Module manager: Emma Tomalin
Email: E.Tomalin@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2024/25
This module is approved as a discovery module
What is the relationship between religions and international development? Do religions promote or hinder development? How do religious models of development relate to the secular economics based framework that has dominated international development in the post-world war II period? This module will offer opportunities to study the operation of religion in relation to development theory and action; the nature of religion as resource, obstacle and critical participant in development; particular forms of co-operation between religious communities, religious aid agencies and communities in development; and the relationship of religion, human values and community building. The module will critically reflect upon why religions were ignored/marginalised in development discourse until recently, in the context of broader understandings of the 'resurgence' of religion in public life and the reconfiguration of the secularism debate. The syllabus will include discussion of the views that religious traditions hold about areas key to development debates, including: poverty and debt; welfare and philanthropy; economic; human rights; environmentalism; reproductive rights and gender. Throughout, we will integrate thinking about the policy relevance to different sorts of organizations of research that looks at the relationship between religions and international development.
- To examine the complex relationships between religions and global development;
- To understand why religions were ignored/marginalised in development discourse until recently, in the contextof
broader understandings of the 'resurgence' of religion in public life and the reconfiguration of the secularism debate;
- To look at attitudes within the world religions towards key areas, including: poverty and debt; welfare and philanthropy; economics; human rights; environmentalism; reproductive rights and gender;
- To critically evaluate the relevance of religion to development, in particular the nature of religion as resource, obstacle and critical participant in development;
- To study examples of the operation of 'faith-based organizations' working in development (e.g. humanitarian relief, service delivery, advocacy);
- To think about the policy relevance to different sorts of organizations of research that looks at the relationship between religions and international development.
- Key theories about secularisation and modernisation and how these relate to the relationship between religions and development;
- Introduction to development concepts and processes;
- Knowledge about the way that religious traditions view key areas within development discourse including: poverty and debt; welfare and philanthropy; economics; human rights; environmentalism; reproductive rights and gender;
- An understanding of the nature, scale and scope of the faith-based sector in development.
Independent research and writing skills; ability to organise time; critical thinking skills (e.g. challenging the appropriateness of taken for granted distinctions such as 'secular' and 'religious' as uniform and universally applicable); ability to apply critical theories to practical contexts (e.g. gender theory); to begin to think about ways in which academic research can be translated into policy (impact and knowledge transfer).
The study of religion in society: modernization, secularization and the resurgence of religion; development as a religious concern; the mainstreaming of religion in development; the approaches of different academic disciplines to the intersection of religion and development; religious values and beliefs about development; development theory and practice in major world religions; the nature, scale and scope of the faith-based organization sector; secular versus faith-based approaches to development; religious attitudes to environmental issues in theory and in practice; gender, religion and development.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 1 | 11 |
| Seminar | 10 | 1 | 10 |
| Private study hours | 179 | ||
| Total Contact hours | 21 | ||
| Total hours (100hr per 10 credits) | 200 | ||
3 hours a week preparing for each seminar (3x10) = 30 hours
2 hours doing background reading following on from each lecture (2x11) = 22 hours
20 hours preparing for group presentation
40 hours preparing first essay
67 hours preparing second essay
Opportunity to (1) meet with tutor to talk over presentation plans (2) to submit essay plans for feedback. Feedback on the assessed presentation will be formative for the first essay.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Presentation | Group Presentation | 10 |
| Essay | 1.500 words - based on group presentation (mid-module) | 40 |
| Essay | 2.500 words (end of module) | 50 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated.
The reading list is available from the Library website
Last updated: 5/7/2024
Errors, omissions, failed links etc should be notified to the Catalogue Team