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POL40140

Academic Year 2026/2027

Theories of Global Justice (POL40140)

Subject:
Politics
College:
Social Sciences & Law
School:
Politics & Int Relations
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Alexa Zellentin
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This course examines a number of topics and issues in international politics from a normative perspective. We will look at current theories on justice in international relations, international distributive justice, reparative justice, migration, national self-determination, and global institutions of justice. Students will be introduced to some of the most important concepts in international political theory including sovereignty, duties of assistance, humanitarian intervention, and human rights.

The various normative problems discussed will be related to actual international conflicts past and present. Examples that might be used for illustrating the relevance and application of theories of international political theory are debates like climate justice or just war theory. For this year the focus will be on climate justice.

The module will have the structure of a seminar and will be based on classroom debates. The students will be expected to have read the relevant texts in advance and participate in discussion.

About this Module

Learning Outcomes:

By the end of the course, you will be able to:
* engage with original normative political theory scholarship on different aspects of global justice as well as climate justice
* analyse the logic of normative political theory arguments
* evaluate different conceptualisations of key moral ideals relating to theories of global justice and climate justice
* engage in critical discussions of the normatively significant aspects of justice in on the global scale
* present your own normative political theory arguments in engagement with the current literature
Over the course of the module, you will also develop transferable skills including critical argument analysis, respectful debate, and communicating complex ideas clearly

Indicative Module Content:

We will look at political responses to climate chaos from a normative perspective analysing principles that should guide our actions. Questions we will discuss are e.g. Do the industrialised states who contributed most to climate change owe compensation to the developing states who suffer most? Should green house gas emissions be distributed on a equal per capita basis? Or should they track how dependent people are on emissions for a decent life? Is the ability to help a strong enough reason to impose duties of justice? etc.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Expert

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Expert

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Expert

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 4

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 4

Ensure healthy lives and promote well-being for all at all ages 2

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 4

Achieve gender equality and empower all women and girls 4

Ensure availability and sustainable management of water and sanitation for all 2

Ensure access to affordable, reliable, sustainable and modern energy for all 2

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 2

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 2

Reduce inequality within and among countries 4

Make cities and human settlements inclusive, safe, resilient and sustainable 2

Ensure sustainable consumption and production patterns 2

Take urgent action to combat climate change and its impacts 2

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 2

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 2

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 2

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 2
 

Student Effort Hours:
Student Effort Type Hours
Lectures

20
Autonomous Student Learning

205
Total

225

Approaches to Teaching and Learning:
This module is designed to run as a seminar. There are no lectures. Rather, students are expected to prepare for the in-class discussions and exercises by the required readings and handouts.
Overall this seminar is focused on task-based learning - by discussing the different dimensions and theories of global justice, students are expected to develop their own questions as well as their own approaches for addressing them.

Requirements, Exclusions and Recommendations
Learning Recommendations:

Basic familiarity with the methods and approaches in normative political theory is highly recommended.
Some background knowledge regarding theories of justice is helpful.
E.g.
Fabre, C. (2007) Justice in a Changing World, Cambridge: Polity Press (320.011 FAB slc).
McKinnon, C. (ed.) (2015). Issues in Political Theory, Oxford: Oxford University Press (320.01 MCK).
Swift, A. (2013) Political Philosophy. A Beginners' Guide for Students and Politicians, Third Edition. Revised and Expanded ed, Cambridge: Polity Press (320.01 SWI).


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Quizzes/Short Exercises: 12 weekly quizzes consisting of both MCQ and written text questions on the required readings in preparation for the classroom discussion. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Standard conversion grade scale 40% No
30
 No
Participation in Learning Activities: Weekly in-class exercises, either individually or as group work exercises. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Standard conversion grade scale 40% No
14
 No
Assignment(Including Essay): 5000 Word essay: Your task is to offer a normative political theory argument discussing your chosen research puzzle. Week 14 Graded No
51
 No
Individual Project: Presentation of the moral principles underlying your term project. Week 5 Pass/Fail Grade Scale No
5
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback
• Peer review activities

How will my Feedback be Delivered?

Group/class Feedback, pre-assessment in terms of detailed rubric Feedback individually to students, post-assessment, with reference to rubric Group/class feedback, post-assessment In line with university policy students will be provided with feedback within 20 days of the deadline for submitting the assignment.

Name Role
Assoc Professor Iseult Honohan Lecturer / Co-Lecturer
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