Essential Words 4000 1

[Graciano Goudreau]

Itwill introduce students to the necessary skills required for carrying out an undergraduate level research project in anthropology, and is an essential prelude to the dissertation. In it, students will identify a research project of their choice, and will be guided through the necessary steps and skills required for the production of a 4000 word project proposal.

In course assessment, specifically detailed research proposal of 4,000 words proposing the research the student intends to carry out for their honours dissertation. The proposal has to include a review of the relevant literature, an explanation and justifcation of the proposed research methods, a consideration of safety and ethical issues the research may raise. (100%) Students need to pass this course to progress to senior honours.

Students write a statement of intent for their research project (600 words) on which basis supervisors are allocated. Students will write drafts of their proposal that they will receive written and verbal feedback on.

Some knowledge of or experience of dealing with urban issues is desirable. To apply for a place on this course, prospective students will have to write a 150-word statement as to: (i) why they would like to take this course - 40 words; (ii) what they can bring to the course - 80 words, and (iii) how they intend to use the knowledge gained (for example, for their dissertation or future employment or research) - 30 words.

The course critically explores the challenges and opportunities that urbanisation and urban transformations pose in the social, spatial, economic, institutional and political realms in the urban Global South. A plurality of theoretical and conceptual perspectives informing contemporary policies and planning practices are explored each week.

Some of the themes explored in the course are, urbanisation, urbanism and social change, theories of urbanisation and urban change, internal migration and the rural-urban interface, urban poverty and livelihoods, urban labour markets and livelihoods, urban housing and tenure, urban basic services, urban governance, and urban social movements and collective action. Cross-cutting themes such as gender and the role of civil society are also explored.

Prospective students must be willing to commit themselves to full participation in all aspects of the course, including an element of art. They will be required to read selected readings before the lecture, read and discuss the essential readings for the weekly seminars, and read more widely and actively participate in the seminars. This course seeks a weekly commitment from students to undertake a non-assessed activity entitled My_City, a short desk-based piece of research and writing that links key issues emerging from the lecture to a city of their choice with the view to meeting one of the pedagogical aims of this course, namely, the link between theory and policy/practice.

Students taking this course will have the opportunity to write and receive comment on: (i) a formative 250 word outline for the Just Neighbourhood project - JNp (final JNp summative word limit 1,000 words) and; (ii) a formative 750 word outline for the substantive summative essay (final summative essay word limit of 4,000 words) The learning pedagogy and learning outcome is to receive feedback on what may become the summative essay. Since the formatives are intended to lead to a summative essay, students will not receive a grade but will receive written feedback. The formative essays will have to be submitted in the latter part of LT in which the course is taught so that timely feedback can be provided. In thinking of the subject matter for the their summative essay, students are required to read widely and will find that undertaking the My_City weekly activities useful.

A detailed reading list is provided for each lecture and seminar via the LSE library's electronic reading list. The following is an introductory list of texts in alphabetical order (a number of them are available as e-books via the LSE library).

Just Neighbourhood (JNp): This will take the form of a schematic drawing of a JN to incorporate the topics discussed in the course - for instance, migration, poverty, livelihoods, housing and basic services - and a supporting statement of 1000 words (20% of the overall grade). This is an in-course piece of work and will be submitted late in the term in which the course is taught. Guidance notes for the JNp and a dedicated marking frame will be available on Moodle.

The Summative Essay: The summative essay for the course must: (i) address an urban issue in the global South or apply a southern perspective to an urban issue in the Global North; and (ii) have relevance for marginalised groups. The grading will reflect: (i) innovation of thought; (ii) application of cultural perspectives as appropriate; and (iii) dovetail theory, policy and practice. The summative essay will be between 4,000 words long (80% of the overall grade) and is submitted early in the ST.

There are three potential entry points for identifying the subject matter for the essay: (1) an academic critique of an urban policy (existing or proposed); (2) the identification of an urban issue that does not have a policy but requires one; (3) a critique of a conceptual framework that has been used to address an urban challenge. Students should note that entry points 1-3 are intended as prompts to help them approach the summative essay; thus, any number of starting points could be combined. Those students approaching the essay from starting points 1 and 2 are required to propose broad policy solutions and address key barriers to the adoption of the proposed policy. Those who would like to approach their essay from the perspective of point 3, will have to propose improvements to the conceptual framework being critiqued namely, how the critique changes the 'framing of the problem' and its associated policy implications. Students can also critique urban policy and conceptual frameworks in the global North as long as they use concepts from the global South. In doing so, they are required to suggest policy and conceptual improvements to urban challenges in the global North. This is designed to overcome the North-South divide and foster the transfer of ideas. Students who chose this option will have to demonstrate that the transfer of policy ideas or conceptual critiques, using literature from the urban South to the urban North, are feasible in terms of context, institutions and politics, for instance.

Please note that during 2021/22 academic year some variation to teaching and learning activities may be required to respond to changes in public health advice and/or to account for the differing needs of students in attendance on campus and those who might be studying online. For example, this may involve changes to the mode of teaching delivery and/or the format or weighting of assessments. Changes will only be made if required and students will be notified about any changes to teaching or assessment plans at the earliest opportunity.

A truly enlightened society makes political decisions based on moral principles and creates laws consistent with God's provident plan to foster human life. We have witnessed over two centuries the emergence of God's loving will in several important issues. The abolition of slavery and the extension of civil rights to all Americans, regardless of race, religion or ethnic origin, are examples of the triumph of basic human rights despite deeply rooted practices of discrimination in our country.

Of all the dispositions and habits which lead to political prosperity religion and morality are indispensable supports . . . And let us with caution indulge the Supposition that morality can be maintained without religion. Whatever may be conceded to the influence of refined education on minds of peculiar structure, reason and experience both forbid us to expect that national morality can prevail in exclusion of religious principles.(1)

As spiritual leaders, bishops have a responsibility to offer guidance when our people attempt to make decisions on issues of human life, dignity and rights. Bishops are authoritative teachers of faith and morals in these human rights issues, we teach in union with our brother bishops throughout the world and with our Holy Father, the Pope. One of the most important life issues addressed by the Church today is that of abortion, which was condemned along with infanticide by the Second Vatican Council as "unspeakable crimes".(2)

In this reflection we wish to assist our Catholic laity and all persons of good will. We address this issue of abortion not as a narrow sectarian concern, but as a fundamental human issue that touches every person of any or no creed. To speak out against racial discrimination, social injustice or abortion is not to force values upon society; rather, it is to call to the attention of our society its own long accepted moral principles and commitment to defend basic human dignity and rights.

Catholics who are recognized as public figures and enjoy a place of prominence within the community and even within the Church, have a special duty to be faithful in both word and action to the faith they profess. True conviction will not allow itself to be emptied of meaning when challenged in public life. In fact, the opposite is true. We must defend our most cherished principles when they are questioned.

Membership in the Catholic Church requires accepting the teachings and creed of the Church. To pick and choose from the Church's teaching and creed what one accepts and what one rejects is not the definition of a faithful member of the Church. Jesus called upon His disciples to accept even His "hard sayings" if they were to remain true to His teaching.

Repudiating publicly the teaching of the Church and encouraging others to do so forces the bishops to take issue. This is not a question of the right to free speech. it is a matter of false representation. One cannot claim to be a Catholic in good standing in the Church while publicly rejecting and advocating the abandonment of its teaching.

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