6.00 credits
30.0 h + 10.0 h
Q2
This learning unit is not open to incoming exchange students!
Teacher(s)
Callorda Fossati Ela;
Language
French
Content
This course introduces to challenges of transitions from three standpoints (foundations, conventional responses and their limits, and new imaginaries).
In terms of foundations, the course traces the evolution of the concept of “transition(s)” (including in demography, economic history and political science), and then defines it in relation to the interdisciplinary field of “sustainability transitions”, where it opens up new perspectives for analysing the challenges of contemporary socio-ecological transformations. In addition, the course introduces “planetary boundaries” as an essential foundation to grasp the challenges of socio-ecological transitions.
In a second part, the course examines the conventional responses to the challenges of socio-ecological transitions and their limitations. The aim is to take a critical approach to the strategies favoured to date in the face of multiple interlocking crises: denial (climate scepticism, refusal to acknowledge the magnitude of biodiversity loss, etc.), regulation by the market (pollution rights markets, CSR, etc.), and “all-to-innovation” (techno-solutionism and the rise of niche innovation policies, particularly in high-tech sectors, etc.). The course also introduces eco-anxiety as an individual response that is challenging at several levels.
In a third part, the course takes a more prospective approach by exploring the new imaginaries of transitions. This concerns the prospects for science, technology and innovation (STI) beyond growth (grassroots innovation, exnovation and phase-outs, etc.) and the rediscovery of the multidimensionality of justice issues (the Donut economy, work and "just transition", socio-ecological justice, etc.).
These standpoints help us to understand the challenges of transitions as systemic, complex, controversial, conflictual, multi-level, multi-actor and situated in a possibilistic perspective.
In terms of foundations, the course traces the evolution of the concept of “transition(s)” (including in demography, economic history and political science), and then defines it in relation to the interdisciplinary field of “sustainability transitions”, where it opens up new perspectives for analysing the challenges of contemporary socio-ecological transformations. In addition, the course introduces “planetary boundaries” as an essential foundation to grasp the challenges of socio-ecological transitions.
In a second part, the course examines the conventional responses to the challenges of socio-ecological transitions and their limitations. The aim is to take a critical approach to the strategies favoured to date in the face of multiple interlocking crises: denial (climate scepticism, refusal to acknowledge the magnitude of biodiversity loss, etc.), regulation by the market (pollution rights markets, CSR, etc.), and “all-to-innovation” (techno-solutionism and the rise of niche innovation policies, particularly in high-tech sectors, etc.). The course also introduces eco-anxiety as an individual response that is challenging at several levels.
In a third part, the course takes a more prospective approach by exploring the new imaginaries of transitions. This concerns the prospects for science, technology and innovation (STI) beyond growth (grassroots innovation, exnovation and phase-outs, etc.) and the rediscovery of the multidimensionality of justice issues (the Donut economy, work and "just transition", socio-ecological justice, etc.).
These standpoints help us to understand the challenges of transitions as systemic, complex, controversial, conflictual, multi-level, multi-actor and situated in a possibilistic perspective.
Teaching methods
The course consists of:
- critical reading of ten scientific texts and appropriation of the main concepts they address (maximum one text per session, with preference given to short, interdisciplinary texts in French);
- presentations by the professor;
- active contributions from students and dialogue based on listening.
The course is given face-to-face.
- critical reading of ten scientific texts and appropriation of the main concepts they address (maximum one text per session, with preference given to short, interdisciplinary texts in French);
- presentations by the professor;
- active contributions from students and dialogue based on listening.
The course is given face-to-face.
Evaluation methods
The professor organises two types of evaluation: (1) collective evaluation of work prepared in sub-groups (for 50% of the final mark) and (2) individual written examination (for 50% of the final mark).
In case of second session: individual evaluation, the modalities of which will be communicated by the professor.
In case of second session: individual evaluation, the modalities of which will be communicated by the professor.
Other information
This activity takes place according to pedagogical, timetable and organisational modalities adapted to the specific public of the FOPES. We refer the students to the pedagogical contract.
Online resources
Recommended podcasts:
(1) Circular metabolism by Aristide Athanassiadis
(2) Economics for rebels by Alexandra Köves
(1) Circular metabolism by Aristide Athanassiadis
(2) Economics for rebels by Alexandra Köves
Bibliography
Chaque séance s’accompagne d'une lecture obligatoire.
Toutes les lectures seront disponibles sur la plateforme Moodle du cours.
Toutes les lectures seront disponibles sur la plateforme Moodle du cours.
Faculty or entity
OPES