The module aims to:
• provide students with an in-depth specialised knowledge on concepts and theories of climate justice.
• impart specific knowledge to students on environmental justice movement and different approaches to the right to a clean and healthy environment.
• provide students with an in-depth knowledge on the ways in which law can be used in addressing climate justice as well as its limitations.
• enable students to develop an ability to analyse and interpret legal documents and critically examine climate change cases.
• enable students to develop an ability to identify deep structural challenges as the root causes of climate injustice.
• develop critical thinking, reasoning and analytical skills of students to examine critically key issues around climate justice and to enhance their academic writing skills in an engaging collaborative environment.
• enhance stud ents’ ability to work independently and as part of a team to a high level of aptitude.

(LO1) Students will be able to demonstrate an understanding and knowledge of key concepts of justice in the context of climate change.

(LO2) Students will be able to reflect an ability to think critically about the elements of climate justice and work effectively with competing theories of climate justice.

(LO3) Students will be able to analyse critically various legal approaches to climate change litigation at the national, regional and international level and to offer possible solutions.

(LO4) Students will be able to engage critically with climate justice issues using appropriate legal and theoretical tools.

(LO5) Students will be able to communicate ideas about and apply legal knowledge to climate justice issues and draw reasoned conclusions supported by authoritative sources.

(S1) Communication (written and visual) (inc. referencing skills and academic writing).

(S2) Critical thinking and problem solving – Problem Identification/Critical analysis/Critical Reading.

(S3) Improve own learning, performance and reflective practice.

(S4) Capacity to make a critical judgment of the merits of particular arguments and make a reasoned choice between alternative solutions or arguments.

(S5) Time and project management - Personal organisation.

(S6) Judgmental skills as an impartial observer.

The specific syllabus may vary each year to reflect contemporary events and legal developments and will be confirmed in the Module Handbook. An indicative syllabus will comprise the following core areas:

-Environmental justice movement
-Concepts and elements of climate justice
-Theories of climate justice
-Climate litigation at the national, regional and international level
-Climate change and the right to a clean, healthy and sustainable environment
-Business and climate justice
-Inter-generational climate justice
-Human rights-based approach to climate litigation

Teaching Method 1: Seminar

Scheduled Directed Student Hours: 22 hours (11 x 2 hours)

Unscheduled Directed Student Hours: 0

Description:
Interactive seminars based on the reading lists (required reading and further reading) and questions which will be set in advance of each seminar. Students will be expected to complete the preparation on a weekly basis and come to the seminars fully prepared to engage in discussion.

Attendance Recorded: Yes

Teaching Method 2: Collaborative learning experience

Scheduled Directed Student Hours: 0

Unscheduled Directed Student Hours: 9 (3 x 3hours)

Description: Students provide comments on each other’s work throughout the semester. Through posting comments based on assessment criteria, students will pay closer attention to the criteria and then, on returning to their own work, their ability to self-assess their own work will be improved. This gives students an opportunity to revise their works and submit the final version at the end of semester.

Attendance Recorded: Yes / No

Self-Directed Learning Hours: 169

Description: As a research-based module, students are encouraged to be an independent researcher and that is why seminars are problem-based and designed around inquiry-based activities. Independent learning forms a feature of this module. It is reflected in the requirement that students undertake a significant amount of external research to fulfil their assignments. Academic staff will be available to support and encourage that endeavour throughout. In addition to suitable reading lists, each seminar will provide a set of ‘questions to guide reading’ that students will be asked to use as guidance to their preparations prior to seminars.