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GE21001 Dynamic Human Worlds

Level 2 Geography—Semester 1, 2014-2015

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Module organiser:

Dr. Susan Mains, Room 1.18, Tower Building

Email: s.p.mains@dundee.ac.uk

Tel: 01382-386783

Other teaching staff:

Dr. Fiona Smith, Room 1.12,

Tower Building

Email: f.m.smith@dundee.ac.uk

Tel: 01382-386783

Dr. Jon Mendel, Room 1.17,

Tower Building

Email: J.M.Mendel@dundee.ac.uk

Tel: 01382-386783

Level: 2

Credits: 20

Semester: 1

THIS MODULE HANDBOOK IS ALSO AVAILABLE FROM THE MyDundee PAGES FOR THIS MODULE.

ONCE THERE, YOU WILL ALSO FIND LINKS TO:

• THE GEOGRAPHY PROGRAMME HANDBOOK WITH…

• REGULATIONS FOR ALL ASSESSMENT

• GUIDANCE ON PROPER REFERENCING AND USE OF SOURCES

• THE GEOGRAPHY PROGRAMME AND UNIVERSITY POLICY ON PLAGIARISM AND ACADEMIC DISHONESTY

• OTHER IMPORTANT INFORMATION.

IT IS ESSENTIAL THAT YOU MAKE SURE YOU HAVE READ AND UNDERSTOOD THAT INFORMATION.

HANDBOOK CONTENTS

1. Introduction to the module, learning methods, aims and learning outcomes

2. Assessment – requirements and instructions

2.1 Assessment 1: Globalisation and media analysis report

2.2 Assessment 2: Cultural cities oral presentation

2.3 Assessment 3: Social geography research paper

2.4 Assessment 4: Examination

2.5 Re-sit regulations

3. Timetable of classes

4. Reading lists

1. INTRODUCTION TO THE MODULE, LEARNING METHODS, AIMS AND LEARNING OUTCOMES

Module Content

The module comprises four specific blocks:

• Introduction and Economic Geography (5 lectures)

• Political Geography (6 lectures)

• Cultural Geography (9 lectures)

• Social Geography (6 lectures)

In addition, these lectures include discussions of key skills human geographers require:

• Qualitative analyses

o Media and textual analysis

• Academic writing

Geography at Level 1 was concerned mainly with practical issues facing the world, i.e. was quite ‘applied’. At Level 2 we focus mainly on the key concepts and theories developed by geographers to make sense of the world. However, these concepts and theories are brought to life with examples from the ‘real’ world.

Introducing Human Geography: Economic Geography (Dr Susan Mains)

The opening lecture for the module will provide an introduction to Level 2 Human Geography and provide an overview of two key themes framing the course—power and inequality—and this framework will help you to understand the rest of the module. Issues of power and inequality underpin most contemporary human geography, and during the first two weeks these themes will be explored within the context of economic geography, drawing on a range of topics and places to explore: who in the world is rich and who is poor?; why are power, and wealth unequally distributed in society geographically?; who in society wields power?; how and where is wealth and power used and abused?

Lecture topics (Weeks 1-4 Blog: dynamichumanworlds.):

• What is power & inequality?

• How do Human Geographers investigate space, power & inequality?

• Economic geography and inequality

• Globalisation and space

• Development

Political Geography (Dr Susan Mains):

Are governments becoming powerless in the face of globalisation? Does every country benefit from political alliances? How does the capitalist system distribute power and create inequality? Why are some countries and regions more powerful than others? Do New Social Movements and changing technologies offer the opportunity of a new, more equal world?

Lecture topics:

• Critical Geopolitics: Political power, space and inequality

• Nation, nationalism and territory

• Citizenship, space and community

• Media and geopolitical geographies

• New Social Movements

Cultural Geography (Dr Fiona Smith):

Cultural geography is a sub-discipline which examines cultural ideas about places, territories and spaces and the impacts of cultural practices in how those places and spaces are used, changed or controlled. To explore these ideas, we focus first on the powerful impacts of cultural movements and cultural industries on the development of cities. In particular, we will examine debates about the increasingly central impact of image, culture and lifestyle on urban space by doing some group project work on current developments in Dundee. Students will also be introduced to some key field techniques for this analysis. The second focus is on how forms of cultural representation (maps, images, cultural ideas) about places may reinforce or challenge social relations of power and inequality. By looking at maps we will see how a cultural approach can help to reveal such issues. Then we will look at examples of the historical impact of mapping in European empires, contemporary debates about how to challenge historical ideas and understand place and culture in the post-colonial world, and finally we’ll address the effects of cultural ideas about Highland Scotland.

Lecture topics:

• Culture and geography – key ideas

• Cultural debates in the nineteenth century city

• The challenges of modernising urban space

• The post-modern city: image is all?

• Qualitative methodologies for field work

• Maps, culture and power

• Mapping and cultural representation in European colonialism

• Post-colonial challenges in connecting culture and place

• Cultural representations of landscape - past and present

Social Geography (Dr Jon Mendel):

Social Geography, the ‘study of social relations and structures,’ has been a significant sub-discipline within geography since the 1960s. The lectures will begin by looking at social geography’s inceptions and popularisation: considering the influence of diverse approaches and their questions of social inequality and justice. The lectures will then explore the influential work of some key thinkers within Social Geography, focusing on particular social geographies and significant questions: for example children and young people, online spaces, rurality and social exclusion, gender, sexuality, race and ethnicity. Drawing on examples from Dundee to Afghanistan, the module will help you to develop a keen and nuanced understanding of how social identities and relations are developed in and through particular places.

Lecture topics:

• Introduction to social geography

• Rural geographies: social inclusion and exclusion in the countryside

• Children and young people

• Online spaces

• Geographies of gender and sexuality

• Geographies of race and ethnicity

Teaching and Learning Methods

There are three main teaching methods used in this module:

• Lectures – where you are expected to listen and take notes. Some lectures may include interactive exercises, e.g. Q&A sessions.

• Workshops – where you collect, analyse and interpret data in relation to concepts introduced in the lectures.

• On-line blogs and discussion – where you engage and think about topics/videos/questions posed by the lecturer.

In addition, there are three other vital learning activities that you need to undertake throughout the module:

• Reading. It is vital that you augment lectures by reading some of the material on the reading list that appears at the back of this handbook. Lectures provide only a brief overview of some important and at times difficult concepts – you will not perform well in exams if you have not broadened and deepened your understanding through reading. You should aim to read at least one chapter to support each lecture.

• Writing. Putting concepts into your own words is a very effective method of enhancing your learning. For this module, you need to submit a report on a risk assessment activity (see following section for details).

• Speaking. The module includes 10-minute group presentations. As with writing things down, having to say things out load focuses the mind on making sure you know your stuff! In addition, Q&A sessions in lectures and group work in workshops encourage learning through discussion.

Module Aims

1. To provide understanding of contemporary human geography, specifically issues of power and inequality.

2. To make linkages between theories in economic, political, cultural and social geography and examples of these processes in practice.

3. To help students develop skills in geographical analysis and presentation (which are transferable to other disciplines and non-academic spheres).

Module learning outcomes

By the end of the module students who have engaged well with the module should have:

1. An understanding of issues of power and inequality and how these relate to human geography.

2. An understanding of how diverse unequal relations characterise economic and political geographies at the local, national and international levels, and an appreciation of geographic strategies of individuals, organizations and governments in relation to changing concepts of citizenship and community.

3. Knowledge of, concepts and theories of cultural geography to themes such as urban change (past and present), mapping, global social processes and landscape.

4. An appreciation for how social groups form within and contest particular spaces, alongside an understanding of how geography can help us interpret, critique and engage with key aspects modern life.

5. Developed qualitative and quantitative skills in researching geographical issues, including fieldwork practice.

6. Developed skills in written, oral and visual presentation of geographical ideas and information.

2. ASSESSMENT

Summary of Assessment

Course work - Individual Media Analysis Report = 16%

Group Oral presentation (10 minutes) = 16%

Research Paper (1, 500 words) = 18%

Examination - Two hour exam

3 questions = 50%

3.1 Assessment 1—Media Analysis Report:

“Media, Tourism and Images of Development”

The medial analysis report is worth 16% of the module assessment and is DUE AT 12 NOON ON TUESDAY 21st OCTOBER, WEEK 6.

The media analysis is based on activities you will carry out in the globalisation workshop exercises undertaken in the previous two weeks, but should also incorporate ideas from lectures and material you have read. So it is a cross between an essay and a workshop report. Your report should include a bibliography with at least six references all cited in the text.

Globalisation and Media workshop 1 (Thurs 2nd Oct, Week 3)

This workshop is designed to introduce students to the processes involved in critically undertaking media analyses. As part of this workshop, students will view a film documentary in order to explore and examine concepts of identity, inequality and power discussed during the first three weeks of the course. We all view, produce, and consume a range of media images of cultures and places, and the goal of this workshop is to increase awareness of the varying ways in which a range of media help to shape, challenge and create particular economic and political geographies.

Globalisation and Media workshop 2 (Thurs 9th Oct, Week 4)

It is frequently stated that tourism offers an entryway into higher levels of economic development and greater cultural understanding. For many countries in the Global South (and Global North), tourism is seen as an opportunity to create new economic opportunities and sustainable livelihoods. The aim of the workshop is to encourage students to critically assess the claim that tourism boosts economic diversity and equality by analysing and interpreting selected online data explored during this workshop, along with additional media materials and accompanying information.

Following the workshops, each student is required to submit a media analysis report exploring economic development in the Caribbean region.

This analysis should make reference to at least two Caribbean islands, and include supporting figures and tables and cite at least six references which must be listed in a bibliography. Fuller details will be provided in the workshops. Reports exceeding 1,000 words will be penalised.

You may have discussed the analysis with other students in the workshop, but the analysis you submit must be entirely your own work. Collusion between students in producing analyses is plagiarism and could result in being awarded a mark of zero.

One copy of your media analysis should be submitted with the relevant cover sheet to the Geography Office by 12 noon and an ELECTRONIC copy must also be submitted to the MyDundee ‘safe assignment’ for by that deadline. If you fail to submit the electronic copy, your work will not be marked. The electronic copy will be run through anti-plagiarism software which searches your essay against the internet and other students’ work.

Presentation requirements:

• Thorough, accurate and consistent citing of sources in the text using a standard format (e.g., Chicago or Harvard) (See MyDundee site for links to guides on these systems).

• Full bibliography in a consistent format listing all references in a single list (including any webpages which must be suitably and fully referenced), in ALPHABETICAL ORDER by AUTHOR SURNAME (do not list webpages separately).

• Figures and tables should be numbered in separate running sequences. All figures and tables should be referred to by number within the text and discussed. If you don’t discuss the figure or table in the report, leave it out. Use of visual images may be used where appropriate, but these should always be presented in a suitable manner - numbered in sequence, integrated within the text (not stapled on at the end), with a title and source given.

3.2 Assessment 2—Cultural Cities Group Oral Presentation (10 minutes)

A group of 5-6 students is required to give a presentation in Week 8 lasting 10 minutes to one member of staff and three other groups of students. The presentation is worth 16% of the module mark.

This may initially sound daunting, but the atmosphere is very supportive and most students say they enjoy this session afterwards!

The group oral presentation is based on your group’s findings from the Cultural Cities workshop exercise undertaken in the previous two weeks. You will be given guidance on the oral presentation on MyDundee and in the workshops.

Cultural cities workshop 1: site visits (Thurs 23rd October, Week 6)

In these workshops students will work in small groups to investigate the importance of cultural practices in contemporary urban development. Groups will be asked to go to one particular site in Dundee to make observations using a worksheet and specific questions and to conduct qualitative interviews with users of the site. Locations will include the Cultural Quarter, the public space of the city centre, the DCA, the Overgate and City Quay.

Your group (of 5-6 students) will be required to present the results of this fieldwork in an ORAL PRESENTATION lasting 10 minutes in week 8.

Cultural cities workshop 2: drop-in session on working up results (Thurs 30th October, Week 7)

This week gives your group the opportunity to drop in for some guidance and discussion of how you are planning to analyse the material collected on your field visit to develop your GROUP ORAL PRESENTATION which will be presented by your group in week 8. Full details of the requirements for the presentation will be posted on the module MyDundee site and you can discuss questions you have at this workshop.

3.3 Assessment 3—Social Geography Research Paper

The Social Geography essay is worth 18% of the module assessment and is DUE AT 12 noon on Thursday 27th NOV.

Social Geography Research Paper

A title will be provided by Week 6, reflecting the content of the Social Geography lectures and workshop (details for the workshop will be given at a later point). Essays should be no more than 1,500 words in length (+/- 10%).

Your essay should incorporate ideas from lectures and material you have read and should include a bibliography containing at least eight references all cited in the text. If you do not include at least this many references, your mark will suffer as a result; at least as importantly (see below) engagement with appropriate literature is key to your academic development. Further details will be provided during the course of the semester.

Reading for Social Geography assessment

Please note the minimum number of references requested is neither a target nor a limit: it is the minimum acceptable number. It is very important that you get used to reading academic texts – and citing what you read – before moving into your 3rd and 4th years: we ask you to do this reading in order to assist in your development.

3.4 Assessment 4—Examination

The examination is worth 50% of Module Assessment.

The examination will be a two hour paper.

• Copies of past papers can be seen in the Main Library (be aware the module has changed content and organization slightly), the examination will be divided into three sections, each containing three questions, and you will answer one question from each section (i.e., you will write 3 essays in total from a choice of nine).

3.6 Re-sit arrangements

Should you fail this module at your first attempt, you are entitled to undertake a re-sit. The re-sit is by examination in August 2014. NOTE - you do not carry your coursework mark into the resit.

3. 3. PROPOSED TIMETABLE OF CLASSES AND TOPICS FOR 2013-14

| |L E C T U R E S |W O R K S H O P S |ASSESSMENT DEADLINES |

|Week |Monday, 10-11am |Tuesday, 10-11am |Thursday, 10-11am |

|13 | | |

|w/b 2 Dec |EXAMINATIONS | |

| | |Exam (date to be confirmed) |

|14 | | |

|w/b 9 Dec | | |

LECTURES ARE IN TOWER T9

4. READING LIST FOR THIS MODULE

Core Texts – recommended for purchase:

Cloke, P., Crang, P. and Goodwin, M. (2013) Introducing Human Geographies. 3rd Edition. London, Routledge.

Gallaher, C., Dahlman, C., Gilmartin, M., Mountz, A. and Shirlow, P. (2009) Key Concepts in Political Geography. London, Sage.

The topic-by-topic reading lists below are quite long in order to provide a range of materials. DON’T PANIC!! You are NOT expected to read ALL the items but you ARE expected to read AT LEAST ONE ITEM to support your learning from each lecture.

Chapters from the core texts recommended above in the topic-by-topic reading lists below are marked with an asterix *

In addition, you are strongly recommended to make use of the following two texts as general references for study skills and standards of presentation and communication in Geography –these will really help boost your marks! Both books are available in the library, but they will serve you well throughout your studies in Geography, should you wish to purchase them.

Hay, I. (2002) Communicating in Geography and the Environmental Sciences. Oxford University Press, Melbourne. 2nd Edition.

Kneale, P. (2011) Study Skills for Geography Students: A Practical Guide. Hodder, London. 3rd Edition.

Space, Power and Inequality (chapters marked * are in Cloke et al (2013) - recommended for purchase)

Allen, J (1995) A shrinking world? Global unevenness and inequality /   Oxford : Oxford University Press, in association with the Open University, 1995

Allen, J (2003) Lost geographies of power /   Malden, Mass.; Oxford : Blackwell,  Geographies of power :   placing scale /   Malden, Mass. ;   Oxford : Blackwell, 2002.

Elden, S and Crampton, J (2007) Space, knowledge and power:   Foucault and geography /   Aldershot : Ashgate.

Goodwin, M. (2005) Control-Freedom. Chapter 4 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 2nd Edition. London, Hodder Arnold.

Gregory, D (2001)   Power, knowledge and geography:   an introduction to geographic thought and practice. Blackwell

Hubbard, P. (2005) Social inequalities and spatial exclusions. Chapter 11 in Daniels, P., Bradshaw, M., Shaw, D. and Sidaway, J. (Eds) An introduction to human geography: issues for the 21st century. London, Pearson Prentice Hall.

*May, J. (2013) Exclusion. Chapter 44 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

*Routledge, P. (2013) Survival and resistance. Chapter 22 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

Sharp, J P.,(2000)   Entanglements of power :   geographies of domination/resistance /   London : Routledge.

Shurmer-Smith, P (1994)   Worlds of desire, realms of power:  a cultural geography /   London : Edward Arnold.

*Wills, J. (2014) Globalization and protest. Chapter 42 (esp. p.581-586) in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 2nd Edition. London, Hodder Arnold.

Economic and Political Geography (chapters marked * are in Mackinnon and Cumbers (2007) or Cloke et al (2005) – recommended for purchase)

Dicken, P. (2003) Global Shift. London, Sage. Chapter 9.

Harvey, D. (1982) The Limits to Capital. Oxford, Blackwell. Chapters 1-3, 6-7 & 11-13.

Harvey, D. (2001) Spaces of Capital. Edinburgh, Edinburgh University Press. Chapters 12-15.

Knox, P. (2003) The Geography of the World Economy. London, Hodder Arnold. Chapters 1-3, 6 & 11.

Krugman, P. (1996) Pop Internationalism. Cambridge, Mass, MIT Press.

MacKinnon, D. and Cumbers, A. (2007) An Introduction to Economic Geography: globalisation, uneven development and place. London, Pearson Prentice Hall. Chapters 6, 7 and 10.

*Radcliffe, S. (2013) Rethinking Development. Chapter 21 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

Wills, J. (2005) Globalization and protest. Chapter 42 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 2nd Edition. London, Hodder Arnold.

*Willis, K. (2013) Theories of Development. Chapter 20 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

[Additional references will be given for the particular lecture topics.]

Cultural Geography (chapters marked * are in Cloke et al (2005) - recommended for purchase)

Blunt, A. et al. (eds.) (2003) Cultural Geography in Practice, London: Arnold.

Crang, M. (1998) Cultural Geography, London: Routledge.

Crang, P. (2004) Consumption and its geographies, in P. Daniels, M. Bradshaw, D. Shaw and J. Sidaway (eds.) An Introduction to Human Geography Pearson: Harlow. Pages 359-380.

*Crang, M. (2013) Representation-Reality. Chapter in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

*Driver, F. (2013) Imaginative geographies. Chapter 16 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

*Dwyer, C. (2013) Diasporas. Chapter 45 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

McEwan, C. (2004) Geography, culture and global exchange, in P. Daniels, M. Bradshaw, D. Shaw and J. Sidaway (eds.) An Introduction to Human Geography Pearson: Harlow. Pages 265-284.

Mitchell, D. (2000) Cultural Geography: a Critical Introduction, London: Blackwell.

Monmonier, M. (2010) No dig, no fly, no go: how maps restrict and control, Chicago: University of Chicago Press.

*Ogborn, M. (2013) Modernity and modernization. Chapter 32 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

*Phillips, R. (2013) Colonialism and post-colonialism. Chapter 33 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

Shurmer-Smith, P. (ed.) (2002) Doing Cultural Geography, London: Sage.

Stevenson, D. (2003) Cities and Urban Cultures, Maidenhead: Open University Press.

[Additional cultural geography references will be given for the particular lecture topics.]

Social Geography (chapters marked * are in Cloke et al (2005) - recommended for purchase; some additional references will be given during lectures, and please let Dr Mendel know if you are struggling to access library resources and/or would like more suggestions)

Introduction to social geography

Cresswell, T (1998) 'The peninsular of submerged hope: Ben Reitman's social geography' Geoforum 29. [2]: 207-216 (available online as an electronic journal)

Additional reading:

*Cloke, P (2013) ‘Self-other’ - chapter 5 in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

*Cloke, P (2013) ‘Rurality’ chapter 48 in in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

Goodwin, M (2005) ‘Control-Freedom’ in Cloke, P., Crang, P. and Goodwin, M. (eds) Introducing Human Geographies. 2nd Edition. London, Hodder Arnold.

Holloway, L & Hubbard, P (2001) People and Place: The Extraordinary Geographies of Everyday Life. Harlow: Prentice Hall.

*Holloway, S (2013) ‘Identity and difference: age, dis/ability and sexuality’ in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

Hubbard, P Kitchen, R & Valentine, G (Eds.) (2004) Key Thinkers on Space and Place. London: Sage.

*Jackson, P (2013) ‘Identities’ in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

*Little, J. (2013) ‘Society-Space’ in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

*May, J (2013) ‘Exclusion’ in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

Pain, R and Barke, M (2001) ‘Introducing social geographies.’ London: Arnold.

*Pratt, G (2013) ‘Masculinity--Femininity’ in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

Panelli, R (2004) Social Geographies: From Difference to Action London: Sage.

Sibley, D (1995) Geographies of Exclusion: Society and Difference in the West. London: Routledge.

Valentine, G (2001) Social Geographies: Space & Society. Harlow: Prentice Hall.

Rural geographies

*Cloke, P (2013) ‘Rurality’ chapter 48 in in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

Woods, M, (2005) Rural Geography: Processes, Responses and Experiences in Rural Restructuring. Sage (you don’t need to read the whole book, but reading a few chapters should give you a good introduction to rural geography; Chapters 1-2 and 22 are especially helpful as introductory reading).

Additional reading:

Cloke, P (2002) Country Visions. Harlow: Prentice Hall.

Cloke, P and Little, J (1997) Contested countryside cultures. London: Routledge.

Holloway, L and Kneafsey, M (2004) (eds) Geographies of rural cultures and societies. Aldershot: Ashgate.

Ilberry, B. W (1998) The geography of rural change. Harlow: Longman.

Little, J (2002) Gender and rural geography: identity, sexuality and power in the countryside. Harlow: Prentice Hall.

Marsden, T., Murdoch, J., Lowe, P., Munton, R., and Flynn, A (1993) Constructing the Countryside. London: University College London Press.

Philo, C and Wilbert (Eds.) (2000) Animal Spaces, Beastly Places. London: Routledge.

Winter, M (1996) Rural Politics. London: Routledge. 

Children’s geographies

Harper, S & Laws, G (1995) ‘Rethinking the Geography of Aging’ Progress in Human Geography 19 (2), 199-221.

Matthews, H & Limb, M (1999) ‘Defining an agenda for the geography of children: review and progress’ Progress in Human Geography 13(1), 61-90.

Additional reading:

Aitken S (2001) The Geographies of Young People: The Morally Contested Spaces of Identity London: Routledge [ebray].

Christensen, P (1999) Research with children: perspectives and practices. Falmer Press.

Harper, S & Laws, G (1995) ‘Rethinking the Geography of Aging’ Progress in Human Geography 19 (2), 199-221.

*Holloway, S (2013) ‘Identity and difference: age, dis/ability and sexuality’ in Cloke, P., Crang, P. and Goodwin, M. (Eds) Introducing Human Geographies. 3rd Edition. London, Routledge.

Holloway, S & Valentine, G (2000) Children’s Geographies: Playing, Living, Learning. London: Routledge.

MacDonald, R (1997) Youth, the underclass and social exclusion. London: Routledge – Links nicely into discussion in class about ‘moral panics’ directed towards young people and youth subculture.

Malbon, B (1999) Clubbing: clubbing culture and experience. London: Routledge. – Innovative ethnography which looks at youth culture through the lens of ‘clubbing.’

Philo, C & Thomson, J (2004) ‘Playful Spaces? A social geography of children’s play in Livingston, Scotland’ Children’s Geographies 2(1), 111-130.

Rose, L (1991) The Erosion of Childhood: Childhood in Britain, 1860-1918. London: Routledge.

Skelton, T and Valentine, G (1998) Cool Places: Geographies of Youth Cultures London: Routledge.

Online spaces

Bell, A. (2012) "ScienceBlogs is a high school clique, Nature Network is a private club": Imagining the communities of online science, The Canadian Journal of Media Studies (Special Issue Fall 2012), pp.240-26.

Parr, H. (2002), ‘New body-geographies: the embodied spaces of health and medical information on the Internet’ Environment and Planning D: Society and Space 20(1) 73 – 95.

Riesch, H. and J. Mendel (2013) Science Blogging: Networks, Boundaries and Limitations, Science as Culture.

Additional Reading

Anderson, A. A., D. Brossard, D. A. Scheufele, M. A, Xenos and P. Ladwig (2013), The “Nasty Effect:” Online Incivility and Risk Perceptions of Emerging Technologies. Journal of Computer-Mediated Communication. doi: 10.1111/jcc4.12009

Dodge, M. and R. Kitchin (2001) Atlas of Cyberspace. Edinburgh, Pearson Education (free download at ).

Döring, NM (2009) ‘Review: The Internet’s impact on sexuality: A critical review of 15 years of research’. Computers in Human Behavior. 25(5): 1089–1101.

Hampton, KN, O. Livio and L. Sessions Goulet (2010) ‘The Social Life of Wireless Urban Spaces: Internet Use, Social Networks, and the Public Realm’. Journal of Communication. 60(4).

Additional reading:

Bridgman, R (1999) ‘The Street Gives and the Street Takes: Designing Housing for the Chronically Homeless,’ in Williams, A (ed) ‘Therapeutic Landscapes.’ Oxford: University Press of America.

Dear, M and Gleeson, B (1991) ‘Community attitudes towards the homeless,’ ‘Urban Geography,’ 12, 155-76.

Dear, M and Wolch, J (1987) ‘Landscapes of despair, from Deinstitutionalization to Homelessness.’ Princeton University.

Valentine,G (2001) Social Geographies: Space & Society Harlow: Prentice Hall (read sections on homelessness and the home).

Gender and sexuality

McDowell, L (1999) ‘Gender, Identity and Place.’ Cambridge: Polity Press, 1-29.

J. P., Nast, H and Roberts, S “Thresholds in Feminist Geography: Difference, Methodology, Representation” in Jones III, J. P., Nast, H and Roberts, S eds. (1997) Thresholds in Feminist Geography: Difference, Methodology, Representation. Rowman and Littlefield, pages xxi-xxxix. As well as reading the introduction, a number of essays in the book may be of interest.

Additional Reading

Duncan, N (1996). ‘BodySpace: Destabilizing Geographies of Gender and Sexuality.’ London: Routledge.

McDowell, L (1999) ‘Gender, Identity and Place.’ Cambridge: Polity Press.

Rose, G (1993) ‘Feminism and Geography: The Limits of Geographical Knowledge.’ Cambridge: Polity Press.

Smith, F (1997) ‘Feminist Geographies: Explorations in Diversity and Difference.’ Addison-Wesley Pub. Co., Women and Geography Study Group of the Royal Geographical Society with the IGB.

Valentine, Gill and David Bell, ed. (1995) ‘Mapping Desire: Geographies of Sexuality.’ Routledge.

Race and Ethnicity

Chapter 2-3 in Ratcliffe, P (2004) ‘Race, ethnicity and difference.’ Maidenhead: OU Press. In the library, and also accessible as an e-book at

Chapter 1 in Brah, A (1999) ‘Thinking identities: ethnicity, racism and culture.’ Basingstoke. Macmillan.

Additional Reading

Castles, S (2000) ‘Ethnicity and Globalization.’ London: Sage.

Jackson, P (1987) ‘Race and Racism: essays in social geography.’ London: Allen & Unwin.

Bonnett, A (2000) ‘White identities.’ Harlow: Pearson Education.

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