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Module

TCP2030 : Urban Poverty: A Global Perspective

  • Offered for Year: 2021/22
  • Module Leader(s): Dr Ruth Raynor
  • Lecturer: Dr Cat Button
  • Owning School: Architecture, Planning & Landscape
  • Teaching Location: Mixed Location
Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0

Aims

This course is an introduction to the study of urban poverty through a global perspective. The course has a considerable reading load and assignments that require critical analysis.

The course has three main objectives:
The first is to introduce students to the study of urban poverty from a global perspective. Planning literatures usually focus on a particular country or region of the world when interrogating urban poverty. This course arranges issues of urban poverty thematically, demonstrating how such discussions cut across the world in different ways. It also reveals how differences in poverty issues are linked not only to questions of policy and development but also include social and cultural dimensions.

Second, the course approaches the study of urban poverty through an interdisciplinary approach- particularly through various social science disciplines including Sociology, Geography and Anthropology. It covers key texts, theories and methodologies of measuring and governing poverty and development

Third, the course links theoretical debates on urban poverty to current affairs. Students will be expected to use tools they learn in class to respond to news and other current events that they will be provided in class. Discussions are an important aspect of this class to hone skills in critical thinking and analysis.

Outline Of Syllabus

1. Introduction to urban poverty – issues and perspectives
2. Inequality and urban poverty - Gender and age
3. Representations of urban poverty, stigma and (dis)empowerment
4. Urban violence
5. Homelessness, Home and Housing
6. Tourism and Exploitation
7. Infrastructure (in)access
8. Crisis and resilience (climate change)
9. Planning and Urban poverty

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture21:002:00In person - introduction to module and de-brief of module
Scheduled Learning And Teaching ActivitiesLecture90:101:30Synchronous introduction to non-synchronous materials - Online
Scheduled Learning And Teaching ActivitiesPractical91:3013:30Students will discuss material each week and engage with set tasks together. PiP
Scheduled Learning And Teaching ActivitiesPractical21:303:00Assignment support workshops in Person
Structured Guided LearningStructured non-synchronous discussion92:0018:00Non-synchronous lecture material (broken into 20 minute panopto presentations) delivered in small se
Guided Independent StudyIndependent study1162:00162:00N/A
Total200:00
Teaching Rationale And Relationship

Structured learning, tasks and discussions will help students hone their skills in engaging in critical analysis of cities and poverty and to draw connections between the global north and the global south. Reading responses will enable students to reflect on current news and the material they study for class. They will be discussing their reading reflections during seminar sessions to enable them in sharing ideas and to help them become more active learners.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Essay1M802500 word essay due at the end of the semester
Written exercise1M201500 word assignment comprised of x3 500 word written exercises.
Formative Assessments
Description Semester When Set Comment
Written exercise1M500 word written exercise (for peer review.)
Assessment Rationale And Relationship

Written exercises help students to reflect on the material that they have read in seminar groups as well as material presented in class. It enables them to share learning through peer review (formative) and to build the first assessment over time (avoiding clustering). This will encourage engagement in course materials from the outset, peer learning as well as independent thinking and critical analysis. The analytical paper will draw together ideas they have learned in class into one coherent critically engaging piece of work. It will enable them to learn to integrate ‘real world’ research with critical frameworks.

Reading Lists

Timetable