

Pass the Access to HE Diploma with 45 level 3 credits at Merit or above, including 30 at Distinction.

Subjects

The Access Diploma would ideally be in humanities or social sciences.

GCSEs

You will also need GCSE (or equivalent) Mathematics, with at least grade C (or grade 4 in the new grading scale).

You should also have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

International Baccalaureate

Typical offer

34 points overall from the full IB Diploma.

Pearson BTEC Level 3 National Extended Diploma (formerly BTEC Level 3 Extended Diploma)

Typical offer

DDD

GCSEs

You will also need GCSE (or equivalent) Mathematics, with at least grade C.

You should also have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

Scottish Highers

Typical offer

AAABB

GCSEs

You will also need Mathematics at Standard Grade, grade 1 or 2.

Welsh Baccalaureate Advanced

Typical offer

Grade B and AA in two A-levels.

GCSEs

You will also need GCSE (or equivalent) Mathematics, with at least grade C (or grade 4 in the new grading scale).

You should also have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

International baccalaureate

Typical offer

34 points overall from the full IB Diploma.

European baccalaureate

Typical offer

Overall result of at least 80%

Other international qualifications

Australia

Typical offer

Relevant state (Year 12) High School Certificate, and over 85% in the ATAR or UAI/TER/ENTER. Or a Queensland OP of 5 or below.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Austria

Typical offer

Reifeprüfung or Matura with an overall result of 2.2 or better for first-year entry. A result of 2.5 or better would be considered for Foundation Year entry.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Belgium

Typical offer

Certificat d'Enseignement Secondaire Supérieur (CESS) or Diploma van Hoger Secundair Onderwijs with a good overall average. 

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Bulgaria

Typical offer

Diploma za Sredno Obrazovanie with excellent final-year scores (normally 5.5 overall with 6 in key subjects).

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Canada

Typical offer

High School Graduation Diploma. Specific requirements vary between provinces.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

China

Typical offer

We usually do not accept Senior High School Graduation for direct entry to our undergraduate courses. However, we do consider applicants who have studied 1 or more years of Higher Education in China at a recognised degree awarding institution or who are following a recognised International Foundation Year.

If you are interested in applying for a business related course which requires an academic ability in Mathematics, you will normally also need a grade B in Mathematics from the Huikao or a score of 90 in Mathematics from the Gaokao.

Applicants who have the Senior High School Graduation may be eligible to apply to our International Foundation Year, which if you complete successfully you can progress on to a relevant undergraduate course at Sussex. You can find more information about the qualifications which are accepted by our International Study Centre at  http://isc.sussex.ac.uk/entry-requirements/international-foundation-year .

 

 

 

 

 

 

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Croatia

Typical offer

Maturatna Svjedodžba with an overall score of at least 4-5 depending on your degree choice.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Cyprus

Typical offer

Apolytirion of Lykeion with an overall average of at least 18 or 19/20 will be considered for first-year entry.

A score of 15/20 in the Apolytirion would be suitable for Foundation Year entry. Find out more about Foundation Years.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Czech Republic

Typical offer

Maturita with a good overall average.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Denmark

Typical offer

Højere Forberedelseseksamen (HF) or studentereksamen with an overall average of at least 7 on the new grading scale.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Finland

Typical offer

Finnish Ylioppilastutkinto with an overall average result in the final matriculation examinations of at least 6.5.

France

Typical offer

French Baccalauréat with an overall final result of at least 14/20.

Germany

Typical offer

German Abitur with an overall result of 1.8 or better.

Greece

Typical offer

Apolytirion with an overall average of at least 18 or 19/20 will be considered for first-year entry.

A score of 15/20 in the Apolytirion would be suitable for Foundation Year entry. Find out more about Foundation Years.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Hong Kong

Typical offer

Hong Kong Diploma of Secondary Education (HKDSE) with grades of 5, 4, 4 from three subjects including two electives. 

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Hungary

Typical offer

Erettsegi/Matura with a good average.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

India

Typical offer

Standard XII results from Central and Metro Boards with an overall average of 75-80%. 

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Iran

Typical offer

High School Diploma and Pre-University Certificate.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Ireland

Typical offer

Irish Leaving Certificate (Higher Level) at H1 H1 H2 H2 H3.

Additional requirements

You must have at least grade O4 in Mathematics.

Israel

Typical offer

Bagrut, with at least 8/10 in at least six subjects, including one five-unit subject.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Italy

Typical offer

Italian Diploma di Maturità or Diploma Pass di Esame di Stato with a Final Diploma mark of at least 85/100.

Japan

Typical offer

Upper Secondary Leaving Certificate is suitable for entry to our Foundation Years. Find out more about Foundation Years.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Latvia

Typical offer

Atestats par Visparejo videjo Izglitibu with very good grades in state exams.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Lithuania

Typical offer

Brandos Atestatas including scores of 80-90% in at least three state examinations (other than English).

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Luxembourg

Typical offer

Diplôme de Fin d'Etudes Secondaires.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Malaysia

Typical offer

Sijil Tinggi Persekolahan Malaysia (STPM). As well as various two or three-year college or polytechnic certificates and diplomas.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Netherlands

Typical offer

Voorereidend Wetenschappelijk Onderwijs (VWO), normally with an average of at least 7.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Nigeria

Typical offer

You are expected to have one of the following:

  • Higher National Diploma
  • One year at a recognised Nigerian University
  • Professional Diploma (Part IV) from the Institute of Medical Laboratory Technology of Nigeria
  • Advanced Diploma

You must also have a score of C6 or above in WAEC/SSC English.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Norway

Typical offer

Norwegian Vitnemal Fra Den Videregaende Skole- Pass with an overall average of at least 4.5.

Pakistan

Typical offer

Bachelor (Pass) degree in arts, commerce or science.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Poland

Typical offer

Matura with three extended-level written examinations, normally scored within the 7th stanine.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Portugal

Typical offer

Diploma de Ensino Secundario normally with an overall mark of at least 16/20. 

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Romania

Typical offer

Diploma de Bacalaureat with an overall average of 8.5-9.5 depending on your degree choice.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Singapore

Typical offer

A-levels, as well as certain certificates and diplomas.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Slovakia

Typical offer

Maturitna Skuska or Maturita with honours, normally including scores of 1 in at least three subjects.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Slovenia

Typical offer

Secondary School Leaving Diploma or Matura with at least 23 points overall.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

South Africa

Typical offer

National Senior Certificate with very good grades. 

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Spain

Typical offer

Overall average result of at least 8.0

Sri Lanka

Typical offer

Sri Lankan A-levels.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Sweden

Typical offer

Fullstandigt Slutbetyg with good grades.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Switzerland

Typical offer

Federal Maturity Certificate.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Turkey

Typical offer

Devlet Lise Diplomasi or Lise Bitirme is normally only suitable for Foundation Years, but very strong applicants may be considered for first year entry. Find out more about Foundation Years.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

USA

Typical offer

We look at your full profile taking into account everything you are studying. You must have your high school graduation diploma and we will be interested in your Grade 12 GPA. However, we will also want to see evidence of the external tests you have taken. Each application is looked at individually, but you should normally have one or two of the following:

  • APs (where we would expect at least three subject with 4/5 in each)
  • SAT Reasoning Tests (normally with a combined score of 1300) or ACT grades
  • and/or SAT Subject Tests (where generally we expect you to have scores of 600 or higher). 

We would normally require APs or SAT Subject Tests in areas relevant to your chosen degree course.

Subject-specific knowledge

Evidence of existing academic ability in Geography is desirable.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

My country is not listed

If your qualifications aren’t listed or you have a question about entry requirements, email ug.enquiries@sussex.ac.uk.

English language requirements

IELTS (Academic)

6.5 overall, including at least 6.0 in each component

IELTS scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. You cannot combine scores from more than one sitting of the test.

If you are applying for degree-level study we can consider your IELTS test from any test centre, but if you require a Confirmation of Acceptance for Studies (CAS) for an English language or pre-sessional English course (not combined with a degree) the test must be taken at a UK Visas and Immigration (UKVI)-approved IELTS test centre.

Find out more about IELTS.

Other English language requirements

Proficiency tests

Cambridge Advanced Certificate in English (CAE)

For tests taken before January 2015: Grade B or above

For tests taken after January 2015: 176 overall, including at least 169 in each skill

We would normally expect the CAE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Advanced.

Cambridge Certificate of Proficiency in English (CPE)

For tests taken before January 2015: grade C or above

For tests taken after January 2015: 176 overall, including at least 169 in each skill

We would normally expect the CPE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Proficiency.

Pearson (PTE Academic)

62 overall, including at least 56 in all four skills.

PTE (Academic) scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. You cannot combine scores from more than one sitting of the test. Find out more about Pearson (PTE Academic).

TOEFL (iBT)

88 overall, including at least 20 in Listening, 19 in Reading, 21 in Speaking, 23 in Writing.

TOEFL (iBT) scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. You cannot combine scores from more than one sitting of the test. Find out more about TOEFL (iBT).

The TOEFL Institution Code for the University of Sussex is 9166.

English language qualifications

AS/A-level (GCE)

Grade C or above in English Language.

Hong Kong Advanced Level Examination (HKALE)/ AS or A Level: grade C or above in Use of English

French Baccalaureat

A score of 12 or above in English.

GCE O-level

Grade C or above in English.

Brunei/Cambridge GCE O-level in English: grades 1-6.

Singapore/Cambridge GCE O-level in English: grades 1-6.

GCSE or IGCSE

Grade C or above in English as a First Language.

Grade B or above in English as a Second Language

German Abitur

A score of 12 or above in English.

Ghana Senior Secondary School Certificate

If awarded before 1993: grades 1-6 in English language.

If awarded between 1993 and 2005: grades A-D in English language.

Hong Kong Diploma of Secondary Education (HKDSE)

 Level 4, including at least 3 in each component in English Language.

Indian School Certificate (Standard XII)

The Indian School Certificate is accepted at the grades below when awarded by the following examination boards:

Central Board of Secondary Education (CBSE) – English Core only: 70%

Council for Indian School Certificate Examinations (CISCE) - English: 70% 

International Baccalaureate Diploma (IB)

English A or English B at grade 5 or above.

Malaysian Certificate of Education (SPM) 119/GCE O-level

If taken before the end of 2008: grades 1-5 in English Language.

If taken from 2009 onwards: grade C or above in English Language.

The qualification must be jointly awarded by the University of Cambridge Local Examinations Syndicate (UCLES).

West African Senior School Certificate

Grades 1-6 in English language when awarded by the West African Examinations Council (WAEC) or the National Examinations Council (NECO).

Country exceptions

Select to see the list of exempt English-speaking countries

If you are a national of one of the countries below, or if you have recently completed a qualification equivalent to a UK Bachelors degree or higher in one of these countries, you will normally meet our English requirements. Note that qualifications obtained by distance learning or awarded by studying outside these countries cannot be accepted for English language purposes.

You will normally be expected to have completed the qualification within two years before starting your course at Sussex. If the qualification was obtained earlier than this we would expect you to be able to demonstrate that you have maintained a good level of English, for example by living in an English-speaking country or working in an occupation that required you to use English regularly and to a high level.

Please note that this list is determined by the UK’s Home Office, not by the University of Sussex.

List of exempt countries

  • Antigua and Barbuda
  • Australia
  • Bahamas
  • Barbados
  • Belize
  • Canada**
  • Dominica
  • Grenada
  • Guyana
  • Ireland
  • Jamaica
  • New Zealand
  • St Kitts and Nevis
  • St Lucia
  • St Vincent and the Grenadines
  • Trinidad and Tobago
  • United Kingdom
  • USA

** Canada: you must be a national of Canada; other nationals not on this list who have a degree from a Canadian institution will not normally be exempt from needing to provide evidence of English.

Admissions information for applicants

Transfers into Year 2

No

If your qualifications aren’t listed or you have a question about entry requirements, email ug.enquiries@sussex.ac.uk.

Why choose this course?

  • Ranked 6th in the UK for Geography and Environmental Studies (The Guardian University Guide 2018).
  • Excellent choice of global field-class destinations, currently including locations such as Los Angeles, the Mojave Desert, Dubai and China.
  • Learn from experts in the anthropology of gender, migration, economic and political processes, popular religion, and health and reproduction.

Course information

How will I study?

You learn through lectures, tutorials, workshops and fieldwork. In your core modules, you analyse critical issues such as:

  • development and migration
  • landscapes and landforms
  • climate and environmental change.

In your options, you explore specialist geography and anthropology topics (including related subjects). You also study the unique ways anthropologists understand humans.

Throughout the year, you gain:

  • geographical and study skills that develop your understanding of global change and challenges
  • knowledge of the theory, methodology and applications of anthropology.

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Core modules


Customise your course

Our courses are designed to broaden your horizons and give you the skills and experience necessary to have the sort of career that has an impact.

Gain programming skills and apply them to areas such as digital media, business and interactive design. Find out about our Year in Computing

How will I study?

You focus on human, social and cultural geography, and specialise in areas that interest you. You can choose from a range of other topics, such as:

  • GIS (geographical information system)
  • international migration
  • sustainable development and long-term environmental change.

You can also learn about areas including postcolonial Africa, political anthropology, forms of power, and religion and ritual. 

There is training in research methods, techniques and skills used by geographers and anthropologists in the field. 

Field trips

Get involved in fieldwork from the start of your course. You develop research, analytical and team-working skills in regions where our academics actively conduct research. 

In Year 2, you can pick from an exciting range of locations: current destinations include China, the Mojave Desert, Dubai and Los Angeles. There is also a UK-based field trip.

Find out about the 2,000-year-old artefacts found by a Sussex student on a field trip to the Mojave desert.

Find out more about Geography field trips at Sussex

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Core modules

Options


Customise your course

Our courses are designed to broaden your horizons and give you the skills and experience necessary to have the sort of career that has an impact.

Gain programming skills and apply them to areas such as digital media, business and interactive design. Find out about our Year in Computing

Study abroad (optional)

Apply to study abroad – you’ll develop an international perspective and gain an edge when it comes to your career. Find out where your course could take you.

Beautiful nature, dog sledging in the Artic, Swedish 'fika', and a great social life. I could not have chosen better!”Georgia Donati Clarke
Geography BSc
Studied abroad in Sweden 

Placement (optional)

A placement is a great way to network and gain practical skills. When you leave Sussex, you’ll benefit from having the experience employers are looking for. Find out more about placements and internships.

Please note

If you’re receiving – or applying for – USA federal Direct Loan funds, you can’t transfer to the version of this program with an optional study abroad period in any country or optional placement in the USA. Find out more about American Student Loans and Federal Student Aid

How will I study?

You work on your individual research project – supervised by a faculty member – using your skills and research training. You tailor your study by choosing from geography options such as:

  • climate science
  • the culture of colonialism
  • population, development and food security.

You also gain advanced anthropology knowledge, and can choose from modules on topics including:

  • human rights
  • the anthropology of development
  • the anthropology of South Asia, Africa or Latin America.

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Options

How will I study?

You explore topics at the forefront of geography in seminars where faculty present their research-in-progress. You examine research in human geography and anthropology. You also take classes in topics such as migration and gender inequality, exploring the relationship between communities, culture, society and the environment

In the final term you work on your research project, supervised by leading figures in the field. This involves:

  • project design and management
  • research and analysis
  • writing up and presenting your findings.

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Core modules

Options

I advise international policy organisations, such as the UN Framework Convention on Climate Change.”Professor David Ockwell
Senior Lecturer in Geography 

Fees

Fees are not yet set for entry in the academic year 2018. Note that your fees, once they’re set, may be subject to an increase on an annual basis.

The UK Government has confirmed that if you’re an EU student applying for entry in September 2018, you'll pay the same fee rate as UK students for the duration of your course, even if the UK leaves the EU before the end of your course. You'll also continue to have access to student loans and grants. Find out more on the UK Government website.

Find out about typical living costs for studying at Sussex

Scholarships

Our focus is personal development and social mobility. To help you meet your ambitions to study at Sussex, we deliver one of the most generous scholarship programmes of any UK university.

Careers

Graduate destinations

95% of­ Department of Geography students were in work or further study six months after graduating. Recent graduates from our Department, and the Department of Anthropology, have gone on to jobs including:

  • campaign coordinator, The Climate Group
  • communications assistant, School for Social Entrepreneurs
  • intern, The Postconflict Research Centre.

(HESA EPI, Destinations of Leavers from Higher Education Survey 2015)

Your future career

With a Geography and Anthropology MArts, you develop cultural awareness as well as research, numerical, analytical and resource-management skills.

This means you can go into sectors including international development and environmental conservation, or on to graduate jobs at:

  • charities
  • the Civil Service and government
  • non-governmental organisations.

And to help you look for graduate schemes and jobs in the UK and abroad, you can attend specialist careers events and workshops.

Working while you study

Our Careers and Employability Centre can help you find part-time work while you study. Find out more about career development and part-time work

Human Geographies of the Modern World

  • 15 credits
  • Autumn Teaching, Year 1

Key Concepts in Anthropology

  • 15 credits
  • Autumn Teaching, Year 1

This module provides an overview of the big questions that anthropologists have contributed to and the different theoretical paradigms and concepts that they have developed or adopted. The aim is to provide you with a rapid overview of the discipline. It begins with two weeks examining the concepts of Society and Culture and their varied conceptualisations, followed by weeks that take in turn the key characteristics and assumptions of

  • British structural functionalism
  • methodological individualism and agency
  • French structuralism
  • British structuralism
  • marxism, ideology and hegemony
  • poststructuralism
  • discourse and power/knowledge
  • poststructuralism
  • 'practice' and phenomenology.

Skills and Concepts in Geography I: Becoming a Geographer

  • 15 credits
  • Autumn Teaching, Year 1

The Anthropological Imagination

  • 15 credits
  • Autumn Teaching, Year 1

We aim to convey a sense of anthropology as an exciting, 'living' subject, alive to the concerns of different communities and populations living across the globe. You'll also experience it as cutting edge in terms of the research conducted by anthropologists at Sussex, as we actively engage with issues of social, cultural and global transformation.

The module structure revolves around five core themes considered central to the subject. These capture anthropological thinking about culture, identity and representation:

  • kinship, self and body
  • economy as culture
  • religion
  • politics
  • work on the global-local interface.

Culture Across Space and Time

  • 15 credits
  • Spring Teaching, Year 1

This module examines the relationship of culture to place, difference and identity. Drawing on key theoretical debates and case studies, culture will be explored in the context of social change and crises, incorporating topics such as:

  • the impact of globalisation and transnationalism on everyday life
  • the impact of consumption on behaviour and life choices
  • the changing relations of multiculturalism, racism and marginalisation
  • and the representation of culture in public spaces.

Throughout the module cultural issues will be deciphered through the prism of racial, ethnic, class and gender relations at local and global levels.

Skills and Concepts in Geography II: Quantitative and Analytical Skills

  • 15 credits
  • Spring Teaching, Year 1

This module provides you with essential skills in quantitative and analytical methods, enabling you to evaluate different types of numerical data in human and physical geography. Topics include essential maths, trigonometry, descriptive statistics, inferential statistics, least squares regression, mechanics and modelling.

Each week a generic lecture introduces a particular topic and this is supported by practical-based workshops in which you gain experience in these skills. The workshops are based on exercises related to the substantive content of the modules of Geographies of Development and Inequality (for BA Geographers) and The Natural World 2 (for BSc Geographers). To provide intellectual coherence, you will be placed in workshop groups based upon your degree programme.

The Anthropology of Exchange, Money and Markets

  • 15 credits
  • Spring Teaching, Year 1

This module introduces you to how anthropologists conceptualise, research, and generate new understandings of the human activities that comprise economic life.

Studying economic life from an anthropological view requires us to rethink concepts such as work and leisure, poverty and wealth, gifts and commodities, money and markets, and the term 'economy' itself. Therefore, economic anthropology enables us to critique some of the universalisms of mainstream economics through which capitalism has become naturalised.

Traditionally, economic anthropology has been concerned with systems of exchange, non-industrial economies, and livelihood systems. In addition to covering these topics, we will examine issues of contemporary concern such as:

  • class, money, debt and shopping
  • factories, fair trade, globalisation and bioeconomies
  • new strategies and practices of resistance.

The Anthropology of Kinship and Relatedness

  • 15 credits
  • Spring Teaching, Year 1

The study of human relatedness and kinship has been central to the history of British social anthropology. This module introduces you to classic and new debates in kinship studies. It draws upon material from a wide range of ethnographic contexts to examine the ways that societies organise and conceptualise human relationships. It is concerned with the transformation of social structures and processes as well as the connections between kin organisations and power in developing and post-industrial societies.

You will consider both accepted and more novel ways in thinking about human kinship – how we become related through 'substance', emotion, place and technology, for example. We cover both historical ground and contemporary debates in the study of human relatedness.

Ethnographic Research Methods

  • 15 credits
  • Autumn Teaching, Year 2

In this module, you are introduced to practical, theoretical and ethical issues surrounding ethnographic research in anthropology, and the social sciences more generally.

You explore methodological concerns around research design and implementation - through a series of workshops on epistemology, methodology, and ethics.

You are introduced to a range of qualitative research methods, including the research interview, participant-observation, and various participatory research methods. You also get an introduction to the analysis of qualitative data, and key issues of writing and representation.

For this module, you are assessed on a group research project. In this project, you design and conduct an independent piece of ethnographic research around a key anthropological theme, while reflecting on and applying the theoretical and practical insights gained through the module.

Religion and Ritual

  • 15 credits
  • Autumn Teaching, Year 2

This module is concerned with the explanation of religious and ritual phenomena.

It explores the key theoretical issues by examining ethnographic material that deals with - among other things - initiation, myth, witchcraft, symbolism and religious experience.

There is also some treatment of more 'secular' rituals such as carnival and Christmas.

The focus is as much on how people believe as on what they believe; on why they perform rituals as much as what these rituals look like.

It explores both classic texts and more recent accounts, to give students a sense of where particular arguments have come from and where they are going.

Geography Overseas Field Class

  • 30 credits
  • Spring Teaching, Year 2

In year 2 all students studying at Sussex go on a field class, either overseas or a non-residential one in Sussex. We offer an extensive and unrivalled set of international field class options for those who wish to choose them. In previous years, students have gone on trips to the US (Los Angeles), China and Vietnam. Students will carry out data collection for a period of about 10 days. Analysis and writing up of a learning diary will take place upon their return. The field class presents an opportunity for faculty to familiarise students with a location in which they themselves may conduct research and gives students the experience of carrying out their own research in that location.

Politics and Power

  • 15 credits
  • Spring Teaching, Year 2

You explore forms of power by drawing on political anthropology and social theory.

In Western societies the term 'politics' tends to imply a narrow range of activities and institutions, typically those focused around parties, government and the state.We use the term 'political' in a much wider sense, and link it to the operations of power.

Power is not a thing, but an aspect of a vast range of relationships from the most local to the global.

There can be no neat boundaries around this field of study. Instead our intention is to explore the way the analysis of power has widened and deepened over the last fifty years, and to suggest continuity with economic and cultural processes that you are studying in other modules.

Cultural and Historical Geographies

  • 15 credits
  • Autumn Teaching, Year 2

After introducing the cultural turn in human geography, the module focuses upon the development and impact of representational theories for the understanding of the cultural politics of landscape and nature and the challenge offered to this approach by recent non-representational thinking and theories of practice and performance. Cultural representations of class, sexuality, gender, race and landscape are covered, in each case examining the relationship between power and space at a variety of spatial and temporal scales. The module also incorporates an examination of twentieth and twenty-first century popular cultures and their geographies of resistance.

Social Geography

  • 15 credits
  • Autumn Teaching, Year 2

Following an introduction to the development of social geography, the module focuses around the interactions between social relations, space and place. These connections are explored through the geographies of class, ethnicity, sexuality and gender relations (and the intersections between them), at a variety of spatial scales, from local to global, and both urban and rural. We include geographies of activism, health and ability and gentrification.

Culture and Representation

  • 15 credits
  • Spring Teaching, Year 2

In this module, you focus on the anthropological master trope of 'culture' and on the political dimensions of representing culture or 'cultures'.

You consider how anthropological understandings of 'culture', as well as anthropologists' modes of analysing and representing it in anthropological work, developed over the 20th century, partially in conversation with other disciplines.

You also examine how 'culture' operates as a key idea in the public domain, used by politicians, community and human rights activists, artists, scientists, museum curators and others, in relation to a wide range of issues and debates when distinctions between 'ourselves' and 'others' are at stake.

Finally, you look at some activities within the cultural domain (such as music, dance, theatre, verbal artistry), which have a performative dimension. You consider how anthropologists have approached these activities to address questions about structure and agency, embodiment, experience, art and aesthetics, creativity, power and protest.

Culture, Race and Ethnicity

  • 15 credits
  • Spring Teaching, Year 2

This module explores the relationship between ideas of culture, race and ethnicity both historically and in contemporary society. You will examine a range of empirical examples that demonstrate how the concepts have been used – sometimes separately, sometimes in interlocking ways – in political projects or movements. There will be particular focus on contructions of 'whiteness'. Examples may include the use of race in 19th-century colonial administration, the politics of ethnicity in postwar London or the rise of the new right in contemporary Europe.

Environmental Perspectives on Development

  • 15 credits
  • Spring Teaching, Year 2

The module explores development with an explicit focus on environmental issues. You will look at the relationships between development and the environment: the consequences of development on the environment, environmental constraints to development, and problems of development in marginal environments. You will examine how the environment and issues around sustainability have been considered (or ignored) in relation to development and how this has changed over time. The module includes historical perspectives on environment and development, illustrating continuities and changes in policies related to environment and development. It also explores core issues around environmental management and development in relation to key resources, such as wildlife, forests and water.

Geographical Information Systems

  • 15 credits
  • Spring Teaching, Year 2

This module is designed to introduce you to the various components that constitute a Geographical Information System (GIS), while providing you with practical skills in using these tools. Using leading GIS software, you will gain direct experience of a range of data collection and input, database, analytical and visualisation techniques. These will include:

  • georeferencing
  • vector/raster integration
  • and data classification.

This methodology will be illustrated through a range of social and environmental applications, emphasising its decision-assisting potential and looking at some real world examples from the fields of disaster management and development.

Ice Age Earth

  • 15 credits
  • Spring Teaching, Year 2

This module examines the ways in which the Earth's environmental and climatic processes have changed during the recent Ice Ages; approximately the last 2.6 million years.

You explore the physical, biological and chemical evidence for these past changes using a range of different records (including ocean sediments, ice cores, stable isotopes and fossil plants and insects), and couple this with an assessment of natural forcing mechanisms, geological dating techniques and earth-surface processes.

This broad, interdisciplinary approach provides a valuable 'palaeo' perspective from which to evaluate the evidence for 21st century global warming and associated environmental change, and will be attractive to students of Physical Geography and the Environmental, as well as Biological sciences.

Southeast England Field Class

  • 15 credits
  • Spring Teaching, Year 2

The Southeast England Field Class introduces you to a particular field destination in SE England usually including the local Sussex region. After a series of preparatory lectures you will carry out data collection in situ for a period of about 10-14 days. Analysis and the writing up of a research report will take place upon your return. The module presents an opportunity for faculty to familiarise you with a location in which you conduct research and gives you the experience of carrying out your own research in that location.

Advances in Climate Sciences

  • 30 credits
  • Autumn Teaching, Year 4

This module is an introduction to climate science with particular focus on climate feedbacks, climate observations, climate variability and climate analyses. The module will highlight the major challenges in climate sciences (e.g. global carbon cycles and aerosols), and significant climate phenomena, such as El Niño Southern Oscillation (ENSO). Practical sessions will enable you to gain hands-on experience in creating climate analysis and statistical plots using real-life data from climate observatories and outputs from existing climate models.

Anthropology of Migration

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you engage closely with the anthropology of migration.

You cover topics such as:

  • migration, development and modernity
  • transnationalism and diaspora
  • belonging and home
  • multiculturalism and cultural identity
  • refugees and asylum seekers
  • borderlands and the state.

And through these topics, you explore the ways in which anthropologists have critically engaged with debates surrounding migration - from early work on the South African Copperbelt, to contemporary work which interrogates the nature and politics of mobility and immobility.

Cultures of Colonialism

  • 30 credits
  • Autumn Teaching, Year 3

This module introduces you to the colonial practices, discourses and cultures across the nineteenth century British Empire and their legacies. It examines the British metropole and its colonies within a single analytical framework, tracking the exchange of people, ideas and objects along the networks that connected them. Initially you will cover the main approaches to the study of British colonialism, including traditional imperial history and postcolonialism. The latter part of the module investigates cultural, social and political impacts of British colonialism at specific sites across the empire, including India, North America and New Zealand.

Current Themes in the Anthropology of Latin America

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you develop a framework for understanding current social, cultural and political issues in Latin American.

Throughout the module, you engage with anthropological understandings of a number of key ideas including:

  • indigeneity
  • race
  • gender
  • colonialism
  • nation states
  • the environment.

Each week is centred on ethnographic pieces that offer interesting reflections on contemporary issues as well as anthropological theory.

You begin with a basic history of the continent that sets up some of the key issues that underpin the current cultural and social diversity of the region.

This includes both the dichotomy between the European 'conquerors' and indigenous groups, as well as the introduction of African slaves and notable distinctions based around urban and rural living, and nation states and their peripheries.

In doing this, the emphasis is on including both European-based understandings of events and ideas - but also local, alternative understandings of the world, particularly in the form of Amazonian cosmology and ideas of perspectivism.

This cultural and historical knowledge then gives you the foundations from which to look at key contemporary issues including:

  • race and identity
  • rural to urban migration
  • cities, slums and current attempts to 'pacify' and control them
  • music and festivals
  • the Latin American diaspora and the creation of transnational cultures and communities.

Throughout the course, the heterogeneity of Latin America is emphasised, while you explore some basic ideas and theoretical approaches to the continent and its people. This allows you to find a topic or idea that interests you and that can form the core of your own 5,000 word essay.

Disasters, Environment and Development

  • 30 credits
  • Autumn Teaching, Year 4

In this module, you look at the connections between disasters, the environment and development. 

The negative impacts of environmental and climatic change and environmentally-related disasters threaten to roll back decades of development gains. Building resilient and sustainable societies means addressing climate and disaster risks, understanding the links between these issues and integrating these risks, as well as potential opportunities, into development planning and budgeting. 

The module is split into three parts:

  • concepts, exploring similarities and differences in concepts and frameworks and terminology used in these different areas
  • problems, looking at issues of droughts, floods and food security, complex disasters, environmental migration, trapped populations and resource wars
  • solutions, examining the possible avenues that may help address these problems, including remittance bonds, serious games, blended knowledge and science for humanitarian emergencies and resilience.

Environmental Anthropology

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you consider the cross-cultural study of relations between people and their environment.

Like the focus of many environmental movements, much recent work in ecological anthropology has been crisis-driven.

Whilst covering this literature, the focus of this module will be broader, taking a wider perspective, including the context in which the research itself is being done. Current work on the human dimensions of deforestation, or global climate change, for example, can be informed and strengthened by an understanding of the century-old intellectual lineage of the underlying issues.

Therefore, in this module you cover the evolution of environmental anthropology, using ethnographic exemplars that relate to contemporary environmental issues, whilst at the same time probing debates such as:

  • the Nature-Culture trap, and beyond
  • Ecology and Social Organisation
  • the Politics of Natural Resources and the Environment (including environmental anthropological contributions to mining, resource conflict etc.)
  • knowing (and the limits to knowing) and researching the environment.

Geographies of Rising and Declining Powers

  • 30 credits
  • Autumn Teaching, Year 3

This module examines the relative economic performance of the main world regions, focusing particularly on comparative economic performance and political dynamics in China and Europe. The module draws on geographic and political economic theories to explain geographies of wealth, poverty and power and explores the social, political and cultural foundations of economic life. You will study the main drivers of change, situating this within a wider context of globalisation, environmental and technological change and increasing economic and political interdependence.

Geographies of Violence and Conflict

  • 30 credits
  • Autumn Teaching, Year 4

Conflict and violence are major components of social process, transformation and change – locally, nationally and internationally. This module gives you an overview of how geographers (and other social scientists) have thought about, studied, and explained, violence and conflict. For example, whether violence and conflict are considered an exceptional situation or a ‘normal’ aspect of societal change.

The module highlights the multiple scales at which conflict and violence occur, from domestic violence to international war. Nevertheless, emphasis will be placed on how violence and conflict affect people (and groups of people) at the micro-level of personal experience rather than simply looking at macro-level aggregate patterns. You will be encouraged to examine the differences between diverse forms of violence. For example, does it make sense to consider structural violence (eg racism, sexism) in the same way as physical (or direct) violence?

The first third of the module will focus on the theories and concepts through which violence and conflict have been explained. The second two-thirds will apply these theories and concepts to a range of diverse examples (such as resource wars, undocumented migration, war games and toy guns, counter-insurgency and urban policing).

Geohazards and Risk Assessment

  • 30 credits
  • Autumn Teaching, Year 4

Earth surface processes and natural hazards pose significant challenges to society and infrastructure.

The expansion of global population and urbanisation, coupled with the potential impacts of climate change on natural processes, are anticipated to result in more frequent natural disasters and an increase in their associated risks.

An understanding of geohazards can be used to evaluate the opportunities for sustainable development and engineering through cost effective mitigation of natural hazards and risk.

The module integrates academic and commercial training with real case work. The course structure and content is based on real-world problems and will be taught by leading practitioners and academic experts in the discipline.

Home

  • 30 credits
  • Autumn Teaching, Year 4

You explore the meaning of home and how this is represented in literature and film. 

Workshops focus on domestic practices of home in terms of:  

  • consumption
  • display and identification
  • the inhabitation of the embodied and sensuous home space
  • family
  • heteronormativity and gendered practices of home (un)making
  • the lifecourse and home as a site of childhood and ageing
  • the politics of housing and home, including displacement, domicide and homelessness
  • migration, belonging and transnational home-making.

Our studies of the representation of home in literature and film will be complemented by a trip to the Geffrye Museum of Home.

Landscape, Nature and Representation

  • 30 credits
  • Autumn Teaching, Year 4

This module focuses upon the representation of landscapes and nature, and considers the ways in which representations are sites through which ideas, visions and imaginations are set to work. You will assess the production and impact of such representations, critically analysing a range of textual sources from a variety of origins which claim to represent landscape and natures. This will incorporate art, literature, music, the media and cartography.

The Anthropology of Africa

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you are introduced to contemporary anthropological approaches in culture and society in Africa.

The guiding thread of the module is an exploration of the relationship between macro and micro levels of analysis in understanding of African society, through a selection of thematic lenses such as:

  • economy
  • politics
  • religion
  • health
  • gender
  • conflict
  • power.

The assessment for this module is a 5,000-word essay.

Anthropology of Islam and Muslim Societies

  • 30 credits
  • Spring Teaching, Year 3

The module introduces you to anthropological debates concerning Islam and Muslim societies. Focusing on the complex and diverse experiences of being Muslim in different ethnographic contexts, it explores intersections between religious practice - Islamic knowledge, authority, prayer, ritual and piety and political, economic, social and cultural processes. On the basis of ethnographic studies, the module questions whether 'Islam' can be considered as a unified experiential and analytical category, and how anthropologists have participated in the production of Islam as a specific field of study. The module considers actual instances or expressions of religiosity and how these are the ground of everyday contestations and, at times, conflict between different sects and groups.

Class, Community, Nation

  • 30 credits
  • Spring Teaching, Year 3

Decolonial Movements

  • 30 credits
  • Spring Teaching, Year 3

Development, Business and Corporate Social Responsibility

  • 30 credits
  • Spring Teaching, Year 3

This module explores the role of business in development and the rise of the corporate social responsibility (CSR) movement.

In recent years, the private sector – transnational corporations (TNCs) in particular – have become increasingly important players in the development process. The business and development movement has emerged as part of the dramatic rise of CSR over the past decade – providing a new vision for the role of business in society as 'corporate citizen'. Development institutions (such as DFID and the UN, as well as global NGOs) have become increasingly interested in mobilising businesses, not only as donors, but as partners in development. At the same time, ethical trading initiatives, the fairtrade movement and pro-poor enterprise models offer different opportunities for harnessing the power of the market in the service of development.

We will explore a number of key questions concerning the role of business in development and the rise of the CSR movement, from the perspective of both its proponents and opponents.

Global Environmental Change

  • 30 credits
  • Spring Teaching, Year 4

Environmental change has become a central global issue with serious implications for the social and natural world. There is a need to monitor the earth's signs of change, especially where ground information is spatially limited, filled with error, or unavailable. Remote sensing datasets are vital in monitoring local, regional and global changes.

This module enables you to understand and use remote-sensing datasets to answer fundamental questions about our changing planet. This will involve:

  • understanding the nature of remote sensing
  • the different instruments and techniques and processing and manipulation of raw signals
  • applying it to different fields within the earth and environmental sciences (atmosphere, cryosphere, hydrosphere, biosphere).

Remote Sensing in the atmosphere is used for weather monitoring, greenhouse gas detection, and pollution. Remote sensing in the cryosphere is used in determining the presence, absence and change of ice cover over the earth's surface. Remote sensing in the hydrosphere monitors the oceans, organic and inorganic ocean constituents, sea surface temperatures, el nino events, land water fluxes, and flooding events. Remote Sensing in the biosphere monitors the component of the earth that supports life, and is sensitive to changes in climate, such as vegetation structure, composition, land cover types, soil moisture, leaf chemical components, phenology, change detection, plant stress and photosynthesis, transpiration and surface temperatures.

Global Food Security

  • 30 credits
  • Spring Teaching, Year 3

Achieving food security for 10 billion people while reducing the environmental footprint of agriculture is a major challenge of the next century.

In this module, we will discuss papers on the multiple dimensions of this challenge, including the biophysical, economic, nutritional, socio-political, and institutional.

We will take a global perspective on the issues, drawing upon both global-scale research as well as case studies from different regions of the world to understand the geography of agricultural production, its environmental footprint, and of malnutrition.

Key topics include:

  • global change and sustainable agriculture
  • what is food security?
  • globalisation: the economics, finance and trade of food
  • impact of climate change: mitigation and adaptation potential of agriculture
  • farm management: soil-water-fertilizers
  • livestock
  • emerging issues in food security: biofuels, GMOs, labels, diets, urban agriculture, organic agriculture, permaculture.

Human Rights

  • 30 credits
  • Spring Teaching, Year 3

This module focuses less on human rights rules and laws, and more on the assumptions of human rights, and the historical context and issues around their operation and implementation.

It draws from a new and growing literature on the sociology and anthropology of human rights that seeks to move beyond the assumptions of legal positivism (rights as being 'read off' from lists of human rights covenants) in order to develop the 'legal realist' argument. This argument focuses upon the living law of the operation of courts, the police, and the everyday understandings that citizens give to notions such as truth, justice, and morality.

Race, Ethnicity and Identity

  • 30 credits
  • Spring Teaching, Year 3

This module focuses on theories of race, ethnicity and identity. You will apply diverse approaches to race, ethnicitiy and identity to historical and contemporary ethnographic contexts.

As well as examining the ways in which racial and ethnic identities have been constructed across time and space, we interrogate these constructions with specific reference to:

  • the development of anthropology
  • slavery and colonialism
  • scientific racism
  • postcolonial political regimes
  • postcolonial feminism
  • conflict and genocide
  • identity-based mass violence
  • diaspora, transnationalism and the Black Atlantic
  • contemporary understandings of race and racism in its myriad forms
  • multicultural lives and hybridity.

You are assessed by a 7,000-word dissertation.

Rural Livelihoods in the Global South

  • 30 credits
  • Spring Teaching, Year 3

This module considers the varied nature of rural livelihood systems in developing countries.

You consider changes in livelihoods through livelihood diversification and migration, and the interconnectedness of the global and the local in causing change in rural societies. You also explore the impact of different agents of change on livelihoods. This will include:

  • the role of non-governmental organisations
  • the impact of modern biotechnology
  • the effects of trade on livelihoods, amongst other important examples.

The module draws primarily (though by no means exclusively) on evidence from Sub-Saharan Africa and India.

Critical Approaches to Human Geography

  • 30 credits
  • Autumn Teaching, Year 4

No other discipline in the social sciences and humanities could claim the diversity of research themes and practices as Human Geography.

From the highly technical, the applied and policy-orientated, to the theoretically rich and philosophical, and from the past through the present to the future, human geography research – including at Sussex – embraces all possible worlds.

Through a series of reading-led seminars, this module will introduce you to some of the debates at the critical cutting edge of human geographical scholarship pertinent to ongoing research in the ‘Histories, Cultures, Networks’, ‘Geographies of Migration’ and ‘Globalisation and Development’ research clusters. Each week a different member of faculty will lead discussion on their area of research, introducing discussions of literature review, method and epistemology.

Alongside reading foundational texts and/or work in progress, discussions will focus on exploring how theory and evidence combine in critical geographical research. In the second half of the term you will be given the opportunity to read and critically review a set of real grant proposals and take part in a mock grant review panel.

This will not only provide a hands-on appreciation of the assessment and grading process associated with research bids, but also help to develop critical appraisal skills in an environment where you will also learn directly from your peers.

The final weeks of term will be devoted to research project formulation workshops. In so doing, the module will expose you to geographical debates, and profile the diversity of research processes and practices at Sussex and begin the process of project formulation for the extended research project in the final term.

Research Project

  • 60 credits
  • Spring Teaching, Year 4

In this module, you complete an extended piece of research on a topic relevant to your course. You are given one-on-one supervision and learn relevant research methodologies.

The project is 12,000 words in length and will involve either desk-based or original empirical study.

You will also give a 20-minute presentation in the style of an academic paper, detailing your research question, methodology and initial analysis and conclusions, and will be given both verbal and written feedback.

Critical Debates in Development Theory

  • 30 credits
  • Autumn Teaching, Year 4

On this course you will examine the theories associated with modernisation, dependency, participatory approaches, post-modernism and all-encompassing trope 'globalisation'. You will explore how our thinking about development has changed over time and why it has changed. While theoretical in orientation, you will consider through seminar discussions that the division between 'theory' and 'practice' is to some extent misleading.

Geopolitics and Grand Strategy

  • 30 credits
  • Autumn Teaching, Year 4

This module is designed to provide you with an overview on the changing nature of contemporary geopolitics, great power foreign policy strategies and world order in the context of globalisation and against the background of the major historical and epoch-making shifts of longue dure - economic and civilisational - which are challenging the western-centric nature of modern international society. The first part of the module will present the contemporary debate on world order and explore the current revival of geopolitical thinking as well as a number of approaches to the analysis of the contemporary international system with a particular attention to the issues of multi-polarity, regionalisation and non-western perspectives; the second part will focuse on the grand strategies and foreign policy practices developed by the major powers of the international system; the final part of the module will cover some of the key regional dynamics of contemporary geopolitics, including the Middle East, the transatlantic relationships, the international security in South and East Asia as well as in the Post-Soviet world.

Migrants and Society: Global Transformations

  • 30 credits
  • Autumn Teaching, Year 4

This introductory core module examines a wide range of theoretical and conceptual frameworks for studying migration and ethnic relations. Starting from the perspective that migration is one of the key drivers of globalisation and the transformation of contemporary societies, it examines the consequences of migration for people in both sending and receiving societies. Topics covered include:

  • general theories of migration
  • migration and development
  • transnationalism
  • return migration
  • sending and receiving state policies for migration
  • international migration governance
  • citizenship and integration
  • political mobilisation by migrants
  • migrants' social capital and networks
  • culture, identification and migrants' group rights. 

Political Economy of the Environment

  • 30 credits
  • Autumn Teaching, Year 4

This module explores a series of environmental issues and challenges through the lens of different political economy approaches. Early sessions survey different ways of thinking about the environment in political economy terms of who wins, who loses, how and why from the prevailing distribution of benefits and burdens of resource use and allocation. Concepts from political economy, political ecology and ecological economics among others are then drawn upon to make sense of the actors, institutions and decision-making procedures at work in a range of key issue areas such as climate change, forests, energy, food and water. We explore key contemporary debates within each of these areas and encourage you to develop your own critical thinking on these issues.

 

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