Actors and Movement Driving Social Change

Duration

30h Th, 15h Pr

Number of credits

Lecturer

Sabrina Courtois, Anne-Laure Van der Wielen

Language(s) of instruction

English language

Organisation and examination

Teaching in the first semester, review in January

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

This course explores the role of social actors, collective movements, and societal dynamics in processes of change. It also analyses the factors that facilitate or hinder social and environmental transitions.

Key themes discussed during this course include : sociological theories and thinkers of movements and social change, systems thinking based on social change and actors, roles and identity work of actors and facilitators driving social change, ingredients of collective robust action, toolkit for sociological analysis of movements, framing and plaidoyer/ lobbying strategies, tensions and counter-movements, the role of narratives, anchorage and resilience of activists.

Learning outcomes of the learning unit

Adopt a systemic approach integrating interactions between climate, energy, economy, and society

• In this course: Adopt a systemic approach integrating interactions around social change, and between actors and movements

• In this course: Understand dynamics of change within movements

• In this course: Understand movements and counter-movements, the role of narratives and framing in driving social change through movements

• In this course: Position oneself as an actor driving social change, in relation with other actors and in the broader contexts of movements

Prerequisite knowledge and skills

Planned learning activities and teaching methods

• Interactive lectures mixing academic and practitioner insights, scientific papers and case studies
• Guest lectures
• In-class exercises and reflexive time (see also evaluation)
• Group analysis of a chosen movement, including participation to an event of said movement (see also evaluation)

• Participatory learning : Students actively contribute through discussion, group work, and shared analysis rather than passive listening.
• Case-based learning : Uses real-world examples from environmental protection, human rights, and sustainability to anchor theory.
• Experiential learning : Learning through simulations, role-plays, or engagement with real actors and practices of social change.
• Reflexive pedagogy : Encourages students to reflect on their own social positions, values, and assumptions in relation to social change.
• Transdisciplinarity : Articulates practitioner and academic insights throughout the course
• Interdisciplinarity : Brings together relevant disciplines and identifies their respective assumptions and complementarities

Mode of delivery (face to face, distance learning, hybrid learning)

Face-to-face course

Course materials and recommended or required readings

Platform(s) used for course materials:
- LOL@


Further information:

Slides, documents, readings (case studies, scientific papers) and other materials available on the course platform.

Exam(s) in session

Any session

- In-person

written exam ( open-ended questions ) AND oral exam

Written work / report

Continuous assessment


Further information:

50% collective (group) component:

• 25% continuous evaluation, typically in-class group exercises
• 25% final group presentation based on the analysis of a movement (including observations of an event)

• 25% continuous evaluation (participation, interactions and quality of reflections in-class, e.g., showing you prepared the pre-reads if any)

Work placement(s)

Organisational remarks and main changes to the course

Contacts

Association of one or more MOOCs

There is no MOOC associated with this course.


Further information:

Anne-Laure Van der Wielen : alvdwielen@proton.me

Sabrina Courtois : Sabrina.Courtois@uliege.be