Studying at York
Energy Transitions and Low Carbon Futures - ENV00052H
- Department: Environment and Geography
- Credit value: 20 credits
- Credit level: H
- Academic year of delivery: 2024-25
- See module specification for other years: 2023-24
Module summary
There are three key concerns driving low carbon transitions: (1) environment degradation including climate change (2) energy security (3) energy vulnerability. However, such transitions are not automatically just and there will be multiple types of low carbon transitions. This module explores these themes, drivers, implications, and technical and social “solutions” related to energy system change.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
This interdisciplinary module will examine the relationship between energy and society. The aim of this module is for students to understand both the technical and non-technical opportunities and disbenefits of energy system change, so they can critically analyse the possibilities and implications of low carbon transitions for energy systems. Students will be introduced to and applying key concepts and ideas from a range of subjects including geography, sociology, psychology and energy science. Students will continue to develop skills in team working, critical thinking and analysis, and communicating complex ideas and solutions to academic and non-academic audiences.
Module learning outcomes
On completion of this module a student will be able to...
- Demonstrate a critical awareness of the types of energy and how they work.
- Demonstrate an in-depth understanding of the non-technical imperatives driving low carbon transitions and their implications.
- Communicate complex ideas and recommendations to policy stakeholders.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Formative generic feedback will be delivered in written form, some specific feedback may be delivered orally. Feedback on summative assessments will follow DEG guidelines with scripts being annotated and a feedback form provided.
Indicative reading
A full reading list is available on the VLE site.
Abram, S.,Atkins, E., Dietzel, A., Jenkins, K., Kiamba, L., Kirshner, J., Kreienkamp, J., Parkhill, K., Pegram, T., and Santos Ayllón, L. M., (2022), Just Transition: A whole-systems approach to decarbonisation, Climate Policy 22:8, pages 1033-1049.
Boyle, G., (2012). Renewable energy: Power for a sustainable future. Oxford University Press, Oxford.
Jasanoff, S. and Kim, S-H., (2013), Socio-technical imaginaries and energy policies, Science as Culture, 22(3), pages 189-196.
Laird, F. N., (2013), Against transitions? Uncovering conflicts in changing energy systems, Science as Culture, 22(2), pages 149-156.
Monyei, C. G., Jenkins, K., Serestina, V. and Adewumi, A. O., (2018), Examining energy sufficiency and energy mobility in the global south through the energy justice framework, Energy Policy, 119, pages 68-76.