ACADEMIC YEAR 2020-2021

In the first part of the course, students will analyze and discuss different theoretical and conceptual approaches to adaptation to climate change; these include: mitigation, adaptation, transformation, and resilience. We will then examine climate justice and human rights. Next, we will examine climate justice movements led by indigenous peoples, women, and youth. Lastly, we will focus on one key climate justice project and create a short documentary on this topic.  

By 2050, it is estimated that two-thirds of the world’s population will live in an urban environment. In many countries in the developing world, this is already a reality, with 80-90% of their populations living in cities, with increasing and rapid rates of urbanization. Increased urban population growth, paired with other socio-economic realities that are characteristic to cities, poses enormous challenges to ensure quality of life and wellbeing for everyone, leaving no one behind. 

you have taken over the course of your program, as well as a chance to learn from some of your peers about the topics to which you were not exposed during your program.

In this course, Eli Enns will take students through an exploration in geopolitics, international dispute resolution and nature conservation from the vantage point of an Indigenous Nation Builder in Canada - The world's only multi-national Indigenous-European state. What does the word "Canada" mean? Embracing the Nuu'chah'nulth worldview of Hishuk'ish Tsawaak, students will experience an intimate view into an advanced Indigenous societies perspective. We will also explore some of the successful examples arising in Canada over the past several decades of Indigenous-led conservation of nature through reconciliation, including Tribal Parks and The Pathway to Canada Target 1.

In this course we will critically examine research methodology. Our course is designed to take student sequentially through the process of thinking about and designing research. Together, we will explore the basic structure of research and examine the philosophical origins of different research approaches. I will guide students as they learn to link different information-gathering methods to different research approaches. My emphasis will be on qualitative research methodology but we will introduce quantitative data gathering and sampling. To ensure that students gain hands on experience with the process of developing methodologies and implementing different information gathering procedures, I will complement lectures with workshops where students will learn by doing. Furthermore, I believe that learning about methods requires analyzing how these methods have worked (or not) in real-world case studies; thus, in class discussions of current case studies will complement workshops and lectures.

Deforestation is considered one of the main global environmental challenges of our times, because of its significant impact on biodiversity and its important contribution to Climate Change and Global Warming, as well as on the livelihoods of millions of people. This course analyzes the way deforestation and forest degradation have been and are being explained by both mainstream and alternative narratives. It critically engages with the way deforestation is defined and measured and discusses the various attempts in stopping or reducing it. We will look at a range of conservation approaches that go from traditional protected areas over community-based strategies, and the increasingly common market-based approaches and finally forest restoration. Illegal logging and timber trade will be looked at as a specific topic of particular importance since it is linked to development, poverty, and violent conflict. Additionally, this course looks at the links between poverty and deforestation, some of the possible strategies to reduce poverty through forest-based activities, and analyzes and discusses the importance of forests for humans and the challenges faced by those who try to manage them sustainably.

Nearly 50% of the world’s population currently lives within 100 km of the coast, and nearly all humanity is dependent on the world’s coasts and oceans for a variety of cultural, economic and environmental reasons.

Despite, or perhaps because, of their value to social and ecological processes, marine resources face increasing pressures and conflicts over their utilization. Among the most pressing issues facing the world’s oceans, five major categories can be distinguished: i) human population growth, particularly in coastal areas. This is an overarching category as population growth affects all of the remaining categories; ii) pollution (e.g., noise, sewage-water discharge, eutrophication); iii) resource over-use (e.g., overfishing); iv) habitat destruction and degradation (e.g., dying coral reefs, disappearing mangrove forests) and v) invasive species (e.g., lion fish in the Caribbean). Additionally, all of these major threats are affected by emerging crosscutting issues such as climate change.

In response to the evident crises in coastal and oceanic resources, over the last several decades there has been an emergence of management tools intended to help stakeholders, from the local to the national and international levels, manage these resources more equitably, effectively, and sustainably. In the most general sense, this course is intended to enable students to familiarize themselves with the language, history and main management tools related to coastal resource management and to the nature of the problems being faced. The course is not focused on the biology or population dynamics of coastal resources, but rather intends to analyze the practice and science of coastal-resource management from the perspective of policy design and implementation.

Specifically, this course will provide a brief introduction to key physical and biological characteristics of the oceans, as well as discussion concerning their relation to human history. Second, we will investigate the unique human economic, social, and cultural attributes (e.g., fishing, fishers and fishing cultures) that are most directly dependent upon them. Among the many topics within this section, the course will specifically focus on understanding artisanal vs. small-scale fisheries, large-scale/industrial fishing as well as the differences and conflicts that exist between these sectors. Third, a broad overview of the development of the current resource crises and conflicts will be presented and examined via case studies from throughout the globe. Fourth, the evolution and trends in coastal and marine management over the last century will also be a central aspect of this course. We will explore and discuss the evolution from traditional top-down models to the implementation of stakeholder inclusion, participation, and co-management. We will also review the role of marine protected areas, and no-take reserves in the management and conservation of coastal resources. Finally, through practical exercises, guest lectures, and field visits, students will be able to explore the complex nexus of relations between humans and coastal/marine resources as it applies to Latin America and the case of Costa Rica.

In sum, students in this course will gain insight into and knowledge of how we have moved from the proclaimed inexhaustibility of marine resources, predominant in the 19^th century, to the increasingly complex layers of marine tenure systems, marine protected areas, and precautionary approaches that characterize contemporary 21^st century marine and coastal resource management regimes.

This course explores local water security and the “ripple” effects on societies. The course will build on a coupled systems framework to understand the physical and social elements of local water security. Students will use their foundations in peace studies to reflect on how water insecurity may threaten or reinforce positive peace, particularly at the local level.

The course will consist of an introduction to the hydrological cycle and variations in water resources over space and time, followed by a coupled systems framing of local water security, an understanding of the different ways in which we use and value water, consequences of water insecurity, the role of intersectionality in water (in)security, and how we can undertake research to better understand water (in)security.

The course will be virtual and interactive, consisting of presentations by the lecturer and students, readings, discussions, assignments, and group work.

In this course we will become familiar with contemporary issues in sustainable agriculture and critically analyze key debates in the field. To provide context to our discussions, we situate the emergence of sustainable agricultural practices within their historic contexts (e.g., green revolution) and we will examine key economic agreements that shape current agricultural markets and trade. We critically examine our global modes of production, industrial, agroecological, and sustainable intensification and we link our analysis to the most recent programs and policies regarding agriculture promoted by the FAO of the United Nations (e.g., scaling-up of agroecology). In addition, we take on some of the most pressing agriculture issues including: climate change, livestock, water security, agricultural certifications, biotechnology (including GMOs), markets, local food, and gender. We mainstream a social justice angle in our class to ensure that we understand how programs and policies affect countries and people differently, by gender, age, and ethnicity.

The number of undernourished people in the world is on the rise despite the fact that we currently produce enough food to feed our global population. In this course we examine how this paradox relates to inequality, conflict, and climate change. We analyze historical events that have shaped our current food security at different scales as well as frameworks and indicators to understand food security. We evaluate food crises, food riots, and how these crises link to the financialization of our food system. We also examine how different countries and actors have adopted food sovereignty to address economic and social inequalities in our food system. Other key themes in this course include: sustainable agriculture and aquaculture, food waste, nutritional transitions, urban food security, and sustainable diets, Students have the unique opportunity to learn course themes in practice during local field visits, invited lectures, and through gardening on the UPEACE organic farm.

This course will take a close look at the linkages between environment, conflict and development. We will discuss the different root causes of environmental and social or development crises as they come forward in the literature, focusing on a series of highly contested concepts and narratives around overpopulation, economic growth, and free market capitalism and globalization. Part of this discussion will be an analysis of the responses to these crises and what can, should and is being done to stop them.