Aims

This module focuses on the nature, impacts and resolution of global challenges to humanity and our environments in the twenty-first century. It covers relevant concepts, a number of in-depth case studies, and the responses of policy-makers, communities and other actors. It teaches some key examples of global challenges that are based on the current research interests of staff. It encourages students to take a critical approach to what a global challenge is, why some become visible issues to be dealt with while others don’t, and the ways in which challenges at different scales, sites and timeframes are connected.

The module therefore focuses on a number of topical global issues from both human and physical geography. These will vary from year to year but examples include domestic violence, climate change, sea level rise, global pandemics, urban sustainability, pollution, energy, migration, flooding, financial crisis, and the new Cold War. These issues are taught in an integrated and interdisciplinary way, rather than as closed systems or constrained by sub-disciplinary areas. Examples used come from both Global North and South, and the interrelations and interdependencies of these and other sites and scales will be demonstrated.

Along these lines, the introductory lecture will set out a conceptual framework for understanding global challenges. The non-lecture activities and assessments will also encourage students to think about global challenges in this way.

On successful completion of the module, students will have an in-depth understanding of a range of contemporary global challenges, be able to assess their impacts on humanity and our environments, be able to understand the connections between different global challenges, and be able to critically appraise why certain issues become prominent at certain times and in certain places.

The module is assessed by a report in the style of a news feature (50%) and an unseen examination (50%).

Outline Of Syllabus

The module will start with an introductory lecture which introduces the core themes and overarching conceptual framing. It asks what are the key global challenges in the 21st century? In what ways are these contested? What is, and is not, understood to be global, and how valuable is the global as a site or scale of analysis? How can we understand the differences between disasters, crises, emergencies, and everyday, chronic or long-term challenges? How are challenges to humanity and our environments recognised, decided and acted upon? In what ways are challenges at different scales, spaces and timeframes closely connected to each other? What impacts do global challenges have on different communities and environments? What are the responses of communities and policy-makers to global challenges, and how successful are they? And what role do responses themselves have in constructing or bringing to light these and other problems?

The lecture programme that follows involves five blocks of four lectures, each block on a specific global challenge. These will vary according to the current research interests of teaching staff, but examples might include domestic violence, climate change, sea level rise, global pandemics, urban sustainability, pollution, energy, migration, flooding, financial crisis, and the new Cold War. These issues are taught in an integrated and interdisciplinary way, rather than as closed systems or constrained by sub-disciplinary areas of human or physical geography. Examples and case studies will come from both Global North and South, and the interrelations and interdependencies of these and other sites and scales will be demonstrated.

The seminar programme (one for each block) is pivotal in supporting students’ reflection and understanding of the lecture material. Each seminar will require preparatory reading and thinking activities, for discussion in the seminar. Each will encourage students to connect the material taught in the block with the wider questions and conceptual framing of the module. The seminar material may be useful in either of the assessments.

The structured guided learning activities (one for each block) encourage students to examine a policy issue connected to the block more closely. These will support students in reflection on a real-life current issue, providing further material which deepens understanding and may support exam answers.

The assessment workshops will provide students with detailed guidance on the two assessments – the news feature report and the unseen examination. These sessions will be taught online to provide more opportunities for Q&A.

Teaching Rationale And Relationship

The lectures will support students in meeting intended knowledge outcomes 1-4, and intended skill outcome 1.

The seminars will support students in meeting intended knowledge outcomes 1-4, and intended skill outcomes 3-5.

The structured guided learning activities will support students in meeting intended knowledge outcomes 2 and 4, and intended skill outcomes 1 and 3.

Independent study will support students in meeting intended knowledge outcomes 1-4 and intended skill outcomes 1 and 3.

The assessment workshops will support students in meeting intended skill outcomes 2, 3 and 5.

Assessment 1 will allow students to practice and be tested on intended knowledge outcomes 1-4 and intended skill outcomes 2, 3 and 5.

Assessment 2 will allow students to practice and be tested on intended knowledge outcomes 1-4 and intended skill outcomes 2, 3 and 5.

Assessment Rationale And Relationship

Assessment 1 is a 2000 word report, written in the style of a feature for a broadsheet (‘heavy’) newspaper. Students are asked to select two of the issues featured in the blocks taught on the module, and write the news feature following some specific guidelines that will be given about content and style. The assessment workshop linked to this assignment will explain what is required, and work with students to understand what makes an excellent news feature article.

The rationale for Assessment 1 is to
(a)       encourage students to research two issues from the module in more depth.
(b)       encourage students to reflect across the two issues – the similarities, differences and connections between two current global challenges and how they are being, or could be, tackled.
(c)       develop and practice the skill of journalistic writing for informed popular audiences.

Specific assessment criteria will be provided for Assessment 2.

Assessment 2 is an unseen examination. This will consist of traditional exam questions that set intellectual puzzles while allowing students to demonstrate their breadth of learning from across the module. Some of these will require knowledge and understanding across the issues taught, i.e. draw on the conceptual framing of the module.

The rational for Assessment 2 is to
(a)       test students’ breadth of knowledge from across the module.
(b)       allow students to demonstrate their ability to use knowledge to answer specific intellectual queries.
(c)       encourage students to make connections across the different issues that have been taught and demonstrate their understanding of the conceptual framing of the module.

Assessment 2 will be assessed using generic assessment criteria for examinations.