Newcastle University

Pre Requisite Comment

Any one of the following Stage 2 Human Geography modules (2022/23):

GEO2103 Development and Globalisation provides necessary background concerning globalisation, postcolonialism and international knowledge

GEO2110 Social Geographies provides the important theories, concepts and literature for understanding how power and social inequalities are lived out across time and space

GEO2047 Political Geography provides a framework for debates on citizenship, immigration, geo-politics, nationhood and Brexit that are discussed in throughout the module

Co Requisite Comment

N/A

Aims

•       To introduce students to contemporary debates on race, place and nation

•       To introduce students to contemporary debates on the international development of racial identities

•       To critically interrogate the concept of race as a meaningful category

•       To encourage students to develop independent learning skills through reading, research and writing on race and ethnicity

Outline Of Syllabus

PART I: KEY IDEAS

Introduction: What is Race?
Decolonizing Geography
Undoing White Privilege

PART II: GEOGRAPHY, RACE AND PLACE

Race and the City
Environmental and Rural Racism
Brexit, Race and Migration
*Assessment Guidance

PART III: RACIAL AND ETHNIC IDENTITIES IN INTERNATIONAL PERSPECTIVE

Race and Modernities + Race and Ethnicity in India Race and Ethnicity in China, Japan and the Middle East
Race, Ethnicity and Colonialism in Malaysia + Race in Latin America Race and Ethnicity in Russia and the Ukraine
Anti-racism in International Perspective

Intended Knowledge Outcomes

By the end of the module students should have demonstrated:

•       Knowledge and understanding of race as a social construct but one that has material consequences

•       Knowledge an understanding of the interrelationships between race, place and nationhood

•       Knowledge and understanding of the spatial and international dimensions of racialisation

•       A familiarity with the literature on geography and race, including the spatial and international dimensions of racialisation

•       An ability to apply theories, concepts and ideas on race and racialisation to a variety of case studies/examples

Intended Skill Outcomes

INTENDED SKILLS OUTCOMES

•       An ability to synthesis contemporary literature and research on race and ethnicity

•       An ability to critically evaluate contrasting approaches to race, place and nation at national and international scales

•       An ability to present clear, evidence-based arguments

Teaching Rationale And Relationship

Lectures provide a foundation of knowledge which is then further developed through small group teaching and assessment:

1.       Lectures provide key information on the development of racial identities and introduce different historical and theoretical interpretations of the topic

2.       Small group teaching and drop-ins provide students the opportunity to discuss the issues raised in the lectures as well as to prepare for the assessment

3.       The extended assessment enables students to put learning skills into practice

Assessment Rationale And Relationship

The written assessment will require students to develop independent research skills, an ability to critically assess and analyze different source material presented in lectures, small group teaching and guided-reading. They assessment aims to practice good writing skills and enable students to demonstrate nuanced, convincing, evidence-based arguments. The minor change to assessment this year, is to enable in-depth reading, critical thinking and strong writing skills that may be impeded by the change in regulations for take-away exams that require a short preparation time. The zero weighted pass/fail assessment is in keeping with other modules in Geography.

General Notes

We are looking to trial the module in 22-23 as 'long and thin' across both semesters. The rationale for this is threefold:

1. To enable Stage 3 dissertation students working on issues of race, ethnicity and migration to have access to literature, theories and concepts in race and ethnic studies.
2. To enable further time for critical thinking and reflection. We aim to hold 2 hour lectures every other week, with a seminar in between to generate opportunities for deep learning.
3. To encourage NINE DTP 1+3 applications in the area of race, ethnicity and migration (proposals are submitted for a mid-January deadline).