日本語 English
| 開講年度/ Academic YearAcademic Year |
20242024 |
| 科目設置学部/ CollegeCollege |
社会デザイン研究科（MSDA）/Graduate School of Social Design Studies (MSDA)Graduate School of Social Design Studies (MSDA) |
| 科目コード等/ Course CodeCourse Code |
VP306/VP306VP306 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
金3･5201/Fri.3･5201 Fri.3･5201 |
| 単位/ CreditCredit |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
SDM6211 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code Registration |
| 配当年次/ Grade (Year) RequiredGrade (Year) Required |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ prerequisite regulationsprerequisite regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ course cancellationcourse cancellation |
－（履修中止制度なし/ No system for cancellation) |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
|
| テキスト用コード/ Text CodeText Code |
VP306 |
This coursework examines the emerging Transition Discourses (TDs) in international development, with a particular focus on grassroots social innovations, cultural practices and political project in Global North and Global South. It explores systemic alternatives to neoliberal globalization.
The coursework is divided into two parts. The first part (Sessions 1 to 3) discusses the history of neoliberalism and its social, political, and ecological impacts on international development. In particular, the limits of sustainable development will be examined (Session 2). Then, Session 3 examines the recent debate on Transition Discourses as a matrix of the world beyond neoliberalism.
The second part (Sessions 4 to 12) investigates the diversity of grassroots social innovations in the Global North and Global South, with a particular focus on their contributions to inclusive development. In particular it discusses designs for economic alternatives that boost ‘just transition’, based on the grammars of social, gender, and environmental justices and ethics of care.
In principle, each class consists of a lecture, short presentations and group discussions. Students are required to read indicated reading materials in advance and prepared for in-class presentation and discussion.
At the end of coursework, it is expected that students are able to design scenarios of just transition with a set of public policies (Sessions 13 and 14).
※Please refer to Japanese Page for details including evaluations, textbooks and others.
This coursework examines the emerging Transition Discourses (TDs) in international development, with a particular focus on grassroots social innovations, cultural practices and political project in Global North and Global South. It explores systemic alternatives to neoliberal globalization.
The coursework is divided into two parts. The first part (Sessions 1 to 3) discusses the history of neoliberalism and its social, political, and ecological impacts on international development. In particular, the limits of sustainable development will be examined (Session 2). Then, Session 3 examines the recent debate on Transition Discourses as a matrix of the world beyond neoliberalism.
The second part (Sessions 4 to 12) investigates the diversity of grassroots social innovations in the Global North and Global South, with a particular focus on their contributions to inclusive development. In particular it discusses designs for economic alternatives that boost ‘just transition’, based on the grammars of social, gender, and environmental justices and ethics of care.
In principle, each class consists of a lecture, short presentations and group discussions. Students are required to read indicated reading materials in advance and prepared for in-class presentation and discussion.
At the end of coursework, it is expected that students are able to design scenarios of just transition with a set of public policies (Sessions 13 and 14).
| 1 | Introduction. Towards a New Eco-Social Contract in the 21st Century. |
| 2 | Neoliberalism and the Limits of Sustainable Development |
| 3 | Transition Discourses, What’s in a Name? |
| 4 | What is Buen Vivir? an Indigenous Vision of Wellbeing in Latin America |
| 5 | Plugging the Leak: How to construct a Self-sustained Local Economy? |
| 6 | Social and Solidarity Economy (1): A Global Perspective |
| 7 | Social and Solidarity Economy (2): Case Study |
| 8 | Social and Solidarity Economy (3): Case Study |
| 9 | Diverse Economies: learning from J.-K. Gibson-Graham's work |
| 10 | Farewell to Growth: Why Does Degrowth Matter in the Global Sustainability Debate? |
| 11 | Designing Just Transitions (1)：A Case Study of the Global North |
| 12 | Designing Just Transitions (2) : A Case Study of the Global South |
| 13 | Final Presentation (1) |
| 14 | Final Presentation (2) |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Students are required to read indicated reading materials and prepare for in-class discussion and presentation.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
最終レポート(Final Report)(30%) Final Presentation(20%) In-class Discussion(30%) Attendance(20%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| No textbook is specified. Lecturer provides reading materials each week. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Barcelona en Comu et al. | Fearless Cities: A Guide to Global Municipalist Movement | New Internationalist | 2019 | |
| 2 | Crouch, C. | Post-democracy | Polity Press | 2004 | |
| 3 | Gibson-Graham, J.-K. | The End of Capitalism as We Knew It: A Feminist Critique of Political Economy | The University of Minnesota Press | 1996 | |
| 4 | Gibson-Graham, J.K. | A Postcapitalist Politics | The University of Minnesota Press | 2006 | |
| 5 | Kallis, G., D'Alisa, G. and Demaria, F. | Degrowth: A Vocabulary for a New Era | Routledge | 2014 | |
| 6 | Kallis, G., Paulson, S., D'Alisa, G. and Demaria, F. | The Case for Degrowth | Polity Press | 2020 | |
| 7 | Latouche, S. | Farewell to Growth | Polity Press | 2009 | |
| その他 (Others) | |||||
| （8) Bartolini, S. (2014). Building Sustainability Through Greater Happiness. The Economic and Labour Relations Review. 25 (4): 587-602. (9) Escobar, A. (2011). Sustainability: Designs for the Pluriverse. Development, 54 (2): 137-140. (10) Kishimoto, S. and Petitjean, O. (eds.) (2017). Reclaiming Public Services. Amsterdam: Transnational Institute. (www.tni.org) (11) United Nations (2012). World Happiness Reports. 2012. (12) United Nations (2015). World Happiness Reports 2015. (13) UNRISD (2021). A New Eco-Social Contract: Vital to Deliver the 2030 Agenda for Sustainable Development. UNRISD Issue Brief 11, March 2021. UN Women (2021). Beyond COVID-19: A Feminist Plan for Sustainability and Social Justice. UNDP. | |||||
(1) Students are required to have a good ability of reading academic literature on global development.
(2) Students are required to actively participate in in-class presentation and discussion.
(3) Students are required to have a good ability of academic writing in English.
Lecturer's Personal Website: https://postcapitalism.jp/index/