None

Madeley, J. (2000) Hungry for Trade. Zed Books, London
Pretty, J. (1998) The Living Land. Earthscan, London
Pretty, J. (ed) (2005) The Earthscan Reader in Sustainable Agriculture. Earthscan, London
Shiva, V. (2000) Stolen Harvests. Zed Books, London

A networked computer for accessing University VLE (Blackboard), web sites and electronic journals.
Course texts.
Learning pack

A. One research essay (3000 words) (50%)
(Learning outcomes 1,2,3,4, 7)
B. One report portfolio (3000 words) (50%)
(Learning outcomes 1,5,6,7)

Additional Assessment Details:
A. The research essay will allow you to show your overall appreciation of the key concerns of the module, and demonstrate your understanding and capability in applying concepts and theory to the analysis of information derived from researching textual sources.
B. The report portfolio will require the submission of normally two or three short assignments (in total not more than 3000 words) that will examine specific topics in relation to food production, consumption, and the management of rural spaces.


Formative Assessment:

You will be encouraged to submit (i) a plan and annotated bibliography for your research essay and (ii) shorter plan(s) for the assignment in the report portfolio for formative assessment. In addition, the directed activities will offer opportunity for formative assessment and feedback.

In many respects the analysis of the global food system exemplifies the core themes associated with sustainable development, including security and equity, the power of global organisations and the judicious use of resources. The first half of this module examines the relevance of food production, distribution and consumption to sustainable development. First, there is the issue of equity. While millions still suffer from conventional malnutrition associated with insufficient diets; a new form of malnutrition associated with obesity and unhealthy diets is emerging as a major global health crisis. This module examines the causes and consequences of this anomaly. Second, the modern global food system depends upon petroleum and this is investigated to expose the political and environmental implications of this dependency. Third, and closely-linked with the first two themes, a phenomenon of `post-productionism' has emerged in some localities, with amenity uses, forestry and energy crops replacing food production. The logic of this development is investigated in the later stages of the module.
Environmental pollution occurs at every juncture in the global food system, and several of the most serious of these are examined in detail. As models of industrial agriculture displace traditional systems, corporate control of the food system increases; therefore the role of technology and agricultural research are relevant. Debates about GMOs are used to illustrate how power and food sovereignty are implicated in new food production systems too. Selected themes are explored with reference to specific case studies. The module evaluates the feasibility of alternative, more environmentally and socially sustainable food systems. Specific themes may include: old and new conceptions of food security; equity and sustainability in food provisioning systems; globalisation and industrial agriculture; corporate control and democratic accountability in food systems.
Against these global-scale processes and influences, the last section of the module gives particular attention to local resource sustainability issues in the food sector, and considers the local effects of some of the more influential policy organisations, with reference to a broad range of international food policies including US/UK/EU farm policies. In this discussion, the dimension of 'countryside', with a range of associated demands and resource considerations, is seen as particularly important, with issues such as landscape and recreational amenity, water resource management, energy inputs and energy crop schemes set against the goals of sustainable agricultural production.

280 hours independent study: 20 hours contact

The module will run over 16 weeks, and will normally include 4 weeks for you to complete the assessments to be graded. Over this period, you will work through self-instructional course material in a VLE which structures your learning by outlining a programme of specific activities and tasks. To complete these, you will be reading and critically engaging with key texts, papers and other documentary resources. This work will be undertaken on an individual basis, but at various points you will be expected to interact and share material with other students in a designated learning group.