Inequalities, Social Development and Livelihoods

Assignment Brief

AI5202 Inequalities, Social Development and Livelihoods

Assessment

Introduction to the MODULE

MODULE AIMS

This module conceptualises inequalities, social development, and livelihoods analysis and situates these within broader study of development theory and practice. Term 1 provides you with a conceptual base to you understand key conceptual ideas related to inequalities, social development, livelihoods and sustainability debates. You will also be introduced to the basic theoretical underpinnings of more holistic kinds of analysis including capabilities and human wellbeing paradigms. Term 2 applies these concepts to ‘real life’ issues and case studies to examine what an inequalities, social development and livelihoods lens contributes to understandings of how the world is changing. This includes for example study of: Climate Change, Sustainable Global Commons, Gender and Development Planning; International Migration and Project Sustainability. The key idea is that by the end of this module, you will be able to understand not only how socio-economic inequalities intersect but will be able to move beyond a political economy lens to think as development sociologists.

LEARNING OUTCOMES

At the end of this module, students will be able:

1. To understand how inequalities has been conceptualized and how it relates to social development
2. To understand the applicability of gender to development theory and practice
3. To understand how development policies and interventions impact differently on men and women
4. To comprehend the links between gender, poverty and inequality and livelihoods outcomes as part of wider development processes.
5. To identify how social relationships reflect and reproduce inequalities
6. To understand how gender intersects with other dimensions of social difference (e.g. class, ethnicity, age).
7. To critically analyze the importance of gender for development policy and planning
8. To assess critically key approaches to theorizing sustainable livelihoods
9. To practically apply gender and social analysis to development practice
10. To identify how inequalities affect social development processes and can undermine or promote sustainable livelihoods outcomes
11. To identify how gender and social relations influence differential access to, and control over resources
12. To articulate links between inequalities and social development in different kinds of development contexts
13. Express complex ideas through academic essay writing.
14. Develop advanced research skills using library-based and electronic resources.
15. To comply with academic norms in referencing and citation

Sample Answer

Inequalities, Social Development and Livelihoods (AI5202)

Introduction

The study of inequalities has become central to contemporary debates in international development. Traditional development perspectives were often dominated by economic growth as the primary marker of progress. However, growing evidence shows that material wealth alone does not guarantee wellbeing or equitable development outcomes (Sen, 1999; Stiglitz et al., 2009). The module AI5202: Inequalities, Social Development and Livelihoods builds upon this realisation by equipping students with critical tools to understand the complex relationships between inequality, gender, social development, and livelihoods.

The course is designed around two key stages. The first stage introduces conceptual frameworks such as inequality measurement, the capabilities approach, sustainability, and wellbeing perspectives. The second stage applies these theories to contemporary global challenges, including climate change, gender planning, migration, and sustainable resource management. This essay explores the aims and learning outcomes of the module, critically linking them to development debates, and highlighting the skills students acquire in analysing and addressing inequalities in practice.

Conceptual Foundations of Inequality and Development

Understanding inequality requires more than simple income measures. While economic indicators like GDP per capita have been widely used, they mask differences in distribution, opportunity, and wellbeing (Piketty, 2014). The course therefore engages students with multidimensional perspectives on inequality.

One of the central frameworks discussed is Amartya Sen’s Capabilities Approach, which shifts focus from resources or income to the actual freedoms people have to lead lives they value (Sen, 1999). This perspective is crucial for development, as it recognises that social and cultural barriers (such as gender norms or discrimination) can prevent individuals from converting resources into real opportunities.

Additionally, the course explores sustainability and human wellbeing debates, which connect inequality with environmental and intergenerational concerns (Sachs, 2015). For instance, the poorest communities are often the most vulnerable to environmental degradation and climate change, yet they have the least influence in global policy arenas. Such insights highlight how inequalities are structural, relational, and multi-scalar.

By engaging with these theoretical perspectives, students learn to critique narrow, economistic approaches to development and instead appreciate how inequality intersects with social relations, wellbeing, and sustainability.

Inequalities, Gender and Social Relations

A key learning outcome of the module is to understand the role of social difference, particularly gender, class, ethnicity, and age in shaping development outcomes. This is rooted in the recognition that inequalities are not merely statistical but are embedded in social relations and power structures (Kabeer, 2015).

For example, gender inequalities are evident in access to education, healthcare, political representation, and labour markets. Despite global progress in narrowing gender gaps, structural discrimination continues to disadvantage women, particularly in rural and marginalised communities (UNDP, 2020). The module equips students with the ability to analyse such issues through gender and development frameworks, including Gender and Development (GAD) and Women in Development (WID) approaches.

Similarly, intersections of class and ethnicity influence opportunities for livelihoods. Migrant workers, for instance, often experience double discrimination due to both socio-economic class and ethnic identity, limiting their access to decent work and social protection (Castles et al., 2014). Students are encouraged to apply intersectional analysis to understand how these multiple identities combine to reproduce disadvantage.

This outcome strengthens the ability to critically evaluate development interventions and assess whether they genuinely address structural inequalities or inadvertently reinforce them.

Sustainable Livelihoods Approaches

Another central aspect of the module is the application of sustainable livelihoods frameworks. The concept, widely used by organisations such as DFID, focuses on people’s capabilities, assets, and activities required for a means of living (Chambers & Conway, 1992). Livelihoods are considered sustainable when they can withstand external shocks, maintain productivity, and enhance long-term wellbeing without undermining environmental resources.

The course enables students to critically assess this approach by identifying both its strengths and limitations. On the one hand, it provides a holistic perspective by integrating economic, social, and ecological factors. On the other hand, critics argue that livelihoods frameworks often depoliticise poverty by focusing on households rather than structural inequalities such as land rights, governance, and global trade regimes (Scoones, 2009).

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