This learning unit is not open to incoming exchange students!
Teacher(s)
Language
French
Content
This course introduces to challenges of transitions from three angles (foundations, conventional responses and their limits, and new imaginaries).
In terms of foundations, the course recalls the multiple meanings 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 new perspectives for analysing the challenges of contemporary socio-ecological transformations. Also, the course introduces planetary boundaries as a fundamental framework for reflecting on the challenges of socio-ecological transitions.
In its second part, the course examines the conventional responses that have been developed to address socio-ecological challenges, as well as their limitations. This involves a critical study of the strategies that have so far been prioritized in the face of multiple, interlocking crises: denial (climate scepticism, merchants of doubt), market-based regulation (voluntary emissions trading schemes, CSR, etc.), and “all-to-innovation” (techno-solutionism and the rise of niche innovation policies, particularly in high-tech sectors, etc.)..
In its third part, the course takes a more forward-looking approach by exploring new imaginaries of transitions. This includes alternative modes of entrepreneurship, particularly through the social and solidarity economy and its capacity to embrace post-growth as a horizon; the multiple dimensions of environmental justice, drawing on the EJAtlas and examples of socio-ecological conflicts; as well as post-development and pluriverse perspectives, mobilizing Arturo Escobar’s political ontology.
These three angles foster an understanding of transition issues as systemic, complex, contested, conflictual, multi-level, multi-actor, situated, and framed within a possibilistic perspectives.
In terms of foundations, the course recalls the multiple meanings 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 new perspectives for analysing the challenges of contemporary socio-ecological transformations. Also, the course introduces planetary boundaries as a fundamental framework for reflecting on the challenges of socio-ecological transitions.
In its second part, the course examines the conventional responses that have been developed to address socio-ecological challenges, as well as their limitations. This involves a critical study of the strategies that have so far been prioritized in the face of multiple, interlocking crises: denial (climate scepticism, merchants of doubt), market-based regulation (voluntary emissions trading schemes, CSR, etc.), and “all-to-innovation” (techno-solutionism and the rise of niche innovation policies, particularly in high-tech sectors, etc.)..
In its third part, the course takes a more forward-looking approach by exploring new imaginaries of transitions. This includes alternative modes of entrepreneurship, particularly through the social and solidarity economy and its capacity to embrace post-growth as a horizon; the multiple dimensions of environmental justice, drawing on the EJAtlas and examples of socio-ecological conflicts; as well as post-development and pluriverse perspectives, mobilizing Arturo Escobar’s political ontology.
These three angles foster an understanding of transition issues as systemic, complex, contested, conflictual, multi-level, multi-actor, situated, and framed within a possibilistic perspectives.
Teaching methods
The course involves:
- 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; in some cases, scientific podcasts may be used instead of written texts);
- presentations by the professor;
- active contributions from students and dialogue based on listening.
- summary sheets for each session.
The course is taught in person. Attendance and preparation for each session (reading a short text or listening to a podcast) are essential.
- 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; in some cases, scientific podcasts may be used instead of written texts);
- presentations by the professor;
- active contributions from students and dialogue based on listening.
- summary sheets for each session.
The course is taught in person. Attendance and preparation for each session (reading a short text or listening to a podcast) are essential.
Evaluation methods
The evaluation is based on the completion of a group project (a case study). Each student’s contribution is evaluated through an intermediary (oral) presentation and a short individual note included in the final submission.
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