Aims

-       To introduce Stage 2 students to social geography as the study of the construction and expression of social relations across space.
-       To introduce the key concepts of social geography (for example, home, community, sustainability) and structures of social relations played out across these sites (e.g. gender, class, disability, sexuality, race).
-       To examine these concepts and structures of social relations with reference to empirical examples drawn from the research literature and staff research.
-       To introduce a range of case study settings, scales and everyday dilemmas as a means to illustrate the intersection of these concepts in action.
-       To build on student knowledge and understanding of core concepts and case study examples by engaging them in setting and solving puzzles and challenges in contemporary social geography through study group exercises, critical engagement with the research literature, and through a range of activities on campus and in the city of Newcastle.

Outline Of Syllabus

Taught in 2 blocks over 1 semester with 9 x 1 hour lectures, supplemented by 4 x 2 hour seminars.

1.       Geographies of (In)Justice (CJ)
2.       Activism, Community and Social Justice (HJ)

Teaching Rationale And Relationship

Lectures introduce, develop and illustrate the theory, policy and empirical substance of the course.

Seminars involving the module leader, course staff and students provide an opportunity for student-led critical analysis of course material and oral presentations.

Structured Guided Learning provides opportunities for students to develop an interest in specific areas of the curriculum via an engagement with alternative sorts of resource for social geographical study, such as online media, films and other formats.

Student-led study groups facilitated by staff via Canvas prepare students for participation in seminars and provide a ‘safe space’ to explore opinions and debates.

Assessment Rationale And Relationship

The coursework maps onto the intended learning outcomes; to reflect on field observations and own experiences/ responses, and those of others, and to critically examine this data in the light of the concepts and literature of the module.

An alternative form of assessment will be set for exchange students from non-English speaking home institutions replacing the examination. The alternative form of assessment is set in accordance with the University Assessment tariff.