1.Engage critically with the debates surrounding the concept of human security.
Knowledge and learning; analysis

2. Demonstrate knowledge and a wide understanding of key human security issues.
Knowledge and learning; enquiry; analysis.

3. Develop analytical skills through an independent and critical appraisal
of contemporary practice in at least one issue area of human security.
Knowledge and learning; application; enquiry’ problem-solving.

4. Provide critical, well-researched and developed pieces of work in appropriate
academic style.
Communication; application; analysis; reflection; problem-solving.

The participation grade encourages engaged and consistent learning. This builds up subject-knowledge as well as enhancing communication and analysis skills. To achieve a participation mark, students will have to demonstrate in class discussion a close reading of the week’s compulsory texts.

The seminar presentation is designed to develop analysis, research and communication skills (LOs 3&4).

The essay is designed to enhance practical research skills (problem-solving and application). It will also require an in-depth study of an area of human security (enquiry; knowledge and learning; analysis) (LOs 1-4) .

This module explores the academic debates which surround the concept of human security, in particular, the question of its relationship to human rights, asking, ‘how does human security advance the human rights agenda?’ The module then goes on to examine the impact of the concept in international practice. It examines the way the term has been adopted by key actors, such as the United Nations, European Union and African Union, as well as state actors, and considers the impact of its adoption on policy. It will examine the development of the Responsibility to Protect and the human security issues associated with post-conflict reconstruction. The module then moves on to cover key issues of human security such as health; food; water; environmental degradation; the trafficking in small arms.

MA students are expected to take responsibility for their own learning but within a framework of step-by-step tuition and support. The main focus will therefore be on self-instruction relying largely (but not exclusively) on materials supplied. Week by week students will work through course materials (delivered via blackboard) in preparation for class. The detail and complexity of the subject-matter will thus be largely acquired through individual study but will be supported by a lecture programme. Students are expected to come to the weekly class well-prepared to engage and discuss with other students and the tutor. This effort will be credited with a participation grade.

Derek S. Reveron, Kathleen A. Mahoney-Norris (2018) Human and National Security: Understanding Transnational Challenges, 2nd Edition, Routledge

David Andersen-Rodgers And Kerry F. Crawford (2018) Human Security: Theory and Action
Rowman and Littlefield

Annamarie Bindenagel Šehovic, (2018) Reimagining State and Human Security Beyond Borders
Palgrave Macmillan

Mary Martin (2015) Routledge Handbook of Human Security, Routledge

Mohamed Behnassi and Himangana Gupta (2019) Human and Environmental Security in the Era of Global Risks: Perspectives from Africa, Asia and the Pacific Islands, Springer Books

Amanda Murdie, (2014) Help or Harm: The Human Security Effects of INGOs, Stanford University Press

Standard university seminar class room with data projection and audio facilities. Students will also require access to a computer with internet connection for accessing Blackboard, Course texts and course learning packs supplied through Keylinks, Library resources including books, journals, websites, ejournals, ebrary and other electronic resources.

Admissions requirements BA with at least a 2(ii) or relevant work experience