Aims

To encourage students to engage with the work beyond national jurisdictions and recognise the
interconnectedness of peoples and places in the context of global warming and climate change

To research and understand the impact of the climate crisis on diverse people and places and the
responsibilities, obligations and undertakings arising under international agreements and conventions

To acquire knowledge about the international architecture for pursuing climate related litigation and reaching
international consensus on matters of concern

To recognise the diversity of players and stakeholders including non-governmental organizations, charitable
trusts. international philanthropists and non-state corporate entities

To appreciate the interconnectedness of Sustainable Development goals and the issues of global warming and the
impact on SDGs especially in the developing world.

To engage with human rights challenges and achievements in relation to the climate crisis

To understand some of the triggers, complexities and competing priorities of the global south-global north
relationship in addressing climate change

Outline Of Syllabus

The content of the module will be collaboratively shaped by students and the module lead, in order to reflect contemporary issues and developments and the diversity of interests and experiences of an international student cohort. Students will be encouraged to engage with a wide range of resources materials across different disciplines and to consider how narratives around climate change can be shaped and delivered through different metiers.

The framing of this content will include:
Narratives and debates around ‘climate-change’ and ‘global-warming’; perpetrators and victims; responses
and responsibilities
The international response to climate change including key treaties, conventions and agreements.
National, regional and international voices, players and groupings engaged in this field
The international architecture for pursuing climate related litigation
Lacunae in the law in relation to the impact of climate change on people and places.
Competing priorities and strategies arising in the context of addressing global warming

Teaching Rationale And Relationship

The overall rationale is to encourage a law in context approach to learning which is of contemporary relevance and draws on the experience and interests of an international body of students. If students choose this module, they are expected to engage with it using a range of sources.

Focussing on student led learning supported by introductory teaching sessions, guided and prompted discussions, directed reading and the development of research skills to expand reading and research further, the aim is to encourage students to build confidence, take responsibility for their own knowledge acquisition and acquire the skills to share this in various ways with their peer group and for assessment.

The co-creation of knowledge will be achieved through small group learning which commences with introductory targeted teaching which may take the form of a short lecture, podcast, video or news item, followed by directed independent research to be undertaken by students to bring back to the following session. This co-creation of knowledge will be provided through the two hourly sessions.

Student directed knowledge sharing will draw on independent and guided research while communication skills will be built up over the module through contribution to the above group classes, oral presentations, input to a discussion board on current issues, and the development and submission of a portfolio of work. The allocation of time for reading ad research and the assessment criteria align with this teaching rationale.

Assessment Rationale And Relationship

The assessment is aimed at building student-led enquiry into a topic which interests them and which may be relevant to their own experiences/people/place. The exercise is intentionally not-jurisdiction specific. It is designed in incremental steps to build confidence in research, writing and presentation skills within a supportive environment. Students may choose to work individually or in small groups (depending on numbers). The final portfolio assessment weighting is intended to reflect the effort which should go into the work over the period of the module.