Module Catalogue 2019/20

GEO3148 : Emotional Geographies of Everyday Life (Inactive)

  • Inactive for Year: 2019/20
  • Module Leader(s): Professor Alison Stenning
  • Lecturer: Dr Matej Blazek
  • Owning School: Geography, Politics & Sociology
  • Teaching Location: Newcastle City Campus
Semester 2 Credit Value: 20
ECTS Credits: 10.0
Pre Requisites
Code Title
GEO2047Political Geography
GEO2099Economic Geography
GEO2103Development & Globalisation
GEO2110Social Geographies
Pre Requisite Comment

At least one of the range of Human Geography Stage 2 modules, or an equivalent Sociology, Politics or Planning module (approved by module leader) must be taken as a pre-requisite for this module.

Co Requisites
Co Requisite Comment



The aims of the module are to:

• Evaluate the emotional dimensions of the relations between people, places and environments in everyday contexts

• Examine a range of techniques for researching and conveying the emotional geographies of everyday life

• Explore a range of everyday spaces and the emotions that animate them

• Encourage students to critically reflect on their own everyday emotional geographies

Outline Of Syllabus

Lecture (1 hour)       Seminar (2 hours)
Week 1       Introduction to the module
/Introduction to Emotional Geographies Introduction to seminars (framework, group contract)
Week 2       Theorising emotions       Listening and paraphrasing
Week 3       Emotions and embodiment       Observing and attending
Week 4       Psychodynamic approaches to emotions       Thinking and linking
Week 5       Emotions and (spaces of) affects       Encounter group
Week 6       Everyday geographies       Thinking about the everyday
Week 7       Politics of emotions       Reflecting and understanding
Week 8       The home       Emotions and the home
Week 9       The university       Emotions at university
Week 10       Newcastle       Emotions in the city
Week 11       Spaces of work       Emotions at work
Week 12       Student ‘conference’: The emotional geographies of everyday life

Learning Outcomes

Intended Knowledge Outcomes

On completion of this module students should be able to:

•       demonstrate the relevance of a range of theories explaining the emotional dynamics between people, places and environments

•       discuss individual emotions and their formations and manifestations

•       demonstrate an understanding of the meaning and value of ‘the everyday’ and of the many emotions, practices and relationships which shape everyday geographies

•       show a critical understanding of their own everyday emotional geographies

Intended Skill Outcomes

On completion of this module students should be able to:

• demonstrate emotional reflexivity and responsiveness in interaction with people and environments

• assess different theories, explanations and models commonly used in research and practice on emotions and everyday life

• apply non-linear presentation techniques to integrate diverse types of information and present clear evidence-based arguments

• keep and analyse a personal learning journal

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture111:0011:00N/A
Guided Independent StudyAssessment preparation and completion220:0040:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching112:0022:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops16:006:00Student 'conference' For the presentation of students’ work
Guided Independent StudyReflective learning activity136:0036:00N/A
Scheduled Learning And Teaching ActivitiesDrop-in/surgery51:005:00N/A
Guided Independent StudyIndependent study180:0080:00N/A
Teaching Rationale And Relationship

One-hour lectures introduce students to key concepts, theories and literatures that are explored, interrogated and analysed in the more practical elements.

Two-hour seminars take place in small groups (maximum of 25 students) and draw on a combination of prior reading, students’ own experience in and outside the class, and additional materials (videos, case studies) introduced in the class by the module leaders. The seminars normally include the following elements: 1) introductory activities helping students to tune in to the programme of the class; 2) a discussion of the set reading; 3) case studies or other external materials used to facilitate practical activities on a particular subject; 4) activities in smaller groups where students bring their own experience to work through; 5) group discussion and cool-down activities. This structure enables students to bring together ideas from the literature and their own everyday emotional experience. It also uses the carefully managed environment of the class as a source of material for understanding and learning through emotions. As students will be bringing their own experience as a material for reflection, confidentiality and safe environment will be an important element of the learning process. The class will agree on a group contract during the first session to help maintain these aspects, but there will be also a Health and Safety framework implemented throughout the course to prevent detrimental effects from working with emotions

If students are asked to complete a preparation activity beforehand, it will be specified in the module handbook, in the class and/or on Blackboard.

Students will be expected to keep a learning journal throughout the module. This should reflect on all aspects of their experience in the module – moments and events, learning materials, personal development (cognitive, conative or affective), interactions – in the context of their everyday experiences.

Three drop-in sessions will be scheduled during the semester whether students will have an opportunity to discuss their journals with the module leaders. One drop-in session will be timetabled to help students with the technical aspects of Prezi in relation to assessment 2.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Prof skill assessmnt2M5015min Prezi presentation of emotional geogs of a particular everyday space (also submitted as PDF) (presented and submitted week 12
Essay2M50A 2000-word reflexive summary of the learning journal (submitted week 14)
Formative Assessments
Description Semester When Set Comment
Portfolio1MStudents will be expected to keep a learning journal throughout the module. They will be required to submit a 500-word draft entry.
Assessment Rationale And Relationship

The required assessments directly reflect the form and content of the taught material.

A formative assessment (based on a draft section for the reflective summary) will enable students to check their developing work and module staff to reflect on student progress.

The first assessment will be a presentation in the non-linear layout of Prezi. The presentation will explore the emotional geographies of a chosen ‘everyday space’, connecting students own experience with relevant theories and concepts.

The second assessment will be a reflective summary of the learning journal, consisting of two sections of approximately same length. In one section, students should reflect on the outcomes of their learning during the module. They should evaluate their strengths and weaknesses in engagement with theories, practical techniques and applied dimensions of emotional geographies, using appropriate examples and referring to their learning journals and academic literature. The second section will focus on the process of learning and students should reflect on their own experience – emotional, cognitive and conative – in the class and beyond, with references to their learning journals and academic literature.


Past Exam Papers

General Notes


Disclaimer: The information contained within the Module Catalogue relates to the 2019/20 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2020/21 entry will be published here in early-April 2019. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.