Module manager: Harriet Thew
Email: H.Thew@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
SOEE5860M Physical Climate Change, Impacts and Mitigation SOEE5870M Social and Political Dimensions of the Climate Challenge
This module is not approved as an Elective
In this module we explore the complex repercussions of climate change for social and natural systems, addressing multi-dimensional questions of justice and fairness in society. We will address questions of power and movement building, such as: - How could climate change create, exacerbate, or remediate historic and present inequalities? - How have diverse groups pursued climate justice and what can we learn from their lived experiences? - How can we develop climate solutions with justice and solidarity at their core?
In this module we introduce some core concepts used by academics and practitioners to understand and analyse Climate Justice. We discuss historical and structural barriers affecting fairness within climate science research and connect scientific knowledge of how and why the climate is changing with knowledge based on lived experiences from the communities most vulnerable and impacted. We dive into a series of case studies from around the world to understand and explore the interactions between changes in natural systems and a diverse range of community responses. The module is taught using the “flipped classroom” format with lectures recorded in advance and face-to-face contact time dedicated to group discussion and reflection.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Describe how climate change relates to existing justice issues around the world.
2. Apply relevant academic concepts and frameworks to real-world case studies relating to climate justice.
3. Explain the history of climate justice movements and identify different routes to achieving justice.
4. Describe how scientific methods for quantifying climate change could exacerbate or ameliorate justice issues.
5. Analyse justice as a factor impacting decisions relating to tackling climate change, drawing upon a wide range of evidence and data.
6. Devise evidence-based and solidarity-focused arguments to advance climate justice.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1: Critical thinking (academic, sustainability). Weighing up different arguments and perspectives, using supporting evidence to form opinions, arguments, theories and ideas. Questioning norms and practices; reflecting on own values and perceptions; identifying and applying evidence; reframing problems.
2: Systems thinking (sustainability). Recognising and understanding relationships; analysing complex environmental, social and economic systems.
3: Integrated problem solving (sustainability). Applying problem-solving frameworks and developing viable, inclusive and equitable solutions.
4: Anticipatory/future thinking (sustainability). Identifying and evaluating potential outcomes; assessing the consequences of actions and scenario planning.
5: Ethical (academic, sustainability, enterprise). Analysing the moral principles that might govern a person's behaviour or the conducting of an activity in any given context. Identifying ethical questions and applying relevant frameworks to evaluate the justice implications of actions and decisions. Developing and applying a breadth of knowledge to assess the consequences and impact of ideas, opportunities and actions.
6: Working with others and developing interpersonal skills (enterprise, work-ready). Valuing diverse ideas, demonstrating awareness and understanding of self and others; building rapport and collaborative relationships.
Theories/concepts/themes:
Introduction to climate justice
Biases/gaps in and access to data records and model output
Facets of justice: recognition, procedure, distribution
Future emissions scenarios
Attribution science
Equity in the intergovernmental regime (UNFCCC, IPCC)
Arctic climate change (permafrost, sea ice, wildfires, Arctic amplification)
Marginalised perspectives and indigenous knowledge in the Global North
Post-coloniality, Intersectionality, marginalised perspectives and indigenous knowledge in the Global South
Compound events and weather extremes
Urban climate change: air quality, urban heat island
Gender, age, sexuality, inclusion and feminist research
Just Transitions, socio technical systems and spatial justice
Climate finance, justice and discounting
Youth climate activism
Local ecology, climate action and cities
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Supervision | 3 | 1 | 3 |
| Fieldwork | 1 | 8 | 8 |
| Lecture | 1 | 1 | 1 |
| Lecture | 20 | 0.5 | 10 |
| Practical | 1 | 1 | 1 |
| Practical | 3 | 2 | 6 |
| Seminar | 2 | 1.5 | 3 |
| Seminar | 11 | 2 | 22 |
| Private study hours | 246 | ||
| Total Contact hours | 54 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Formative feedback will be provided directly to students during seminars, class-based delivery of their group presentations and optional drop-in sessions on assessments 1 & 2.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Presentation | Presentation (Can be delivered in person or pre-recorded). Each student to present for 5 mins, approx. 20-25 mins per group, followed by 5 minutes of questions per group on the history of social movements, legal claims and negotiations on how different actors have pursued different routes to justice. | 35 |
| Report | Report (individual) outlining an evidence-based Climate Justice Strategy and clear recommendations to address a climate justice issue of the learner’s choice. 2500 words | 65 |
| Total percentage (Assessment Coursework) | 100 | |
The re-sit/alternative format for assignment 1 is a personal statement (max. 1,500 words), including reflection on the individual’s participation in the teamwork, reflection on their positionality, and a report of the concrete contributions that they could/should have made to the broader piece.
The reading list is available from the Library website
Last updated: 15/05/2025
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