Geography and International Development MArts

Geography

Key information

Duration:
4 years full time
Typical A-level offer:
AAA-AAB
UCAS code:
LL7B
Start date:
September 2018

Learn how to tackle the world’s most critical environmental and cultural issues, and how challenges to the natural environment affect development.

You are taught by experts who are influencing global debates on topics like poverty, inequality and migration.

And outside the classroom, you gain real-world exposure to global issues through international placements, attending debates with industry speakers and field trips.

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

“My decision to study both International Development and Geography was one of the best decisions I have ever made.” Catherine Rice-WilliamsGeography and International Development 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 in 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).

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 (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.

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

Spanish Título de Bachillerato (LOGSE) with an 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

Yes. Find out more about transferring into Year 2 of this course. We don’t accept transfers into the third or final year.

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).
  • 1st in the world for Development Studies (QS World University Rankings by Subject 2017).
  • Ambitious programme of global field-course destinations, currently including locations such as Los Angeles, the Mojave Desert, Dubai and China.

Course information

How will I study?

You learn through lectures, tutorials, workshops and fieldwork. We equip you with the key geographical and study skills necessary to understand global change and challenges. In Year 1, you analyse critical issues such as:

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

You also gain an interdisciplinary overview of the development process. You study a range of actors and explore modern policy initiatives. You learn about:

  • key thinkers in development
  • issues and dilemmas in development
  • colonialism and contemporary development policy.

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?

Key topics include: 

  • human, social and cultural geography
  • environmental change and sustainable development
  • the social and economic dimensions of development.

You explore the conceptual basis of contemporary and emerging development debates in more depth. You begin to specialise in what interests you, choosing from modules on subjects such as: 

  • GIS (geographical information system) 
  • international migration
  • postcolonial Africa.

There is also training in the techniques and skills used by geographers and development researchers 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 Arctic, 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 or optional placement. Find out more about American Student Loans and Federal Student Aid

How will I study?

You work on an individual research project – supervised by a faculty member – using your skills and research training.

You can tailor your study by choosing from options such as:

  • climate science
  • the culture of colonialism
  • food security.

You also choose from specialist options to deepen your understanding of development in practice, exploring a range of development issues and real-world concerns faced by development professionals.

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 development. You also take classes in issues of poverty, inequality, migration, and the how the natural environment affects development.

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

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

Details of our scholarships are not yet set for entry in the academic year 2018.

Careers

Graduate destinations

95% of Department of Geography students were in work or further study six months after graduating. Recent Department of Geography graduates and Department of International Development graduates have gone on to jobs including:

  • campaign coordinator, The Climate Group
  • communications assistant, School for Social Entrepreneurs
  • senior programme assistant, UN Human Rights Council.

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

Your future career

A Geography and International Development BA develops your skills in analysing policies, data and sources, as well as in research and resource management.

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

  • the Civil Service and the government
  • charities and non-governmental and international organisations
  • environmental consultancies and private companies.

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

I wrote my dissertation about responsibility for workers in the garment industry and interned at Oxfam, leading me to work at ETI.”Amelia Glynn
Business Advisor at the Ethical Trading Initiative 

Colonialism and After

  • 15 credits
  • Autumn Teaching, Year 1

This module is an introduction to a range of key historical problems and conceptual questions relating to the colonial and postcolonial experiences. Focusing on the characteristics of capitalism, imperialism, and modernity, the module examines the making of the modern world. It provides an introduction to European expansion, the slave economy, the development of wage labour, industrial growth, imperialism, creation of the modern state, genocide, the idea of development, anticolonialism, and the creation of the `third world'.

Global Development Paradigms, Policy and Politics

  • 15 credits
  • Autumn Teaching, Year 1

This module offers an introduction to key ideas and actors in international development. It begins by considering what the term 'development' means, exploring a range of different interpretations and the different kinds of practices that are associated with the idea of development. It goes on to look at trends in development thinking, and from there to identify a series of ideas and actors who have been influential in shaping international development thinking, policy and practice. By looking at the kinds of ideas about development associated with different kinds of actors, and at debates about aid, development and social change, the module will give you an overview of the field of international development and put in place some of the foundations for subsequent development modules.

Human Geographies of the Modern World

  • 15 credits
  • Autumn Teaching, Year 1

Skills and Concepts in Geography I: Becoming a Geographer

  • 15 credits
  • Autumn Teaching, Year 1

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.

Global Development Challenges and Innovation

  • 15 credits
  • Spring Teaching, Year 1

The aim of the module is to provide you with an overview of international development using key topics to explore the different theoretical and conceptual perspectives that underpin understandings of development. The module is not a comprehensive review of all development-related issues but instead focuses on a smaller set of issues in development, covering amongst other matters, topics of poverty, international trade, growth, population, environment, aid and debt.

Key Thinkers in Development

  • 15 credits
  • Spring Teaching, Year 1

This module provides an introduction to some of the most important thinkers in international development. It provides a broad historical overview of the evolution of development thinking by starting with key debates initiated in the 18th and 19th centuries and moving to contemporary thinkers from diverse geographical regions. Each week, you will read an original text from the key thinker discussed, as well as an additional supporting/critical text. Above all else the module aims to provide you with a broad understanding of different approaches to development thinking, why they arose and their current applicability in the age of globalisation.

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.

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.

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, 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.

Development and the State

  • 15 credits
  • Spring Teaching, Year 2

This module is concerned with the role of the state in development. It considers this subject matter theoretically (that is by exploring debates in state theory, and on the relationship between the state and development), empirically (by investigating a range of historical and contemporary state forms, and the impacts of these state forms on processes of development) and normatively (by posing questions about what the nature and role of the state should ideally be).

The module examines the main theoretical approaches to the state and historical state forms and their attendant development experiences, in the North and in the post-colonial South. Finally, the module moves to Development since the 1980s, exploring the impacts of state failure, neo-liberalism, democratisation and global governance on state forms and patterns of development.

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.

Gender and Development: Theory, Concepts and Issues

  • 15 credits
  • Spring Teaching, Year 2

This module considers development processes in the light of how they are shaped by and impact upon gender discourses and relations. The module introduces you to key concepts in the analysis of social relations between women and men in different cultural, economic and political contexts. This includes examining the nature of gender inequality and of the household as a social construct, and reviewing concepts of power and empowerment. While concerned with providing a theoretical and conceptual grounding by reviewing debates on the household and the gender division of labour, the module is organised around substantive and policy topics related to poverty, labour markets, women’s employment, migration, and globalisation.

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.

Health, Poverty and Inequality

  • 15 credits
  • Spring Teaching, Year 2

This second year interdisciplinary module is concerned with issues of culture, power and knowledge in the study of health and development. It draws on perspectives from medical anthropology, medical sociology, public health, cultural psychology, feminist and activist politics and development studies to focus on the relationship between poverty, social marginality and illness in a variety of historical and contemporary contexts. Apart from a focus on emerging infectious diseases such as HIV and Aids, we also consider the implications of homelessness, mental health and organ donation for individual health and well-being. The scrutiny of health planning and policies, such as in the domain of maternal and child health, as well as the impact of an increasing intervention of medical technologies in healthcare delivery, are further important aspects of the module.

Race, Ethnicity and Nationalism

  • 15 credits
  • Spring Teaching, Year 2

This module introduces you to various themes and conceptual issues in the study of culture, ethnicity and nationalism from a range of disciplinary perspectives. 

There are three sections, which provide you with an understanding of the interaction between power and cultural meanings, particularly as they relate to the construction of boundaries and the creation of difference between social groups. After considering key concepts such as race, culture, ethnicity and nationalism, emphasis is placed on ethnic and religious mobilisation.

We consider the extent to which similar and different processes are at work in South Africa, the Caribbean, and the Indian sub-continent. These cases are included to give you a contextualised understanding of the complex historical and cultural dimensions of modern political struggles.

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 3

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 Fertility, Reproduction and Health

  • 30 credits
  • Autumn Teaching, Year 3

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.

Contemporary Issues in the Global Political Economy

  • 30 credits
  • Autumn Teaching, Year 3

The central theme running through this module is how the architecture of existing capitalism has to be adjusted or brought into balance with the needs of expanding markets. We begin by looking at attempts by global governance institutions like the WTO (World Trade Organisation) to create a largely deregulated world market. We then examine how financial systems are expanding and how the stock market has become a key institution of modern capitalism. We discuss then the changing nature of multinational corporations and the state as they reorient themselves towards a global market. We examine empirically the post-Cold War expansion of capitalism into Eastern Europe, Central Asia and the Middle East. Finally, we analyse the most recent developments in world affairs from a political economy perspective, looking at the increasing military bias of foreign policy of major capitalist states, as well as at the changing nature of anti-capitalist protest in the wake of 9/11.

Contemporary Issues in the Global Political Economy

  • 30 credits
  • Autumn Teaching, Year 3

The central theme running through this module is how the architecture of existing capitalism has to be adjusted or brought into balance with the needs of expanding markets. We begin by looking at attempts by global governance institutions like the WTO (World Trade Organisation) to create a largely deregulated world market. We then examine how financial systems are expanding and how the stock market has become a key institution of modern capitalism. We discuss then the changing nature of multinational corporations and the state as they reorient themselves towards a global market. We examine empirically the post-Cold War expansion of capitalism into Eastern Europe, Central Asia and the Middle East. Finally, we analyse the most recent developments in world affairs from a political economy perspective, looking at the increasing military bias of foreign policy of major capitalist states, as well as at the changing nature of anti-capitalist protest in the wake of 9/11.

Cultures of Colonialism

  • 30 credits
  • Autumn Teaching, Year 3

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.

Development Tools and Skills

  • 30 credits
  • Autumn Teaching, Year 3

The aim of the module is to introduce you to a range of key tools, approaches and skills used in the development world to identify, design and evaluate development interventions. The module will take a 'hands-on' approach and will allow you to develop skills that are useful not only in development but also in many other types of work in the public policy, private and voluntary sectors.

In addition to the specific skills and tools covered in this module – such as project management, problem analysis, stakeholder analysis, risk analysis, cost-benefit analysis and logical frameworks – you will also gain experience of working in teams, of presenting clear and convincing arguments, and in advocacy and negotiating.

The module is based around a series of three-hour workshops, and you will work together in groups throughout the term to apply a variety of tools and skills to different development scenarios and then reflect critically on their strengths and weakness. 

Learning outcomes:

  1. To demonstrate knowledge of a range of key tools and approaches used in development organisations to identify, design and evaluate development programmes
  2. To gain practical experience of using and applying these tools and approaches
  3. To critically evaluate the strengths and weaknesses of these tools and approaches
  4. To develop interpersonal skills of working in teams, in presenting clear and convincing arguments, and in advocacy and negotiating."

Development Work Experience

  • 30 credits
  • Autumn Teaching, Year 3

This module is designed to allow students to gain practical work experience in an area of relevance to their degree course, as well as carrying out a supervised project that builds on knowledge, experience and practical skills learned in the first two years of the degree.

It takes the form of a period of work experience, of a minimum of six weeks duration, to be undertaken during the summer vacation between the second and third years of the degree, with supervised assessment completed during term one of the third year.

Students on this module will be given access to a range of work experience providers but will also be expected to be proactive in developing their own work experience provider.

Registration on the module, which will take place at the same time as other third year module choices, does not guarantee that work experience will be secured, and in any instances where this is not achieved, students can transfer to an alternative year three module. The work experience element of the module is not paid, although students will have opportunities to apply for bursaries within the school.

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.

Ethnographies of Aid

  • 30 credits
  • Autumn Teaching, Year 3

This module considers the 'ethnographic turn' in development studies, which brings ethnographic perspectives to bear on aid, people and practices. These include particular methodological approaches such as participant observation in aid organisations and 'expert' communities, attention to themes such as beliefs and moralities in aid, role of the body in development work, as well as material culture and the importance of time, place and mobility. Among many other materials, this will also entail using resources such as films, aid worker blogs, memoirs, and 'development blockbusters'.

Some examples of weekly topics includes:

  • Aid stories: memoirs, fiction and blogs
  • The 'ethnographic turn' in development studies
  • Inside organisations and projects
  • Beliefs, values and morality
  • The body in development
  • Time, place and mobility
  • Material cultures of aid
  • Aid as work.

Gender and (Global) Politics: Subjects Practices and Institutions

  • 30 credits
  • Autumn Teaching, Year 3

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).

Geographies of Violence and Conflict

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you study how geographers have thought about, studied, and explained, violence and conflict.

You study whether violence and conflict are considered an exceptional situation or a 'normal' aspect of societal change.

You look at: 

  • the scale of conflict, from domestic violence to international war
  • how violence and conflict affect people (and groups of people)
  • the differences between diverse forms of violence. 

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.

Landscape, Nature and Representation

  • 30 credits
  • Autumn Teaching, Year 3

Marxism and International Relations

  • 30 credits
  • Autumn Teaching, Year 3

This module enables you to engage systematically with the Marxist tradition of theorising about international relations.

You gain an introduction to Marx’s thought, using selections from primary texts. Then, you examine how later Marxist writers have applied and developed these ideas across a range of themes in international studies, including:

  • imperialism
  • the Cold War
  • international political economy and globalisation theory.

Mercenaries, Gangs and Terrorists: Private Security in International Politics

  • 30 credits
  • Autumn Teaching, Year 3

The module looks at the nature of security in international politics from the non-traditional perspective of private actors who are willing to use force to advance the objectives that (for better or worse) they place a high value on. The first section of the module provides a theoretical context that will enable you to develop your ideas about: what 'security' is and how it relates to other values; why sovereign states are often treated as the starting-point for the study of global security; the ways in which the private use of force can be conceptualised as both a problem and a solution to security dilemmas; and the ways in which actors in the global South face security challenges that are often unique from the challenges of those in the North.

In the second section of the module, you will have the opportunity to study particular actors, issues and cases, including private military companies, gangs, political insurgency movements and transnational terrorist groups. you will be challenged to think through the assumption that the private use of force automatically constitutes a threat that needs to be dealt with by sovereign actors, particularly at the international level. By the end of the module, you will demonstrate your theoretical and empirical understanding of the nature and significance of private security in international politics through a case-based research essay.

The assessment for this module is a piece of coursework (weighted 10%) and a long term paper of 6000 words (weighted 90%). The teaching mode is a one-hour lecture and a two-hour seminar each week.

Religions in Global Politics

  • 30 credits
  • Autumn Teaching, Year 3

During this module you will explore the implications of the 'return' of religions, both for world politics and for thinking about international relations.

Many sociologists and philosophers have interpreted this return as 'the end of modernity' or the 'de-secularisation of the world'. You will primarily focus on the renewed centrality of religious identities as strategic frames of reference for politics in the post-Cold War world.

Against the background of the growing multicultural nature of contemporary international society resulting from what Hedley Bull has aptly termed the 'revolt against the West', the module will encourage you to:

  • consider the implicit and predominant reading of religion in international relations as the ultimate threat to international order and stability (especially in the forms of the identity politics of the 'new wars' and the terrorist attacks of religious fundamentalists)
  • engage critically with Huntington's thesis of the 'clash of civilisations'
  • discuss the implications of this 'return' for the future of foreign policy and the normative structure and world order of contemporary international society.

Sex and Death in Global Politics

  • 30 credits
  • Autumn Teaching, Year 3

The Political Economy of Latin American Development

  • 30 credits
  • Autumn Teaching, Year 3

The Politics of International Trade

  • 30 credits
  • Autumn Teaching, Year 3

This module aims to equip you with an understanding of the modern international trading system and the theoretical traditions and political practices that have helped to shape it. The first section examines the core theories around trade and trade liberalisation, particularly those of liberalism, economic nationalism and neo-Marxism, in order to explore different understandings of the relationship between free trade, protectionism, and development.

The second section of the module examines the evolution of a liberal trade regime in the world economy from its collapse in the interwar period to its resurrection and extension in the form of the General Agreement on Tariffs and Trade (GATT) in 1947 and the World Trade Organisation (WTO) in 1995. Core elements of, and controversies within, the global trade system will be scrutinised and situated within this historical context. These will include the recurring threat and changing forms of protectionism, the increasing fragmentation of the trade system engendered by regional trade agreements, the role of emerging powers, and the differential impact of the trade system on developed and developing countries. This survey will establish the empirical and theoretical resources to move in the third section towards an assessment of the deadlocked WTO Doha Round and the ongoing negotiations of a Transatlantic Free-Trade Agreement (TAFTA).

The aim of this section is to understand the main actors and areas of contention and to assess the potential for a more equitable and ethical trading system.

The module is taught through a weekly three-hour seminar that normally consists of a combination of `mini-lectures' and seminar discussions on the week's topics. The assessment for this module is a research exercise (weighted 10%) and a long term paper of 6000 words (weighted 90%).

The Reign of Rights in Global Politics

  • 30 credits
  • Autumn Teaching, Year 3

Proponents and opponents alike would today concur that human rights are becoming the world's secular religion (Eli Wiesel). This course systematically interrogates the rise of human rights to such prominence. Early on, the module examines the history and evolution of rights within the history of western liberalism and introduces the prominent ways of defining and understanding human rights. It then explores new theorisations of rights as practices of governing and forms of subjectification in global politics. Moreover, the course discusses well-known critiques of the universality of human rights and their Western-centric conception of the human.

Following these initial sessions, the module analyses the challenges that rights present to state sovereignty and examines the violent global politics associated with human rights, such as the emergence of human rights wars (Beck) and the more recent, often racist, trade-off between rights and security within the ensemble of practices we call the 'war on terror'.

Finally, the course reflects on the link between human rights and power: how might we make sense of the apparent tension between human rights as essential to both the sustenance of hegemony and to the politics of resistance? Moreover, it investigates the use of rights in our practices of resistance, analysing how rights delegitimise other paths of action whilst inciting rights-holders as appropriate political subjectivities (Foucault). It discusses the expansion of human rights into emergent areas such as women's rights, indigenous rights, economic rights etc (you will be able to select specific cases for further research and presentation to suit your particular interests) and explores the ways in which human rights talk becomes the hegemonic register in which to articulate and legitimate dissent and social/political action. The module concludes by discussing problems of human rights advocacy by NGOs and poses the philosophical and practical question of who can speak on behalf of sub-altern others (Alcoff).

The assessment for this module is a research plan due in week 7 (weighted 10%) and a long term paper of 6,000 words (weighted 90%). The teaching method is a three-hour seminar, though this includes a 50-minute talk by the convenor each week.

Geography Thesis

  • 30 credits
  • Autumn & Spring Teaching, Year 3

During your final year, you are required to prepare a study to illustrate their ability to design and implement an empirical investigation in geography. The Geography Project entails the collection and analysis of primary data. You will have been given instruction in specific techniques of collecting and handling data and primary source material as well as advice on the presentational format required in the Level 2 module Research Skills, and will be given individual supervision in the design, conduct and writing up of your project throughout your final year.

International Development Thesis

  • 30 credits
  • Autumn & Spring Teaching, Year 3

The International Development Undergraduate Thesis provides you with an opportunity to integrate what they have learnt in the module of your studies into a single, sustained piece of writing that will explore a topic in depth. The module will involve the design, planning and execution of the thesis, with the support of a supervisor, and may include the collection of empirical data or the use of secondary source material. You choose your own topics, and develop your own approaches to investigating the topic, drawing on earlier skills-based modules and on interests developed through the module of the degree programme.

Capitalism and Geopolitics

  • 30 credits
  • Spring Teaching, Year 3

Class, Community, Nation

  • 30 credits
  • Spring Teaching, Year 3

Conflict, Violence and Peace: Critical perspectives

  • 30 credits
  • Spring Teaching, Year 3

In recent years, there has been increased focus on conflict, violence and peace-building in the media, popular literature and aid programmes raising important questions about how these processes are understood and represented and what implications this has for the local and international response and in turn the transformation of conflict and violence. This module will offer critical perspectives on mainstream approaches to the study of conflict, violence and peace drawing on both anthropology and development studies.

Decolonial Movements

  • 30 credits
  • Spring Teaching, Year 3

Decolonial Movements

  • 30 credits
  • Spring Teaching, Year 3

Development and Geopolitics in East Asia: in-depth Analysis

  • 30 credits
  • Spring Teaching, Year 3

The aim of this module is to understand the rise of East Asia through examining the interconnections between regional development and geopolitical contestation in the Cold War and contemporary eras. The module will adopt a historical approach, beginning with an examination of the legacies of European and Japanese imperialism in East Asia and an analysis of the establishment of post-war US hegemony in the region and its implications for subsequent economic development. The module examines the divergent experiences of Northeast and Southeast Asia and the rise of China. We then examine the implications of the decline of Cold War geopolitical rivalry and the rise of globalisation and its role in explaining subsequent trends such as the East Asian financial crisis, East Asian regionalism and the changing nature of US-China relations. Within this historical context varying analytical frameworks and debates concerning late development will be examined, such as neoclassical versus structural institutionalism, Marxist vs. dependency theories, international/regional vs. domestic factors etc. Such theories are examined critically both in terms of their analytical purchase and their origins and role in geopolitical rivalry itself.

The assessment for this module is a long term paper of 7000 words. The teaching method is a three-hour seminar each week.

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, and 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 business, 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 opportunities, in different ways, for harnessing the power of the market in the service of development. This module 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 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.

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.

Global Resistance: Subjects and Practices: in-depth Analysis

  • 30 credits
  • Spring Teaching, Year 3

In this module, you explore the 'global movement' of opposition to neoliberalism, capitalism and imperialism.

You learn about the global summit protests of the early 21st Century, the Zapatista movement in Mexico, international trade unionism and the most recent anti-austerity protests in Europe.

You look at:

  • the history of global resistance
  • the main concepts and theories used to make sense of resistance – including Marxist, post-structuralist, decolonial, feminist and anarchist approaches
  • political groups who have been hailed as responsible for revolutionary movements, for example the anti-globalisation movement
  • the politics of resistance
  • campaigns against multinational corporations. 

Human Rights

  • 30 credits
  • Spring Teaching, Year 3

This module focuses less on human rights rules and laws than on the assumptions of human rights, 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 which 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 which focuses upon the living law of the operation of courts, the police, and the everyday understandings which 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. It applies diverse theoretical approaches to race, ethnicity and identity to historical and contemporary ethnographic contexts. As well as examining the way in which racial and ethnic identities have been constructed across time and space, the module interrogates 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
  • and multicultural lives and hybridity.

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.

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.

Russia and the Former Soviet Union in Global Politics

  • 30 credits
  • Spring Teaching, Year 3

This module explores the international politics of post-Soviet Russia and the former Soviet space. After a period of relative decline in the 1990s, Russia has more recently been described as 'rising Great Power' and developments in the CIS have returned to the news - from 'gas wars' to the conflict between Russia and Georgia, from the 'democratic revolutions' in Ukraine, Georgia and Kyrgyzstan to the apparent erosion of democracy in Russia and talk of a "new Cold War" between Russia and the West. 

These are developments with implications for Western Europe and beyond, touching on traditional and new security issues alike, and shedding light on the implications of Western democracy promotion and the role of norms and identity in contemporary global politics. 

The module will investigate the background for and current development of international relations in the region - in particular Russia's status as great power, the 'colour revolutions' in Ukraine and Georgia and the 2008 war between Georgia and Russia, NATO and the US in the former Soviet space, the question of Europe's 'energy security' and its relations with Russia, and what has been called the 'new Great Game' between Russia, China and the US in Central Asia. In doing this, it will introduce relevant theoretical concepts related to foreign policy analysis and constructivist explanations of the role of norms and identity in the international politics of Russia and the FSU.

The Politics of Terror

  • 30 credits
  • Spring Teaching, Year 3

The United States in the World

  • 30 credits
  • Spring Teaching, Year 3

As the 21st century begins, the United States is still the world's only superpower: no other nation possesses comparable military and economic power or has interests that reach the entire globe. To understand the place and power of the US in the contemporary world, it is vital to understand how its geopolitical strategies function, militarily and economically. Yet because US power is also secured through cultural and discursive strategies, it is equally important to analyse how US cultural/discursive products and processes participate in the construction of the US in all the varied ways it imagines itself. The aim of this module is to analyse how US cultural/discursive strategies participate in imagining the US in the world, either by being embedded within traditional geopolitical strategies or by sitting alongside them. Rather than taking an historical approach, the module is organised around specific theoretical and cultural/discursive themes and practices.

These include:

  • architectural theory and the building of embassies abroad
  • design theory and designing the nation through everyday objects
  • film theory and screening the nation through popular film
  • remediation theory and virtually remediating the nation
  • entertainmentality theory and exhibiting the nation in museums
  • performance/performativity theory and re-enacting the nation though historical re-enactments as well as song
  • advertising theory and advertising the nation to US citizens.

Along the way, significant foreign and domestic policy debates from Cold War politics to the 'War on Terror' to the US domestic 'War on Illegal Immigration' will be considered through political, cultural and discursive theories (eg Said's notion of orientalism, Foucault's notion of governmentality, Butler's notion of performativity and Ranciere's notion of the birth of the nation). 

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.

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.

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.

 

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.

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