54094 Environmental Communication
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 8 cp
Result type: Grade and marks
Requisite(s): (32 credit points of completed study in spk(s): C10359 Bachelor of Communication (Digital and Social Media) Bachelor of Creative Intelligence and Innovation OR 32 credit points of completed study in spk(s): C10361-C10364, and Category Type = Bachelor's Degree OR 32 credit points of completed study in spk(s): C10365-C10368, and Category Type = Bachelor's Combined Degree OR 32 credit points of completed study in spk(s): C10369 Bachelor of Communication (Writing and Publishing) OR 32 credit points of completed study in spk(s): C10370 Bachelor of Communication (Writing and Publishing) Bachelor of International Studies OR 32 credit points of completed study in spk(s): C10371 Bachelor of Communication (Digital and Social Media) OR 32 credit points of completed study in spk(s): C10372-C10383, and Category Type = Bachelor's Combined Degree OR 32 credit points of completed study in spk(s): C10434-C10439, and Category Type = Bachelor's Combined Degree OR 32 credit points of completed study in spk(s): C10451 Bachelor of Communication (Media Business) OR 32 credit points of completed study in spk(s): C10452 Bachelor of Communication (Media Business) Bachelor of International Studies OR 32 credit points of completed study in spk(s): C10454 Bachelor of Communication (Media Business) Bachelor of Creative Intelligence and Innovation OR 32 credit points of completed study in spk(s): C10455 Bachelor of Communication (Media Business) Bachelor of Laws)) OR ((24 credit points of completed study in spk(s): C10246-C10251, and Category Type = Bachelor's Degree OR 24 credit points of completed study in spk(s): C10252-C10263, and Category Type = Bachelor's Combined Degree OR 24 credit points of completed study in spk(s): C10264 Bachelor of Global Studies OR 24 credit points of completed study in spk(s): C10311 Bachelor of Arts Communication (Creative Writing) OR 24 credit points of completed study in spk(s): C10312-C10313, and Category Type = Bachelor's Combined Degree OR 24 credit points of completed study in spk(s): C10314 Bachelor of Arts Communication (Digital and Social Media) OR 24 credit points of completed study in spk(s): C10315-C10316, and Category Type = Bachelor's Combined Degree OR 24 credit points of completed study in spk(s): C10317 Bachelor of Arts Communication (Cultural Studies) OR 24 credit points of completed study in spk(s): C10318-C10319, and Category Type = Bachelor's Combined Degree OR 24 credit points of completed study in spk(s): C10332-C10337, and Category Type = Bachelor's Combined Degree OR 24 credit points of completed study in spk(s): C10269 Bachelor of Sound and Music Design OR 24 credit points of completed study in spk(s): C10270 Bachelor of Sound and Music Design Bachelor of Arts International Studies OR 24 credit points of completed study in spk(s): C10276 Bachelor of Music and Sound Design OR 24 credit points of completed study in spk(s): C10277 Bachelor of Music and Sound Design Bachelor of International Studies OR 24 credit points of completed study in spk(s): C10425 Bachelor of Music and Sound Design Bachelor of Languages and Cultures OR 24 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education OR 24 credit points of completed study in spk(s): C10465 Bachelor of Music and Sound Design Bachelor of Creative Intelligence and Innovation)
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 52715 Environmental Communication AND 58328 The New Economy of Post-Nature
Description
This subject explores the strategies through which citizens, corporations, public officials, journalists, artists, environmental groups and Indigenous people strive to influence public debate and shape important decisions that affect the future of the only known life-bearing planet. While many environmental controversies hinge on scientific evidence, decisions about what to do turn on how that evidence is communicated, and on perceptions of science, technology and nature in the public sphere. This subject focuses on planetary heating as a fundamental challenge in environmental communication. Students are introduced to key theories, concepts and practices in science communication, risk anticipation, environmental policy and environmental studies. They analyse how knowledge of existing and anticipated environmental hazard is communicated in public forums, the often unexamined cultural and ideological commitments embedded in talk about the environment, and the ways that ignorance and uncertainty (lack of knowledge, secrecy, disinformation) can be manipulated, even manufactured to shape public opinion and set policy agendas. Students research and analyse case studies and/or develop their own environmental communication projects across a range of local and international environmental issues. Framing the different topics explored in this subject is the concept of the 'Anthropocene' which has become increasingly influential in both the human and natural sciences. This is the notion that we as a species have initiated a new geological epoch: primarily through the combustion of hydrocarbon fuels, humankind has drastically altered the future geology, ecology, evolution and climate of the Earth.
Subject learning objectives (SLOs)
| a. | Analyse the processes whereby environmental issues are communicated in the public sphere and influence public policy in liberal democracy |
|---|---|
| b. | Identify the social, political economic and cultural interests which shape the communication of climate change |
| c. | Evaluate critical literacy in different modes and strategies of environmental communication |
| d. | Reflect on the ethical dilemmas and responsibilities of citizens and communications professionals in the communication of environmental issues |
| e. | Comprehend international and intercultural dimensions of environmental communication |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences:
- Apply theoretically informed understanding of the communication industries in independent and collaborative projects across a range of media (1.2)
- Possess information literacy skills to locate, gather, organise and synthesise information across diverse platforms to inform the understanding of the communication industries (2.1)
- Be reflexive critical thinkers and creative practitioners who are intellectually curious, imaginative and innovative; with an ability to evaluate their own and others' work (2.2)
- Possess the awareness of ethical practice in the personal, political and professional contexts of civil society (5.1)
- Possess the skills to behave ethically in personal and professional contexts (5.2)
- Possess well-developed skills and proficiencies to communicate and respond effectively and appropriately across different contexts (6.1)
Teaching and learning strategies
Classes incorporate a range of teaching and learning strategies including group discussions and presentations, in-class debates, and discussion of readings and case studies in environmental communication drawn from a range of media, e.g. television and radio programs, online multimedia, and PR campaigns. Students will be provided with opportunities to engage with a range of media and independently research case studies in environmental communication as preparation for in-class discussion and assessment.
Content (topics)
Students are introduced to some of the philosophical, political, historical, cross-cultural and cross-disciplinary dimensions of contemporary environmental policy debates, with a focus on the sociology of knowledge and its communication. Weekly topics and subject themes will vary, but may include:
- Climate and earth systems science, global warming and ecological erosion in the mass media.
- Science and the public sphere: knowledge, uncertainty, and the future.
- Indigenous knowledges and practices of caring for country: traditional fire management, past, present and future.
- Extracting and burning fossil fuels: energy infrastructures and the organisation of power
- Climate justice and energy democracy: renewable energy transitions and the renewal of democracy
- The political communication and PR strategies of environmental movements, and of organised anti-environmentalism.
- Environmental ethics and the communication professional.
- Environmental journalism and the mainstreaming of “the environment” within news media.
- Technological transformations and techno-fixes: renewable energy transitions, geoengineering, biotechnology, space mining.
- Cultural, scientific, and economic aspects of biodiversity conservation and species extinction
- Oceanic change: eg. contemporary global coral bleaching events and the Great Barrier Reef
- Climate refugees, environmental security, environmental justice.
- ‘Human activities’ as a geological force: the Anthropocene debate and the natural/social science divide.
Assessment
Assessment task 1: Online Test
| Objective(s): | a and c | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 25% | ||||||||||||
| Length: | 30 mins | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Participation and Case Studies
| Weight: | 35% | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Length: | 1600 words (approximately 400 words per submitted post) | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Environmental Communication Project
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||||||
| Length: | c. 2000 words for written texts: research essay, public communication intervention or environmental journalism For creative or media work, equivalent length and format to be negotiated prior to submission with tutor, plus 350-word exegesis. NB: Referencing and source bibliography not included in word counts. | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at classes is essential in this subject. Classes are based on a collaborative approach that involves essential workshopping and interchange of ideas with other students and the tutor to build capacities towards meeting the subject learning objectives. A roll will be taken at each class (whether on campus or online). Students who have more than two absences from class will be refused marking of their final assessment (see Rule 3.8).
Required texts
Weekly set readings as listed in the Weekly Program (issued separately - see Canvas > Modules ).
Recommended texts
Cox, R. 2013, Environmental communication and the public sphere, Sage, Thousand Oaks.