Autumn Semester 2024

This course examines the relationship between gender and peacebuilding, based on scholarship from the fields of political science, international relations, and peace and conflict studies. We will engage with the gendered dimensions of conflict, security, and peace and discuss how gender matters in a range of settings, such as during peace negotiations, in post-conflict reconstruction, transitional justice, or disarmament, demobilization and reintegration (DDR) processes. The course will cover theoretical literature, as well as case studies from around the world. During the course, we will critically engage with the Women, Peace, and Security (WPS) agenda, as well as related efforts to increase women’s inclusion and representation, as well as with the role of masculinities in conflict and peace. Students are expected to read and critically engage with weekly readings, participate actively in classroom discussions, to write a case analysis, and/or to prepare a presentation.

Learning outcome: Students are familiar with the main theoretical and empirical debates on gender and peacebuilding. They have reflected on and discussed these in the context of different contemporary and historical cases. They have critically reflected on the value and methods of gendered analyses of conflict, security, and peace.

The course traces the different approaches through which scholars throughout the world have analysed urban processes and urban planning, and the different models and visions that have guided city building. In a first part entitled ‘thinking cities’, we discuss the major theories of cities and urban processes, with a particular focus on recent theories. This includes theories on: cities and capital; cities and postmodernism; cities and the world; cities from elsewhere; cities and difference; cities as assemblage. The second part, entitled ‘building cities’, focuses first on prescriptive theories, which aim to develop approaches for planners and interrogate the role of planners: rational planning; advocacy planning; communicative/collaborative planning; pragmatic planning; adaptive planning and non-planning. Second we will discuss earlier and contemporary normative planning models, which develop physical pictures of an ideal city or advocate specific planning principles such as Modernism and contemporary normative models such as the sustainable city, the smart city etc.

Competences: Understand main propositions of key theories and debates relating to cities and planning; Distinguish between different types of theories; Assess strengths and weaknesses of different theories; Evaluate different city models and visions; Reconstruct the link between theoretical debates and urban outcomes; Transfer analyses between different urban contexts; Choose an appropriate theory for a research question.

L’objet de ce cours est de présenter les principaux modèles et cadres analytiques mobilisables pour l’étude des régimes de gestion des ressources naturelles et des régimes de production agricoles et alimentaires. Les perspectives privilégiées sont celles de l’étude des commons (institutions et formes d’appropriation et de gestion collective des ressources) et celle de l’écologie politique. L’approche retenue est appliquée et interdisciplinaire. Une fois les principaux cadres d’analyse présentés (séances 1 et 2), avec quelques illustrations à l’appui, ils seront appliqués aux thématiques les plus actuelles de la gestion des ressources naturelles et des politiques agraires : services écosystémiques et rémunérations/compensations associées (séance 3), résilience et adaptation des socio-systèmes (séance 4), évolutions des filières agro-alimentaires internationales et de leur rapport à l’espace (séances 5 à 7).

Connaître des cadres d’analyse sur la gestion des ressources naturelles. Se familiariser avec les modèles de politiques agraires dans les pays en développement. Comprendre les régimes actuels de production et de distribution alimentaire mondiaux et leurs impacts locaux. Produire une analyse détaillée sur un cas précis de gestion des ressources naturelles.

Please note that this course will be held in French.

The course introduces students to the tools and methodologies of qualitative research and its epistemological foundations. It provides an overview of methodological approaches and tools in migration research and assesses options available for tackling manifold methodological challenges. In addition, it overviews key scholarly debates in the study of migration and citizenship in political science and related disciplines. The focus is on issues relevant across a wide range of research methods in migration studies, such as gaining access to hard-to-reach populations and operationalising relevant concepts. The course covers a wide range of themes: the politics of borders, the politics of diaspora and citizenship.

Learning outcome: Introduce key scholarly debates in the study of migration and citizenship in political science and related disciplines; Discuss methodological approaches and tools in migration research and assess options available for tackling manifold methodological challenges; Prepare a research plan using one of the studied approaches.

Recent developments in Infection Biology / Epidemiology, with focus on Swiss TPH research.
This seminar series is centered on research topics in the field of infection biology and epidemiology and allows MSc and PhD students of Swiss TPH or of associated institutions to present their ongoing work. Besides presenting the state of research, the seminar allows for discussions on conceptual and operational (design, analysis, interpretation) questions surrounding scientific work.

https://vorlesungsverzeichnis.unibas.ch/de/recherche?id=287043

Ce cours donnera les outils nécessaires pour développer un projet de développement ou de la conservation de la nature. Le cours, en 11 séquences articulé autour du « cycle du projet », focalisera sur les thèmes suivants : les politiques des projets, les besoins des acteurs, les demandes des bailleurs, la conception d’une idée de projet avec des acteurs, la théorie de changement, le cadre logique, la mise-en-œuvre, l’évaluation des projets selon les normes de sauvegardes environnementales et sociales, le suivi-évaluation et la phase de bilan (« learning ») pour informer futurs projets. Les étudient.e.s vont développer des projets utilisant un canevas d’un bailleur.

• Comprendre les contextes des projets
• Comment élaborer un projet avec des acteurs
• Comprendre les phases du cycle de projet

Please note that this course will be held in French.

Ce cours est une introduction aux Etudes du développement dans une perspective géographique ainsi qu’un aperçu des théories du développement depuis la période d’après-guerre jusqu’au présent. Les Etudes du développement constituent un champ académique appliqué et interdisciplinaire qui examine les processus, stratégies, programmes et projets de développement dans le pays du Sud avec le but d’évaluer et d’améliorer les politiques et les projets visant à bénéficier les populations pauvres. Après une brève introduction au concept du développement, le cours examine dans une première partie les ‘grandes théories’ du développement des années 1950, 1960 et 1970. Ces théories et leurs résultats réels forment une base de la compréhension de l’essor du courant dominant néolibéral actuel. Dans une deuxième partie, cette approche néolibérale, ses révisions et ses critiques sont discutées. Ces théories récentes ont aussi influencé les approches de la coopération internationale et elles déterminent les préoccupations contemporaines dont nous discutons quelques-unes. Le cours met l’accent sur des approches généralisées et macro, mais des études de cas accompagneront les analyses critiques.

À la fin du semestre, les étudiant-e-s auront développé leur: 1. connaissance des concepts clés des Etudes du développement ; 2. compréhension des théories principales du développement dans leur contexte politico-historique ; 3. compétence permettant de comparer, d’évaluer et de critiquer les différentes théories du développement ; 4. compréhension des liens entre théorie et pratique dans le champ du développement ; 5. idée du jargon et de la pratique de la coopération internationale ; 6. reconnaissance de la complexité des processus du développement dans les pays du Sud et des complications concernant les interventions de l’extérieur.

Please note that this course will be held in French.

Environmental effects on the risk of infectious diseases are not new. Micro- and macro parasites share many fundamental properties with humans and animals. Hence, an ecological perspective is appropriate for understanding and controlling infectious diseases. Ecological thinking recognises the importance of fundamental physical, chemical and biological processes that affect the survival and reproduction of all living organisms. These include evolutionary, social, economic and political processes. Theoretical concepts move from “One Health”, which emphasises close cooperation of human and animal health interventions, to broader considerations of health in social-ecological systems.
Theoretical lectures and group work are combined with presentations from ongoing research projects on avian influenza, rabies, bovine tuberculosis, brucellosis and anthrax of the human and animal health research group at Swiss TPH. In this year, individual students are invited to contribute to a Massive Open Online Course (MOOC) on One Health.

Qualitative and mixed methods are making important contributions to public health research, and are increasingly used by researchers without training in social sciences. This course offers an introduction to the basic principles of qualitative research. Different methods will be discussed, and students will learn how to plan, conduct and analyze a qualitative interview.

Content:
Introduction to the principles of qualitative and mixed methods
Overview of common qualitative research methods and study designs
Conducting an interview from planning to analysis
Introduction to mixed methods

Plus de 50% de la population mondiale vit dans les villes et le monde continue de devenir de plus en plus urbain. Les taux de croissance urbaine sont particulièrement élevés dans les pays du Sud (notamment en Afrique et en Asie) et les villes dans les pays en voie de développement et émergeants doivent faire face à une rapide expansion. Cela a motivé un intérêt renouvelé pour la problématique des villes du Sud de la part de la pratique et de la théorie du développement. Les villes sont vues comme les sites (et même les moteurs) du développement économique mais elles sont également confrontées à des grands défis sociaux et économiques tel que le manque de logements adéquats, de services urbains, d’opportunités d’emplois dignes, etc. Ce cours examine des différentes perspectives de l’urbanisation et du développement urbain dans les pays du Sud et des problématiques sociales et économiques qui y sont reliées. Le cours introduit plusieurs conceptualisations du processus de l’urbanisation ainsi que des approches du développement urbain. De plus, des problèmes urbains particuliers comme le logement, la pauvreté et le sous-emploi seront discutés. Les étudiant(e)s analyseront ces problèmes et réfléchiront à des possibles solutions dans les cas des villes choisies.

A la fin du cours, les participant(e)s seront en mesure de : décrire et expliquer les processus urbains et les conditions de vie dans les villes du Sud; appliquer des concepts introduits dans ce cours pour examiner des problèmes concrets du développement et des solutions proposées dans une ville; rédiger un rapport de type « consultant du développement » et communiquer ces résultats visuellement et oralement.

Please note that this course will be held in French.

In November 2019, the University of Lausanne and the IUCN signed a partnership agreement aimed at intensifying their exchanges around research work and its applications on the planet’s environmental concerns. This course is a concrete application of this partnership involving both various researchers from Unil and IUCN professionals. A convention is also being set up between the University of Lausanne and the Lavaux World Heritage Association to strengthen the scientific knowledge carried out in this protected area. This course aims to get better acquainted with this site and the conservation challenges it faces. Content

– Introduction to Nature Conservation
– Protected areas and landscape governance
– Conservation and management issues
– Management effectiveness, World Heritage, geoparks, biosphere reserves and Ramsar.
– Fieldtrip to Lavaux Unesco site
– Hunting, protected areas and conservation
– Fieldtrip to IUCN center
– Conservation by indigenous peoples and local communities
– Conservation and Education

The objective of this course is to bring elements of reflection and analysis to students concerning contemporary debates around the conservation and protection of nature. This course reviews the definitions as well as the historical and cultural aspects of nature conservation and the implementation of different protected areas around the world. It also addresses through various examples and case studies the current management issues in nature conservation. This course-seminar includes two field trips with meetings of IUCN professionals.

Please note that this course will be held in both French and English.

We invite an internationally renowned scholar for a public talk, a one-day workshop and for individual talks with PhD students.

ZHGK_Flyer_HS24-1

How can a community or country – or the global community as a whole – manage resource scarcity in a way to support sustainable processes and prevent unsustainable ones? In this block course, PhD students explore the relevance, forms and role of governance in meeting societal challenges related to resource management in a sustainable way. Through role plays, group discussions and other interactive activities on different thematic examples (including on pesticides, coffee and cacao, fish, plastics, etc.), they learn what is needed for coherent policy formulation, and how policies and laws can be aligned with the agenda on sustainable devel-opment. As a supplement, the students will undertake an exciting city tour of Bern.

Students receive the preparation documents two weeks before the start of the course. The preparation time is approx. 4 hours.

Learning objectives
The participants …
… understand different concepts of governance, the concept of common concern of human-kind and the concept of policy coherence for sustainable development, as well as its em-bedding in and significance for the 2030 Agenda;
… can apply the theory and concepts to a range of current resource-related challenges, in-cluding the ones explored during the course (e.g. food systems, pesticides, transnational value chains, coffee and cacao, fishery, plastic pollution) through role plays, group discus-sions and other interactive activities;
… understand the interdependence of different policy areas in the Global South and Global North, and understand the possible levers and potential impacts of national and regional legislation on actors along the entire value chain or life cycle of a product (enabling and disabling);
… understand and recognise effective opportunities for action at both the national level in the Global South and Global North as well as the international level, and recognise the poten-tial of unintended (unsustainable) side effects;
… learn how global and local actors, as well as state and private actors interact, and under-stand how they can complement each other;
… gain an insight into the agenda of ‘trade and sustainable development’ and can put them-selves in the shoes of various actors;
… understand the responsibility of globally active companies and are familiar with the debates on the role of the state in this regard.

This course focuses on techniques and tools to evaluate large, medium and small conservation and development projects, from oil palm plantations and mining company projects to biodiversity conservation projects. Over 8, half days, the course will expose students to the issues and risks around project implementation from both environmental and social concerns, discuss environmental impact assessments (including strategic environmental impact assessments), High Conservation Value and High Carbon Stock approaches, the mitigation hierarchy, environmental and social safeguards, Free Prior Informed Consent, environmental defenders, and engagement with local communities.

Group projects will be conducted whereby students learn how to apply the Environmental and Social Management System (focusing on biodiversity, invasive species, cultural heritage, indigenous peoples and resettlement) used by organisations such as the International Union for Conservation of Nature (IUCN) to assess conservation projects. Real-world projects will be assessed, using those developed for donors such as the Global Environmental Facility and the Green Climate Fund.

Current issues and debates will be explored (e.g. oil palm industry, project scandals by major conservation NGOs) and the class will visit IUCN Headquarters (Gland, Switzerland) to hear from specialists in the sector. A second field trip to an UNIL building work site is also planned. In class talks will be given by experts.

Learning outcomes:
• To learn why environmental and social impact assessments were first implemented, their evolution, and the shortcomings
• To understand current methods use to evaluate projects from both environmental and social perspectives
• To apply an environmental and social safeguard system to a real world project

This two-three day interactive seminar seeks to build on the knowledge of both participants and facilitators to identify the value of Political Ecology approach, to survey recent developments, and to apply the approach to a concrete case in order to contribute to its evolution.
In the 2024 edition of this block course, we will explore historical political ecology (Peluso, 2012; Davis, 2015), which draws on political ecology, historical geography, and environmental history, to address commodity production and trade in Africa. The questions raised in these different academic fields will help us to explore and understand the processes that shape African socio-natural commodities over time, and to develop new critical and situated analyses of natural resource policy and management. This includes thinking about the (re)constitution of socio-environments over time and place to serve or undermine particular social interests (Maat and Hazareesingh, 2016), and the impact of colonial encounters and scientific research on local resources (Tilley, 2011). By following specific commodities (e.g. palm oil, shea butter, kola nut, ivory.), we will reflect on the evolution of their use, the tools used to produce and trade them, their circulation through space and time, but also their changing socio-cultural, economic, and political meanings.

In this course, we will:
a.Highlight the features of classical approaches of Political Ecology;
b. Explore and understand the processes that shape African socio-natural commodities over time;
c. Develop new critical and situated analyses of natural resource policy and management.

This PhD colloquium is dedicated to elaborating and discussing difficulties encountered during research. Each PhD student will be invited to present his or her most critical problem, which the group will then discuss along with potential solutions. The participating PhD students will find adequate answers to their main difficulties in research; this will enable them to improve the quality of their research.

Every PhD candidate holds one presentation. Moreover, every PhD candidate must participate on both days in order to obtain the 0.5 ECTS.

Learning Outcomes: The PhD candidates are
1) able to artiulate the research challenges (conceptually, thematically, methodologically) they face.
2) have adequate answers to their main difficulties in research.
3) able to improve the quality of their research