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Global Development Politics - POL00106M

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  • Department: Politics and International Relations
  • Module co-ordinator: Dr. Judith Krauss
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2024-25

Module summary

This core module aims to outline for students key emerging themes in the study of global development politics. It will run in the autumn semester and offer a framework for the overall programme. The purpose of the module is to help students understand the transformations in the global order within which contemporary development processes and projects are embedded. An understanding of these transformations will enable students to appreciate the changing politics of development which make it imperative to consider the global factors shaping development (rather than drivers confined to the Global South). It will engage students with a broader range of interactions and trade-offs between environment, society and economy.

Module will run

Occurrence Teaching period
A Semester 1 2024-25

Module aims

The assessment has been chosen in response to Faculty and external examiner feedback promoting real-world assessments. Consequently, students will be assessed based on a 15 to 20-minute podcast (to be submitted as an audio file and a script) which will reflect on one key module theme. This asks students to produce a public-facing output intended for an informed, but non-academic audience, that draws on academic and policy literature, and presents their thoughts in a clear, concise manner verbally, much like they will have to do in their professional and civic lives going forward. The podcast format helps them hone verbal communication skills in addition to the writing skills which are required to produce a clear, accessible script for the podcast. It also produces an output which they can share or reference with future employers and stakeholders. Both the output and the skills that students learn from it reflect the module's Freirean understanding of education as part of a wider project of critical thinking and societal transformation. The technical skills required will be very limited, as all smart phones now have an audio recording function.
However, if that is not available, alternative provision to allow access to microphone will be made.

Module learning outcomes

By the end of the module, students will know:

  • The historical evolution of ideas about and practices of (global) development;
  • The shifting balance of power that frames the contemporary global order and international political economy;
  • The emerging role of the Global South, and the agency of Global South countries in shaping ideas of development;
  • Key global challenges facing the world today;
  • The social processes that underpin emerging global challenges such as climate change and biodiversity loss; and
  • The politics of framing, negotiating and addressing key global challenges across social, environmental and economic domains.

Module content

  1. Introduction: The connected politics of global development

  2. The New International Economic Order, Washington Consensus, Beijing Consensus and beyond

  3. BRICS (Brazil, Russia, India, China, South Africa)

  4. Southernisation of development

  5. Citizenship and development

  6. Polycrisis and global development

  7. Climate justice

  8. Conservation in the Anthropocene

  9. Transforming value chains in the 21st century

  10. Sustainable Development Goals and beyond

Indicative assessment

Task Length % of module mark
Essay/coursework
Podcast		 N/A 100

Special assessment rules

None

Indicative reassessment

Task Length % of module mark
Essay/coursework
Podcast		 N/A 100

Module feedback

Students will receive written timely feedback on their formative assessment. They will also have the opportunity to discuss their feedback during the module tutor’s feedback and guidance hours.

Students will receive written feedback on their summative assessment no later than 25 working days; and the module tutor will hold a specific session to discuss feedback, which students can also opt to attend. They will also have the opportunity to discuss their feedback during the module tutor’s regular feedback and guidance hours.

Indicative reading

Horner, R. and D. Hulme (2020) From international to global development: New geographies of 21 st century
development. Development and Change 50(2): 347-378. DOI: 10.1111/dech.12379


Kothari, A., Salleh, A., Escobar, A., Demaria, F., Acosta, A. (Eds.), Pluriverse: a post-development dictionary.
Tulika Books.


Krauss, J.E., Jiménez Cisneros, A., Requena-i-Mora, M. (2022) Mapping Sustainable Development Goals 8, 9,
12, 13 and 15 through a decolonial lens: falling short of ‘transforming our world’. Sustainability Science 17,
1855–1872. https://doi.org/10.1007/s11625-022-01112-3


Mawdsley. E. 2018. The ‘Southernisation’ of Development? Asia Pacific Viewpoint 59(2): 173-185.
doi:10.1111/apv.12192


Pailey, R. (2021) De-centering the “White Gaze” of Development. Development and Change 51(3): 729-745.
DOI: 10.1111/dech.12550


Quijano, A. (2007) Coloniality and modernity/rationality. Cultural Studies, 21 (2-3), pp. 168-178,
http://doi.org/10.1080/09502380601164353


Roy, I. and S. Hickey (Forthcoming) Global Development Politics. Routledge


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.