About
Krijn Peters is a rural development sociologist specialised in post-war reconstruction, international development, transport services and technology.
Krijn Peters is a rural development sociologist specialised in post-war reconstruction, international development, transport services and technology.
The module is where this program ultimately culminates with the final development stages and realisation of a team based project (as defined at the recruitment stage) with individual aspects considered and assessed as a final dissertation submission. The nature of the dissertation will be dependent on the nature of the specialisation of the participant. During the period of this module, a preparatory period will be followed by participants spending (or utilising remote engineering techniques) a period of circa. 3 weeks in-country delivering the project, with support from academic team leads and other supporting staff, stakeholders or collaborators. This will be concluded with a debrief and final dissertation writing period.
The module is where this program culminates with the final development stages and realisation of a team based project with individual aspects considered and assessed as a final dissertation submission. The nature of the dissertation will be dependent on the nature of the specialisation of the participant. During this module, a preparatory period will be followed by participants spending (or utilising remote engineering techniques) a period of circa. 3 weeks in-country delivering the project, with support from academic team leads and other supporting staff, stakeholders or collaborators. This will be concluded with a debrief and final dissertation writing period, a group presentation and an individual viva voce.
Genocide is considered by most to be the gravest crime against humanity. Various authors have estimated that during the twentieth century between 60 million and 120 million people were killed by premeditated acts of genocide, which targeted specific ethnic, religious, racial, or class-related groups. But why do people kill? And what can be done to prevent, punish and/or overcome this `odious scourge¿ of humankind? This module explores the nature of genocide and mass violence and seeks to discover the common historical, political, and sociological threads that unite these tragedies. In this module, students will engage with theories of genocide and mass violence and discuss a series of case studies including, among others, the near extermination of First Nations people by colonisers of the New World, the Armenians in the Ottoman Empire in the period of the First World War, the Holocaust (Shoah), Cambodia under the Khmer Rouge in the 1970s and Rwanda in 1994. Further, this module will ask questions such as: why did the twentieth century witness so many occurrences of deliberate genocide, on such an unprecedented scale? What is the context for these acts of mass violence? How should genocide be defined in order to differentiate it from other forms of mass destruction? Should we consider the killings of millions of people by Communist regimes forms of genocide or do they amount to other forms of crimes against humanity?
Individual research based, under the guidance of appointed supervisor.
We are increasingly moving towards a globalised world. Nevertheless, there are still huge socio-economic and political differences between countries and within countries. A key question for many nations in the Global South is how to achieve inclusive and sustainable socio-economic development and reduce poverty. The scholarly discipline of Development Studies has studied this important question of how to develop countries for the last 70 years or so. Over these decades many different models and approaches have been tried, by national governments, by supra-national bodies such as the World Bank or the IMF as well as by Non-Governmental Organisations and Civil Society groups, such as Oxfam or Action-Aid. In this module an overview of Development as a planned intervention is provided, and the different development models and approaches are critically assessed. Furthermore, this module offers practical skills and an introduction to development tools, aimed at enhancing the planning and management capabilities of those already working in development or wishing to become development professionals. An important focus is on skills acquisition, and there is a strong emphasis on student-led learning, planning exercises, individual and group presentations, and case-study work.
PO-M96 Development in Practice - the pre-requisite to this module - offered an introduction to international development and to a variety of `tools¿ (methodologies) used within the field of development research and projects aimed at enhancing the planning and management capabilities of those already working in development or wishing to become development professionals. This module ¿ Development in Practice II: Liberia fieldwork - offers the opportunity to put these research and project skills into practice, contributing to an international development intervention focused on improving access for rural communities in Sub-Saharan Africa. During a three week visit to Liberia, you will have the opportunity to meet international donors, government ministries, local and international Non-Governmental Organisations, and work together with Liberian student counterparts on conducting `action¿ research in deep rural Liberia. After two or three days in the capital Monrovia, meeting with programme stakeholders, we will travel upcountry to Cuttington University, Bong County, which will be our base of operations. From here you have the opportunity to visit the rural access projects and conduct your research/contribute to the development programme. Our research projects focus on `gender mainstreaming¿; `social enterprises¿; `village savings and loans associations¿; `agricultural development¿; `livelihood diversification¿ among others. To ensure your research findings can have a real impact/influence on development practice, and to mimic development practice more generally, you will be required to formulate a Terms of Reference for your research prior to departure and deliver a project report after return from the field trip.
2013 - Present
2012 - Present
2010 - 2013
2010 - 2011
2005 - 2010
2001 - 2005
2000 - 2001