Climate and Food Security in the Arctic with Global Consequences

Objective

Students will gain a better knowledge on the interconnectedness of climate change, Arctic, food and agriculture. The aims of the course are linked to the Sustainable Development Goals (SDGs) #1, #2 and #3 in the Global South.

After completion of the course the student is able to
- explain the underlying factors why the food system need to change in the Arctic and globally
- describe the connection between climate and food security in the Global North and South
- explain how Arctic Indigenous people relate to nature and its resources to promote sustainability
- contextualize and analyse their findings on case studies from the course through their own research.

Content

The twin problem of climate change and food security requires collaborative efforts at a global level. Food insecurity has been associated with several diet-related chronic diseases, including obesity, diabetes, and hypertension. This course takes a critical look at the impacts of climate change on the food system in the Arctic and how this is reflected in other parts of the globe. Students will carry out independent studies, keep a reflective journal and write an essay for the final assessment.

Qualifications

No prerequisites; participating in the course Arctic Ecosystems and Adaptation of Species to Arctic Environment will be advantageous.

Assessment criteria, satisfactory (1)

Fail (0): Performance is highly deficient or erroneous. The work may be based on serious misunderstandings.

Sufficient (1): Performance is lacking in scope, is superficial, or corresponds poorly to the assignment. The work may contain errors or obscurities.

Satisfactory (2): Performance corresponds somewhat to the assignment, but may contain obscurities. The author merely lists things out of context or addresses them one-sidedly.

Assessment criteria, good (3)

Good (3): Performance corresponds to the assignment, manifesting comprehension and a skill to analyse and justify. The author has addressed the issue comprehensively, but the work may contain some deficiencies.

Very good (4): Performance manifests extensive comprehension as well as skills of interpretation and critical reflection. The work corresponds well to the assignment, and creates a coherent and consistent whole.

Assessment criteria, excellent (5)

Excellent (5): Performance delineates an extensive whole and the author can apply knowledge in a multifaceted way or place it in various contexts. The work manifests independency and insight, and it is a flawless entity that involves justified thinking or critical contemplation.

Materials

Bogdanova, E., Andronov, S., Soromotin, A., Detter, G., Sizov, O., Hossain, K., Raheem, D., & Lobanov, A. (2021). The Impact of Climate Change on the Food (In)security of the Siberian Indigenous Peoples in the Arctic: Environmental and Health Risks. Sustainability (Switzerland), 13(5), 1–23. [2561]. Available at: https://doi.org/10.3390/su13052561.

Raheem, D., Dayoub, M., Birech, R., & Nakiyemba, A. (2021). The Contribution of Cereal Grains to Food Security and Sustainability in Africa: Potential Application of UAV in Ghana, Nigeria, Uganda, and Namibia. Urban Science, 5(1), 1–15. Available at: https://doi.org/10.3390/urbansci5010008.

Raheem, D. (2020). Digitalisation in a local food system: Emphasis on Finnish Lapland. Open Agriculture, 5(1), 496–508. [5]. Available at: https://doi.org/10.1515/opag-2020-0049.

Fanzo, J. (2019). Healthy and sustainable diets and food systems: the key to achieving sustainable development goal 2? Food ethics. 2019;4(2): 159–74. Available at: https://link.springer.com/article/10.1007/s41055-019-00052-6.