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Sector II: Mindsets and Justice

CCL, Section II, Investigating Power and Culture

1. Sex
2. Years at university
3. Disciplinary background (or planned direction of studies). Check several if you wish
The purpose of education is to ensure that students acquire knowledge, skills and competences and are given the opportunity to develop a well thought-through approach to their education and future profession. Students should also be encouraged to make use of the University’s width from a formation perspective and thereby be given the chance develop personally. All planning of courses and teaching should be based on disciplinary and pedagogical knowledge and with the aim of to facilitate students’ independent, active learning and responsibility-taking. (translated excerpt from Uppsala University’s pedagogical program)

How meaningful was the lecture/seminar/workshop for your process of learning? (1=without meaning; 5=very meaningful)
4. A fair global energy provision - Niclas Hällström
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5. Environmental History and Socio-Nature Dynamics - Anneli Ekblom
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6. Rhetoric for Change - Mika Hietanen
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7. Capitalism and Climate - Cristian A. Ferarri
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8. The Elusive Search for Climate Justice - Lars Löfquist
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9. Leadership Lab
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10. Seminar: Climate Change and Gender
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11. Cognitive Dissonance in Climate Discourse - Kevin Anderson
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12. Workshop: Power and Justice - Course Coordinators and Students
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13. Written reflection on leadership lab
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14. Written assignment on Why We Disagree About Climate Change
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15. Litterature: Hulme, Mike (2009) Why we disagree about climate change: understanding controversy, inaction and opportunity
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16. Course reader: Articles read during section II
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