HCRI20022 Rethinking Crisis 20 Semester 2 Undergraduate Level 2 Patrick Meehan Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 <p>This course explores the changing nature of, and political uses of, the concept of &ldquo;crisis&rdquo; and enables students to rethink how different notions impact on responses. It will introduce students to theoretical approaches that will enable them to understand how information about crises is produced and informs everyday politics, as well as state-level and international strategy, decision-making and policy formation. Students will have the opportunity to engage with various aspects of crises from a theoretical perspective and then apply these to a series of case studies including migration, climate change, terrorism, and the Covid-19 pandemic to explore how events or phenomena labelled as &ldquo;crises&rdquo; are understood and dealt with in the contemporary context.<span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"> </span></span></span></p> <p style="margin-bottom:13px;">This course explores the changing nature of, and political uses of, the concept of “crisis” and enables students to rethink how different notions impact on responses. It will introduce students to theoretical approaches that will enable them to understand how information about crises is produced and informs everyday politics, as well as state-level and international strategy, decision-making and policy formation. Students will have the opportunity to engage with various aspects of crises from a theoretical perspective and then apply these to a series of case studies including migration, climate change, natural disasters, war, and the Covid-19 pandemic to explore how events or phenomena labelled as “crises” are understood and dealt with in the contemporary context.</p> This course aims to: · Develop an understanding of different theoretical approaches to thinking about emergencies and crises; · Develop a critical understanding of the relationship between knowledge production and policy formation as it relates to crisis and emergencies; · Develop an ability to engage in critical discussion and debate in a group, to formulate ideas based upon key readings, and advance a position in group activities based on the analysis and synthesis of readings. · Engage critically with relevant literature and be able to apply theoretical concepts from the literature to empirical examples. · To develop a critical understanding of the diverse approaches to understanding contemporary crises and how they are communicated in different political spheres. · To recognise the importance of understanding the politics of crises, and the importance of knowledge production practices in and about humanitarian crises. · To critically interrogate the literature related to crises drawn from a range of disciplines, and to recognise the challenges of addressing these crises, both practically and ethically.· To critically evaluate theoretical approaches and apply them effectively to case studies. <ul> <li> To critically interrogate the literature related to complex crises drawn from a range of disciplines</li> <li> To recognise the challenges of addressing these crises, both practically and ethically</li> <li> To understand the links between different aspects of complex crises as well as the interdependencies between crises</li> <li> To critically evaluate theoretical approaches and apply them effectively to case studies.</li></ul><p>&nbsp;</p> - Demonstrate analytical and debating skills with peers and tutors through tutorials and online discussions and forums.- Evaluate information in a short time period and summarise key points. · Develop communication skills for a variety of audiences; · Work effectively in a team; · Show effective use of library resources drawing relevant literature, and seeking out information through the use of virtual sources to underpin learning and gathering information for written work. · Develop analytical skills and the ability to articulate ideas verbally and in writing; · Develop confidence in articulating ideas during group discussions. Other Students will learn to develop analytical skills and strong communication skills, as well as the ability to articulate ideas verbally and in writing. Students will also develop confidence in discussing ideas, and debating concepts and theories. Individual reading and study time will help students to develop time-keeping and organisational skills, as well as the ability to monitor and develop their own learning. <p>1. A two hour lecture/seminar which will cover key issues and themes related to each topic area, and engage students in multiple empirical examples taken from contemporary events, including the use of visuals, quizzes and interactive learning. 2. A 50-minute tutorial that will explore the issues and themes raised in the lecture/seminar through assigned readings and via student based learning.</p> 0 Other 100% <table border="0" cellpadding="0" cellspacing="0" style="border-collapse: collapse;width:132pt" width="176"> <tbody> <tr height="96" style="height:72.0pt"> <td class="xl66" height="96" style="height:72.0pt;width:66pt" width="88"> Essay plan</td> <td align="right" class="xl68" style="border-left:none;width:66pt" width="88"> 0%</td> </tr> </tbody></table><table border="0" cellpadding="0" cellspacing="0" style="border-collapse: collapse;width:132pt" width="176"> <tbody> <tr height="96" style="height:72.0pt"> <td class="xl66" height="96" style="height:72.0pt;width:66pt" width="88"> Book review</td> <td align="right" class="xl68" style="border-left:none;width:66pt" width="88"> 30%</td> </tr> </tbody></table><table border="0" cellpadding="0" cellspacing="0" style="border-collapse: collapse;width:132pt" width="176"> <tbody> <tr height="96" style="height:72.0pt"> <td class="xl66" height="96" style="height:72.0pt;width:66pt" width="88"> Essay</td> <td align="right" class="xl68" style="border-left:none;width:66pt" width="88"> 70%</td> </tr> </tbody></table><p>&nbsp;</p> <table border="1" cellpadding="0" cellspacing="0" style="width:662px;" width="0"> <tbody> <tr> <td style="width:322px;"> <p>Feedback method</p></td> <td style="width:340px;"> <p>Formative or Summative</p></td> </tr> <tr> <td style="width:322px;"> <p>Written feedback on written assignments</p></td> <td style="width:340px;"> <p>Summative</p></td> </tr> <tr> <td style="width:322px;"> <p>Verbal feedback on 1-1 meetings with students</p></td> <td style="width:340px;"> <p>Formative</p></td> </tr> </tbody></table><p>&nbsp;</p> <p>Year 2, semester 1 optional on BSc International Disaster Management and Conflict Response</p> BSc Global Dev with Int Study BSc Global Dev with Int Study Second Year Optional Y <p>Janet Roitman. (2013) Anti-crisis. Duke University Press.</p><p>Claudia Aradau and Rens van Munster (2011) <i>Politics of Catastrophe: Genealogies of the Unknown</i>. Routledge.</p><p>Sylvia Walby. (2015). Crisis. Germany: Polity Press.</p><p>Nancy Fraser. (2023). Cannibal Capitalism: How our System is Devouring Democracy, Care, and the Planet and What We Can Do About It. Verso Books.</p><p>Davies, W., Jai Dutta, S., &amp;Taylor, N. (2022). Unprecedented?: How coronavirus exposed the politics of our economy. Goldsmiths Press.</p><p>Fassin, D., &amp; Honneth, A. (Eds.). (2022). Crisis under critique: How people assess, transform, and respond to critical situations. Columbia University Press.</p><p>Naomi Klein (2007) <i>The Shock Doctrine: The Rise of Disaster Capitalism</i>. Toronto: Random House.</p> Lectures 22 Seminars 10 0 168