Introduction
-
This page is for information about GEOG1015 Justice and Difference in a Globalizing World which is a level 1 undergraduate geography tutorial module (worth 20 credits) available to Joint Honours Students and as an Elective in combination with GEOG1035.
It is Andy Turner's Web Page about this which he wrote to help him organise as a tutor.
- The module was first made available for the 2011/2012 academic year.
- GEOG1010 is the module code for BA geography students taking a very similar module which is worth 40 credits.
- GEOG1015 is the module code for Joint Honours students and students taking the module as an elective worth 20 credits.
- There are three main themes, split into two parts all of which is done by students taking GEOG1010, but only half of which is taken by students taking 1015. The themes are:
- Urban Living
- Global Populations
- Justice & Difference
- Contents:
People
- Diane Collett
- David Bell
- Director of Student Experience
- Lousie Waite
- Module leader
- Global Populations (part 1 and 2) leader
- Jamie Mullen
- Undergraduate Student Co-ordinator 2011/12
- Graham Clarke
- Urban Living (part 1) and GIS practicals leader
- Paul Charterton
- Urban Living (part 2) leader
- Stuart Hodkinson
- Justice & Difference (part 1) leader
- Nancy Worth
- Justice & Difference (part 2) and Tutorial leader
- Group 1
- Daniel Kohn (Danny)
- James Harrold
- Alexander Lowe (Xan)
- William Mackay (Will)
- Tom Matterson
- Rebecca Musgrave (Becca)
-
- Group 2
- Kimberly Dickson (Kim)
- James Laycock
- Sian Fenner
- Zenab Naseem
Blog
- Tutorial 10: Structure and Agency Graffiti Debate
- Preparation
- Getting Up - A Graffiti Documentary
- McAuliffe C., Iveson, K. (2011) Art and Crime (and Other Things Besides...): Conceptualising Graffiti in the City Geography Compass 5 128-43 [On-line] dx.doi.org/10.1111/j.1749-8198.2011.00414.x [Accessed-on] 2012-04-24.
- Prepare to debate the value of graffiti
- Kurt Iveson
- Cameron McAuliffe
- Nancy Worth's Regimented Guidelines for Debates
- Discussion Topics
- Do 'art' and 'crime' map onto 'agency' and 'structure'?
- Art is not Crime
- The value of graffiti
- What are the dangers of ignoring the writing on the wall?
- Notes
- Tutorial 9: Structure and Agency
- Preparation
- Discussion Topics
- Create your own working definitions of 'structure' and 'agency'.
- Goodwin (2005) begins the with the example of a night out. what other examples can you think of that get at issues of structure/agency?
- Discuss why Goodwin (2005) is called 'Control-Freedom'
- Two groups ('Art' and 'Crime') for the debate next week...
- Notes
- Structure
- Agency
- Control-Freedom
- Structure-Agency synergy
- ...
- ...
- Tutorial 8: Gendered Exclusions: Fearful Spaces
- Preparation
- Discussion Topics
- How does fear of crime modify women's spatial realities? What examples are given in the paper?
- How are spatial realities affected by women's fear of crime?
- Do you agree with the idea that fear of crime is gendered?
- Are there any resonances between the issues discussed in the paper and your own fear of crime? Have your perceptions and/or experiences of space been affected by the recent reports of muggings/attacks on students in Hyde Park?
- Notes
- Fear of crime is gendered.
- Students are quite fearful of Woodhouse Moor at night following recent gang violence in Leeds targetted at students.
- Tutorial 7: Space
- Preparation
- Discussion Topics
- How have geographers' conceptualisations of space developed since the 1950s?
- Discuss how the University of Leeds campus is constituted by different kinds of spaces (e.g. absolute space, cognitive space, relational space etc).
- Are there any disagreements within your group about what kinds of space can be found on campus? What might this tell us about how space is perceived by people?
- Notes
- How have geographers' conceptualisations of space developed since the 1950s?
- Discuss how the University of Leeds campus is constituted by different kinds of spaces (e.g. absolute space, cognitive space, relational space etc).
- Are there any disagreements within your group about what kinds of space can be found on campus? What might this tell us about how space is perceived by people?
-
- Tutorial 6: Place-mapping
- Preparation
- Read Kintrea et al (2008) summary report and Davis (2008) newspaper article about young people's connections to place
- Kintrea, K., Bannister, J., Pickering, J., Reid, M., Suzuki, N. (2008) Young people and territoriality in British cities. Summary report. [Online] http://www.jrf.org.uk/sites/files/jrf/2298.pdf [Accessed On] 2012-01-20.
- Kintrea, K., Bannister, J., Pickering, J., Reid, M., Suzuki, N. (2008) Young people and territoriality in British cities. Full report. [Online] http://www.jrf.org.uk/sites/files/jrf/2278-young-people-territoriality.pdf [Accessed On] 2012-01-20.
- Davis, R. (2008) A thin line between love and hate. The Guardian, Tuesday 14 October 2008 [Online] (http://www.guardian.co.uk/society/2008/oct/14/children-socialexclusion) [Accessed On] 2012-01-20.
- Media article about the "Young people and territroriality in British cities" research:
- Young people's maps:
- Discussion Topics
- How did young people's conceptions of place differ? Suggest reasons for these differences.
- How did young people talk about place? (consider emotion, memory, social groups/friends-family)
- Evaluate the researchers' method of place-mapping/mental mapping.
- Share personal experiences of territoriality/connections to place-how could these be mapped?
- Notes
- How did young people's conceptions of place differ? Suggest reasons for these differences.
- Experience reflected in where they are from, where they visit, and go about daily activity and other exploration, their social network (including gang membership), their gender, age, ethnicity and other geodemographic characteristics...
- How did young people talk about place? (consider emotion, memory, social groups/friends-family)
- Evaluate the researchers' method of place-mapping/mental mapping.
- Evaluations are tricky without criteria, and even though there are details about how the semi structured interviews were done, it is hard to evaluate how this was done...
- The idea of using mental maps ang getting people to draw them - seems a good way to facilitate discussion and generates an interesting record.
- Share personal experiences of territoriality/connections to place-how could these be mapped?
- We reflected on the differences in our explorations of and how we percieve this differences in different generations and at different life stages and with different technology...
- There are differences with regard:
- Being alone, in small groups and en masse.
- Being somewhere new or places previously visited.
- Exploring with a map, or not.
- Exploring in the dark or light.
- Exploring in areas with lots of other people and areas with few if any others.
- Tutorial 5: Place
- Preparation
- Discussion Topics
- How does Cresswell define place?
- How does 'place' differ from how you understand 'space'?
- Trace the key points of the development of 'place' as a concept, from its origins in Philosophy to its different uses in Geography since the 1970s.
- Evaluate the contention that our world is increasingly 'placeless' against Doreen Massey's idea of a 'progressive sense of place'. Provide examples for both sides.
- Notes
- How does Cresswell define place?
-
"Place is a meaningful site that combines location, locale, and sense of place.
Location refers to an absolute point in space with a specific set of coordinates and measurable distances from other locations.
Location refers to the 'where' of place. Locale refers to the material setting for social relations - the way a place looks.
Locale includes the buildings, streets, parks, and other visible and tangible aspects of a place.
Sense of place refers to the more nebulous meanings associated with a place: the feelings and emotions a place evokes.
These meanings can be individual and based on personal biography or they can be shared.
Shared senses of place are based on mediation and representation." (Cresswell, 2009)
- How does 'place' differ from how you understand 'space'?
- Place is space with attributes. Space is more defined by geometry. Place is more defined by context and relation to other places.
- A brief history of 'place' as a concept and places as objects of geographical study
- Philosophy
- Early 20th Century 'regional geography'
- Paul Vidal de la Blache viewing everything together in situ
- About connecting the environment and clutural ways of life (food, clothing, customs, society)
- Critique of spatial science in the 1970s, humanistic geography - the importance of experience (turning space into place)
- 1980s Marxist and feminist geography
- Power
- Social processes
- Norms
- Public and private places
- Home
- Social exclusion
- Placelessness and non-place
- Places are dynamic and ever changing how we capture information about this in quantitative and qualitative ways is still part of of the core of geography.
- Evaluate the contention that our world is increasingly 'placeless' against Doreen Massey's idea of a 'progressive sense of place'. Provide examples for both sides.
- Inside with no view of the outside, a place can lose its context to those experiencing it.
- In some outside places context is lost because of poor visibility from weather or because there is no emotional attachment to the place such that experience of that place is little different to experience of nearby places (or indeed places that are similar but located elsewhere).
- If more things are replicated across space and in similar contexts then the places where they are will become more similar.
- Still everywhere is unique and this unique identity of a place is what Massey reasons when considering places as produced through connections to the rest of the world.
- Browsing
- Tutorial 4: Linking Scales
- Preparation
- McDowell, L. (2001) Linking scales: or how research about gender and organisations raises new issues for economic geography, Journal of Economic Geography, 1: 227-250.
- Discussion Topics
- Explain McDowell's argument that scales are linked
- Is it contradictory to think of scales as both networks and nested hierarchies?
- What have you learnt about scale over the past two weeks?
- What is the relevance of these kinds of debates about scale for geographic research?
- Tutorial 3: Scale
- Preparation
- Discussion Topics
- Identify and describe the three facets of scale that Howitt identifies (p. 220).
- Why is it useful to think of scale as being relational?
- Why might the construction of scale be considered to be a political process?
- According to Marston, why is it important to consider processes of social reproduction and consumption in theories of scale construction?
- Notes
- Identify and describe the three facets of scale that Howitt identifies (p. 220).
- Size
- e.g. Units with less than a certain value of an attribute (population of 100 people) or that have certain spatial characteristics (greater than a hectare)
- Level
- Relation
- A more complex aspect that considers ranges of scales and attributes, and how, for example, wealth is a proxy for health (and how it is more comp[lexly related to other inter-related aspects).
- Why is it useful to think of scale as being relational?
- "Understanding scale as relational, however, enables recognition of all three facets of scale, thereby complicating the concept" (Marston (2000, page 220) on Howitt (1998))
- Why might the construction of scale be considered to be a political process?
- Politics works within a framwork of application and law in nested heirarchies of administrative units. Capital and social organisation then reflect this as much as they lead to the formation of political entities.
- According to Marston, why is it important to consider processes of social reproduction and consumption in theories of scale construction?
- "Lefebvre points to the importance of social reproduction in understanding the role of the state in contemporary capitalism" (Marston 2000, page 227)
- "Social reproduction entails both the reproduction of the social relations that maintain capitalism as well as the reproduction of the material bases upon which social life is premised" (Katz and Monk, 1993 in Marston, 2000).
- Browsing/Links
- Tutorial 2: Visualising Human Geographies
- Preparation
- Danny Dorling
- Dorling, D. (1995). Visualizing changing social structure from a census. Environment and Planning A, 27(2), 353-378.
- Orford, S., Harris, R. and Dorling, D. (1999). Information Visualization in the Social Sciences: A State of the Art Review. Social Science Computer Review, 17(3), 289-304.
- http://www.worldmapper.org
- Discussion Topics
- What are the distinctive features of Dorling's approach to mapping social data?
- How useful are the cartograms that Dorling produces for visualising data? Can you think of any disadvantages to this form of mapping?
- Show the group the worldmapper map that you chose to bring to the tutorial and explain why this image interests you. Does it challenge your established world view? If so, how?
- Do you think that these maps show a clearer picture of the world?
- Browsing/Links/Further Information
- Tutorial 1: Spatial Science
- Preparation
- Discussion Topics
- Did you study 'spatial science' at school? If so, what theories/theorists did you use?
- (If applicable) where does your previous work on spatial science fit in with Johnston's history of this area of inquiry?
- Outline the key points of the development of 'spatial science' as an area of academic inquiry from its early years to the present day.
- Discuss the usefulness (and limitations) of 'spatial science' in tackling some of the social problems that the world is currently experiencing.
- Notes
- http://en.wikipedia.org/wiki/Spatial_science
- Key developments:
- The foundations of spatial science derive from one of the foundations of geometry (trigonometry) which is also a cornerstone of mathematics
- How to redefine field boundaries in a River Nile flood plain?
- Linked to computer hardware and software evolution.
- There was a big leap as soon as computer screens could display detailed geographical maps and graphical user interfaces allowed interactive data querying.
- Another big leap came with the advent of the world wide web
- I think one of the keys to the next phase is linked data
- http://www.casa.ucl.ac.uk/gistimeline/
- Usefulness (and limitations) of 'spatial science' in tackling some of the social problems that the world is currently experiencing
- Impact and engagement are keys to mitigation.
- Geoscience may help to identify problems and evaluate potential solutions, but implementing solutions
- Browsing/Links/Further reading
- http://en.wikipedia.org/wiki/Spatial_analysis
- http://en.wikipedia.org/wiki/GeoComputation
- http://en.wikipedia.org/wiki/Modifiable_areal_unit_problem
- Openshaw, S. (1999) Geographical data mining: key design issues [online] http://www.geocomputation.org/1999/051/gc_051.htm
- Openshaw, S., Abrahart, R.J. (eds.), 2000, GeoComputation. CRC Press [Entry on GoogleBooks] http://books.google.co.uk/books/about/GeoComputation.html?id=zTc7Rl8F3sUC
- Couclelis, H. (2009) Computational human geography. In International Encyclopedia of Human Geography, eds. R. Kitchin and N. Thrift, pp. 245-250, Elsevier: Oxford.
![[An image of Andy Turner]](http://www.geog.leeds.ac.uk/people/a.turner/a.turner.png)