GEOG 376
Geographies of Action,
Contestation and Change
[YEAR]
In April 2013, the New Zealand Government passed an
 Is protest at sea or
amendment to the Crown Minerals Act that makes it a
criminal act for a protest vessel to go within 500m of an oil elsewhere a democratic
drilling ship.
right?
 Do Governments and
corporates ‘muzzle’ truths
that threaten economic
growth?
George Monbiot, The Guardian, Monday 30th
September 2013. Image by Daniel Pudles.
Monbiot critiques the Governments of Britain,
Canada and Australia for “suppress[ing] or
misrepresent[ing] inconvenient findings on climate
change, pollution, pesticides, fisheries and wildlife.
They have shut down programmes that produce
unwelcome findings and sought to muzzle scientists”
who dissent.
In this course we will explore some of
these issues, in the context of broader
debates in critical geography
The oil free seas debate in
Aotearoa New Zealand,
social movements around
the world and writers like
Monbiot advocate for
significant social and
economic change in the
face of climate change,
and growing global and
national inequalities:
 What form should change
take?
 How can change occur in
the face of global power
plays that act in favour of
the status quo?
 System change or reform?
 What is at stake?
WELCOME TO GEOG 376!
Contestation and social and environmental action are fundamental parts of a democratic
society. Democratic ideals ensure power is not abused, that equality, freedom and justice are
core tenets of everyday life and that basic needs are met. In this sense, democracy is
understood in its traditional sense of ‘power to the people’, of the right to have a voice in
decisions and processes that affect one’s identity, livelihood, culture and values. Yet somehow,
in contemporary society that seems idealistic. There are suggestions by some scholars that
over the last thirty years the scope for democratic contestation, protest, and social
movements has narrowed. For example, the current Government has constrained political
protest against oil exploration at sea by legislating the ‘Anadarko Amendment’. Some argue
that this is in order to protect the potential contribution that petrochemical extraction might
make to New Zealand’s economy. Globalisation and development processes have sought to
roll out neoliberal ideas to ensure developing nations enter and compete in the global
economy, which in turn may constrain more autonomous development opportunities. Yet
where opportunities for political contestation are constrained, there is often a push back
when protest and resistance emerge to assert rights and seek change.
This course will explore the geographies of contestation, action and change, in the context of
shifting opportunities to dissent. It will explore how groups from the local to the global scale
have initiated processes and practices to put forward alternative geographic imaginaries that
contest dominant discourses that perpetuate environmental degradation and social
inequalities, as well as undermine identities and cultural differences.
For any questions throughout the course, feel free to contact any of the teaching team. Contact
details and office hours are in the table below. Emails will generally be answered within 72
hours. For detailed inquiries by email, you may be requested to arrange a meeting with the
staff member in person. Please do make use of our office hours, they are there for you.
Name
Role
Dr Sophie Bond (SB)
Co-ordinator
Dr Doug Hill (DH)
Lecturer
TBA
Lecturer
TBA
Tutor
Email
Phone/office
Office hours
Important Information
This course is worth 18 points. One point equates to about 10 hours of work, therefore, over
the whole semester you are expected to spend approximately 180 hours on this course,
including attending lectures, tutorials, the symposium, reading and assignment work.
There are two lectures per week
- Time TBA
- Time TBA
There are 7 discussion seminars, in weeks 2, 3, 5, 7, 9, 11, and 13 most of which are assessed
(details further below).
You will also be required to attend and participate in a symposium on [date TBA but around
week 8-9]. Please make sure that you put this day in your diary NOW and keep the day
(9-5) free. It is part of your course work and attendence is compulsory. More details are
provided below.
2
OBJECTIVES
This paper is organised to achieve four objectives, namely to enable you to:
1. understand the history and place of critical thought in human geography
2. demonstrate the relevance of critical geographies in contemporary examples of
contestation, action and change (with a particular focus on neoliberalisation in
Aotearoa New Zealand)
3. understand and apply key concepts in geographies of contestation, action, social
movements and indigeneity to real world examples from the local to the global scales
4. engage with and apply these concepts to the activities and struggles of local community
groups
COURSE STRUCTURE
This paper is organised as a lecture, discussion and reading programme. Throughout the
semester we will meet two to three times a week. The sessions will be conducted as lectures
and discussion seminars. As a GEOG376 student you will participate in 7 seminars.
Lectures and Reading Prep
Lectures are a crucial part of the course, and provide the foundations for learning. We will
endeavour to post the powerpoint slides on Blackboard prior to the lecture. In addition,
lectures will be podcast. These should be used as a revision tool and should not be relied on in
order to avoid class. Technical hitches occasionally occur, and so a recording cannot be
gauranteed.
Each week there will be at least one required reading that you should read before the lectures.
This reading should be done BEFORE class as you may be required to respond in relation to it
during class time. You cannot afford to skip reading as sessions rely and build on
understandings gained from reading through the course. There will also be some
additional recommended readings, and you should aim to do at least one of these each week.
Readings will be posted on Blackboard at least two weeks prior to the lectures, along with an
indication of how to access the reading material if it is not able to be uploaded to the web. We
encourage engagement and discussion in the lectures, and reading and preparing in advance
will help you feel more confident in contributing to discussion.
The following list provides some useful general texts. These are either available as ebooks and
posted on Blackboard or are available on reserve at the library.
Cresswell, T. (2013) Geographic thought: a critical introduction, Wiley Blackwell,
Chichester.
Hubbard, P., Kitchin, R., & Valentine, G. (Eds.) (2008) Key texts in human geography.
Sage, London.
Hubbard, P., & Kitchin, R. (Eds.) (2010) Key thinkers on space and place. Sage, London.
Bauder, H. & Engel-Di Mauro, S. (2008) Critical Geographies: A Collection of Readings,
Praxis (e)Press, Vernon and Victoria, BC, Canada. (On Blackboard)
Further detail for specific readings are appended to this course hand out and are available on
Blackboard in the relevant folders associated with each part of the course.
See Section below for tips of how to read effectively.
Small group learning: (discussion seminars)
3
There are seven discussion seminars throughout the semester. See the course calandar below
for the programme. Discussion seminars 2, 3, 4, 5 and 6 involve an assessed component
(detailed in the assessment section below). Discussion seminar 1 will be used to provide
detailed information about the first piece of assessment, and discussion seminar 7 will discuss
the exam content.
The purpose of the discussion seminars is to provide a small group forum in which you can
discuss ideas and key concepts from the lectures in a more engaged, and open way. Specific
tasks or readings may be assigned prior to help you prepare for the discussion seminars.
Community engagement
On Saturday [date TBA], students will attend a symposium, in which 4-6 community groups
will provide short presentations on the activities they engage in to achieve their goals and
create change. This is an opportunity to explore some of the concepts discussed in class with
people from a range of different groups and organisation who are engaged in contestation
and/or seeking social or environmental change of some form or another. It will be a valuable
opportunity to explore and compare the concepts and experiences that are discussed in
lectures and readings that draw on material from around the globe and relate it to what is
going on in the local context. The final piece of internal assessment relies on your engagement
in this event (details below).
NOTE: the symposium is compulsory – keep [date TBA] free!!
What topics will be covered in this paper?
This paper is organised into three parts:
Part I: The foundations of critical geography
Part II: The neoliberal present
Part III: Spaces of contestation, action and change
Part I (weeks 1-3) situates the broader topic of geographies of contestation and action within
human geography as a discipline. Starting with a broad overview of the context to and effect
of what might be called the critical turn in human geography, we will explore the core
theoretical lenses that critical geographers have used. We look at how these lenses shape the
kinds of questions and issues that critical geographers explore.
Part II, (weeks 4-6) builds on these foundations by looking at the way in which critical
geographers have used the lenses discussed in Part I to explore how neoliberalism has shaped
central aspects of our social, political, and economic lives as well as shaping how we think
about different spaces – Aotearoa New Zealand, urban spaces and nature. Finally it considers
how what we’ve called the neoliberal present has shaped opportunities for contestation.
Part III (weeks 7-12) then considers the nature of these spaces of contestation and how
critical geographers have conceptualised them. Drawing on a range of case studies from
around the world the final and largest part of the course will explore the role of civil society
and social movements in creating spaces for change. In addition, we will explore how
indigenous groups have claimed spaces to demand their soveriegnty and autonomy within the
context of ongoing processes of colonial and neoliberal global relations.
The diagram and course calandar on the following pages provide more detail.
4
3.2 Course Structure Diagram
This diagram shows the inter-relations between different parts of the course. Part I should be
seen
as
an
umbrella
for
the
remainder
of
the
course.
PART I – weeks 1-2
Radical Turn in the
discipline
Radical and
cri cal
approaches
Human
Geography
Marxism
Poststructuralism
Anarchism
PART II – weeks 3-5
The Neoliberal Present
PART III – weeks 6-12
Spaces of Ac on and Contesta on
Module I
Social
movements
Module II
Autonomous &
Prefigura ve
poli cs
Module III
Indigeneity
5
GEOG376 COURSE CALENDAR
Week
Lecture I
Lecture II
Date
PART I: FOUNDATIONS OF CRITICAL AND RADICAL GEOGRAPHIES
1
Introduction: the critical turn in
human geography
Key ways of thinking critical Geog I:
Marxism
Discussion seminars Assessment
Begin preparing 1000 word biography
of a key geographer.
Prepare a 6 minute summary to
present to your seminar group in
week 3
Sem 1: Introductions
Key ways of thinking critical Geog Key ways of thinking critical Geog II:
2
& biography
II: Poststructuralism
Anarchist geographies
assignment
PART II: THE NEOLIBERAL PRESENT
Neoliberalism I: The shift to a
Neoliberalism II: Aotearoa New
Sem 2: Present
3
Biography due on Friday at 4pm
neoliberal present
Zealand as a neoliberal experiment biography summaries
Neoliberalism III: The
Neoliberalism III: The
4
neoliberalisation of nature
neoliberalisation of nature
Neoliberalism IV: The
Sem 3:
Sem reflection due 48 hrs after
5
Neoliberalism and Democracy
neoliberalisation of social spaces
Neoliberalisations
seminar
PART III: SPACES OF CONTESTATION
Module I: Geographies of social
6
movts
Sem reflection due 48 hrs after
7
Sem 4: Module I
seminar
Module II: Autonomous
8
geographies, community groups
and pre-figurative change
MID-SEMESTER BREAK - EASTER
Sem reflection due 48 hrs after
9
Sem 5: Module II
seminar;
Symposium on Saturday 9-5pm
10
380 FIELD SCHOOL – NO CLASSES
Module III: Indigenous spaces of
Sem reflection due 48 hrs after
11
Sem 6: Module III
contestation
seminar
12
Symposium Essay Due Friday at 4pm
CONCLUSION
13
Course review (ALL)
Exam discussion (ALL)
Sem 7: Exam Prep
6
workshop
7
ASSESSMENT
5.1
What is the assessment for the paper?
Your learning in GEOG376 will be assessed in four ways, tabled below. Through the course,
you will be given the opportunity to demonstrate your learning and understanding in several
different formats. Each assessment item focuses on different parts of the course and details
are provided below.
Assessment
Item
Assignment 1.
Biography of
a leading
critical
geographer
%
Mark
16%
Purpose and Style
1.1.1
Date
Purpose: To assess students’ ability to critically and constructively
explore how radical and critical geographers combine theory, political
beliefs, and passion to contribute to human geography and society.
Week 4
- Written
biography due
Friday at 4pm.
Style: Two part assessment involving:
- 6 minute
presentation in
Seminar in
week 3
(a) 1000 word written biography (individual 10%)
(b) 6 minute summary in pairs given in your discussion seminar in
week 3 (mark for pair 6%)
(Focus on weeks 1-3)
Assignment 2.
Four
Discussion
seminar
Reflections
(a-b)
3. Local
Action:
Symposium research
based
reflection
essay
24%
Purpose: To consolidate learning and engagement on core themes
through the course
Style: Assessment for each discussion seminar in weeks 5-11 (4
seminars each worth 6%). Submit a reflection on the discussion in the
seminars, demonstrating your engagement with the material. It should
be:
- 500 words (1 typed page 1.5 line spacing)
- a summary of the discussion
- make connections to lecture(s), reading(s) & key
thinker(s)
- provide key personal insight(s)
NOTE: It is not expected that you should labour over this piece. It
should not take more than 2-3 hours. The key is to show you are
engaged with and thinking about course material.
(Focus weeks 3-11)
20%
Purpose: To participate in the symposium, discuss ideas and issues
raised by symposium speakers, and draw out connections between
local geographies of social action and core ideas explored in weeks 3-9
Style: Academic reflective and research based piece of 2500-3000
words that draws out key themes discussed in the course in weeks 412 (neoliberalisation, postpolitics, radical democracy, civil society,
social movements, activism, Indigenous movements) to explore the
challenges, experiences and opportunities that 1-2 groups at the
symposium face in the activities that they engage in.
(Focus weeks 4-9)
4. Exam:
40%
Due
Due 48 hours
after your
discussion
seminars in
weeks 5-11
End of week 9:
Symposium,
Saturday, time
TBA
Week 12
Symposium
essay due
Friday, 4pm
Purpose: To assess students’ ability to integrate and synthesize the
theory and lived experiences (through case studies) of geographies of
action and contestation
Date and
venue TBA
Style: 2 hour written exam requiring you to answer 2 essay questions
worth 20 marks each (total of 40).
There will be an opportunity to workshop essay plans and raise
questions in both Tut 7 and in the final lecture.
Page 8
5.2
Biography (16%):
Description: The purpose of this exercise is to allow you to become familiar with a critical
and/or radical geographer’s work that has made a significant contribution to their
subdiscipline. You will sign up for a specific geographer in your first discussion seminars (in
week 2), and you will write a biography that discusses:
- their key texts;
- what schools of thought their work is situated within (e.g., Marxism,
postructuralism, anarchism);
- what has influenced their work;
- how their political beliefs have influenced what they do;
- how they have tried to seek change through their work;
- how their insights have influenced the subdiscipline; and
- why you think their work warrants inclusion as a ‘key thinker’ in radical and
critical geographies.
Please note, we do not want a detailed discussion of everything that they have done in their
lives, where and when.
We want a discussion of their geographical work, its influence, and its influences (ie what
schools of thought and scholars have influenced this geographer to do the work they do), and
how they draw a political dimension into the work that they do to try and create change.
Your biography will be presented in two ways.
i.
you will individually write a 1000 word biography (worth 10%), meeting the
objectives listed above and the assessment criteria below. This biography will be
submitted both in paper copy and electronically. The electronic copies will be
anonymised (ie all trace of your name will be removed from the document) and it
will then be posted on Blackboard as a resource for the class to draw on through
their studies. You will be graded individually for this part of Assignment 1.
ii. In pairs, you will present a 6 minute summary of your biography to your discussion
seminars in week 4 (worth 6%). Both members of the pair will receive the same grade.
Because the Summary will be presented in pairs, you may work together to research the
author. But you must write your biography individually. Further information and guidance
will be given when you sign up for your geographer in your discussion seminars in week 2.
Assessment Criteria for Written Biography
Criteria
Percentage
weighting
-
Demonstrated research and understanding of the
geographer’s work
25%
-
Demonstrated understanding and discussion of the
geographer’s influences (school of thought, other
geographers, scholars etc)
25%
-
Discussion of the geographer’s key contribution to the
discipline
25%
-
Discussion of the geographer’s political beliefs and
how they have sought change through their work
15%
-
Overal polish (spelling, grammar, structure,
referencing)
10%
Page 9
Assessment Criteria of Oral Summaries
Criteria
Grade
weighting -/6
-
Concise summary of the author’s contribution,
influences, theoretical lens
3
-
Presentation/communication skills
1.5
-
Flair and originality
1.5
Instructions
Your Biography must be typed on A4 paper, 1000 words (+/-10%), use 1.5 or double spacing,
have wide side margins (e.g. 3cm), numbered pages and must include a cover sheet with your
name, student number, paper code (GEOG376) and word count, as well as a full reference list
of all works cited in your biography. Keep your own personal backup copy of your
submitted report in hard copy form.
A cover sheet is provided for you to use in the assignments folder in Blackboard
Biographies should be submitted in hard copy to the ‘GEOG376 Box’ in the 4th Floor Foyer (by
lifts) of the Richardson Building AND by email to [email protected] with the subject
line, “376 Biography”
Written biographies are due at the latest by: TBA (end of week 3)
5.3 Seminar discussion Reflections (24% comprising 6% for each of 4
seminars)
The purpose of this assessment is to encourage reflective learning in a discussion based
format of the discussion seminars. The assessment is designed to ensure you engage in the
opportunity to discuss course material and participate in discussion seminars.
a) Participation and engagement in 4 discussion seminars (over weeks 6-11) worth 2%
per discussion seminars, AND
b) Four written reflections each worth 4%. Each reflection will be based on the material
discussed and explored in discussion seminars in weeks 6-11.
The written reflection requires that you think about the discussion in the discussion seminars,
and make connections between the issues discussed and other readings, current events, and
lecture materials, key thinkers discussed in Part I, and indicate the key insights you gained
from exploring this topic.
Assessment criteria (graded out of 4)
a) Active engagement and participation in discussion seminars discussion;
b) The reflection should provide:
- a summary of the discussion in the discussion seminars (1 mark)
- connections to course material/readings (1 mark)
- connections to key thinkers discussed in assignment 1 – see biographies on
Blackboard (1 mark)
- key insights that you have developed through the topic (1 mark)
It will be easy to do well in this assessment, if you demonstrate your engagement with the
material, attend lectures, do the required reading and spend a little time thinking!
Page 10
Instructions for submission
The reflection must be submitted no more than 48 hours after the end of your seminar
discussion time. For example, if your seminar time is 2pm on Tuesday, then your seminar
reflection is due no later than 3pm on Thursday. Submit it electronically to your tutor as a
word document attached to an email. The email should have the subject line containing the
words Seminar Discussion Reflection. It should be no more than 1 page of typed text with 1.5
line spacing (approximately 500 words). Ensure your name, ID number and discussion
seminars group time is at the top of the page.
You MUST attend the discussion seminars to get any marks! A WRITTEN REFLECTION WILL
NOT BE ACCEPTED FOR MARKING UNLESS YOU HAVE ATTENDED THE DISCUSSION
SEMINARS.
5.4
Symposium: Local Action – Research & Reflection essay (20%)
On [a Saturday around week 9], representatives of several community groups will join us in
the department for a symposium. Representatives of each group will give a brief presentation
that explains the purpose of the group, what they seek to achieve and how, and what
challenges them most in achieving those goals. After the presentations, there will be an
opportunity to chat with member(s) of the groups and ask further questions and discuss ideas
that we have talked about in class. The purpose of the event is for you to explore and
understand the local geographies of social action, by drawing critically on the concepts and
ideas discussed through the course.
You will provide a 2500-3000 word researched reflection in the form of an essay on the local
geographies of social action based on the groups’ presentations at the symposium, and any
further information that you gained from discussion with group members in the course of the
day.
To do well in this assignment you must read beyond the required readings to support your
analysis. Your analysis should draw on concepts from lectures (as many as you see fit) in
order to critically reflect on the groups’ geographies of social action. Make sure you employ a
geographical lens and support your approach using relevant academic literature. You can
choose to include any number of groups in your essay.
Assessment criteria
The essay will be assessed on the following criteria. Note the percentage weightings for each
criterion – these will be closely adhered to and provide an indication of where you should
focus your energies and what you must include.
Criteria
Percentage
weighting
Well structured, with good flow (ie tells a story
that is logical and easy to follow), spelling,
grammar, and overall polish of the essay
25%
Well supported analysis that draws on
appropriate academic references, properly cited
in text, and with a well formatted and complete
reference list
25%
Careful and critical analysis that draws on
concepts, cases and theories from course work
with the experiences, challenges and strategies of
local groups
30%
Overall, clearly demonstrates an understanding of
20%
Page 11
the geographies of local action
Instructions
Symposium essays must be typed on A4 paper, 2500-3000 words, use 1.5 or double spacing,
have wide side margins (e.g. 3cm), numbered pages and must include a cover sheet with your
name, student number, paper code (GEOG376) and word count, as well as a full reference list
of all works cited in your essay. Keep your own personal backup copy of your submitted
report in hard copy form.
A cover sheet is provided for you to use in the assignments folder on Blackboard
Symposium essays should be submitted in hard copy to the ‘GEOG376 Box’ in the 4th Floor
Foyer (by lifts) of the Richardson Building AND by email to [email protected] with the
subject line 376 Symposium essays.
Symposium Essays are due at the latest by: TBA [week 12].
5.5
Exam (worth 40% of your final grade)
The exam will be two hours duration and scheduled in the exam period. You will answer two
questions that relate to:
- Geographies of contestation in ‘cramped’ spaces (weeks 4-9)
- Indigenous spaces of contestation (weeks 10-12)
The questions will be provided in discussion seminars 7 in week 13, to allow you to prepare
focused, well developed and well researched arguments in your exam answers.
CITATIONS AND REFERENCE LISTS: USING GEOGRAPHIC LITERATURE IN
ASSESSMENTS
Citation is the process by which you record the source of relevant ideas, arguments, debates
or evidence. For the purposes of your research projects, the majority of these sources must be
published academic texts (e.g. journal articles, books or book chapters). Citation is important
because it:
- shows evidence of the research and reading you have completed; and
- appropriately acknowledges the sources of the ideas and materials you wish to
include as evidence for your work.
1.1.1.1 Harvard Citation System (aka Author Date System) – based on ‘Introduction to Essay
Writing in Human Geography 2003’
The system of sourcing (citation) to be used in GEOG376 is called the Harvard Method. This
involves inserting the author's surname and date of publication close to the place in your text
where you have used their ideas or words e.g. (Panelli, 2004). If you wish to cite an author
you must decide whether to (a) put the information in your own words or (b) quote their
original words exactly - in either case you must cite the source. It is better to not to quote too
often. Rather use quotes for effect, when the author has said something in a particularly
poingnant way.
(a) If you are using using your own words to describe an author/s ideas:
Include the citation close to your description. For example you might write something like:
Geographies focussing on sexuality have been informed by the concept of heteropatriarchal relations
(Valentine, 1993).
Page 12
(b) If you are using direct quotes there are two rules:
For quotes less than three lines long, use "quote marks" and include the page number in your
citation. Eg: Wall (2000: 82) argues that “identity is experience through constructing boundaries
between Self and other”.
For quotes over three lines long, indent the quote on both sides and drop the quote marks. Eg:
1.
Mapping and statistical analysis of ethnicity continue in contemporary social
geographies, using various data sets from different national consuses. These
geographies have predominantly described aggregate patterns of migration,
residential location, housing status, household structure and employment in urban
settings and although they have documented the often-difficult conditions of ethnic
minorities, they have also highlighted the heterogeneity of difference ethnic groups.
(Panelli, 2004: 96)
1.1.1.2 Reference List
All works you cite must be included in a Reference List at the end of your written work, where
you add extra details about the sources. This must be laid out alphabetically by author's
surname.
Examples of items commonly encountered are:
1.1.1.3 Book
Panelli, R. (2004) Social Geographies: From Difference to Action, London: Sage.
1.1.1.4 Edited Book
Cloke, P., Crang, P. And Goodwin, M. (eds) (1999) Introducing Human Geographies, London:
Arnold.
1.1.1.5 Chapter in an edited book
Hughes, A. (1997) ‘Rurality and cultures of womanhood: domestic identities and moral order
in village life’, in Cloke, P. and Little, J. (eds), Contested Countryside Cultures: Otherness,
Marginalisation and Rurality. London: Routledge. pp. 123-37.
(remember the page numbers of a chapter in a book!)
1.1.1.6 Journal article
Jackson, P. (1994) ‘Black male: advertising and the cultural politics of masculinity’, Gender,
Place and Culture, 1(1), pp. 49-59.
(remember the page numbers of the article!)
For other examples see the Department of Geography Style Guide for Human Geography. This
is available online at:
http://www.geography.otago.ac.nz/__data/assets/pdf_file/0016/1546/StyleGuide2011.pdf
NOTE: that there are a range of different styles that you will come across during your time at
University. In geography we prefer an author-date system. As noted, the above style and the
Human Geography Style Guide demonstrate the Harvard author-date system. The APA system
for example is also acceptable. The key thing is to be consistent in how you cite in text and
within your reference list, and if in doubt, ask your lecturer/tutor which style they prefer
you to use. Proper referencing requires that you be pedantic!!
Page 13
A reference list must include all cited sources of information. A
reference list must NOT include any sources that are not cited
explicitly in your essay.
Library Support:
Library Search | Ketu
This 3 minute video covers the basics http://goo.gl/nKD0DB
Library Website
The Library website provides online access to resources and services, including Library
Search | Ketu, Article Databases, Group Room Bookings, Hours, Library Locations, Library
News, New Books, Exam Papers, Subject Guides, and more!
Library Website: http://www.otago.ac.nz/library/
From your mobile: http://m.otago.ac.nz/library/
Human Geography Subject Guide
This guide will help you find information for your assignments including articles, books,
websites and more! http://otago.libguides.com/geography_human
Ask a Question
Library staff at any Lending and i desk are available Monday to Friday, 9am to 6pm to answer
any questions you might have about using the Library.
Phone: 64 3 479 8910
Email: [email protected]
From your mobile: www.library.otago.ac.nz/m/asklibrary.php
Liaison Librarian for Human Geography
If Lending and i desk staff are unable to answer your questions, phone or
email Shiobhan Smith for assistance.
Phone: 64 3 479 7935
Email: [email protected]
Study Smart
The Study Smart tab in Blackboard offers advice and links to services and resources to help
you with your studies. It includes information about the Library, Student IT and the Student
Learning Centre.
TIME MANAGEMENT, LATE PENALTIES AND EXTENSIONS
Make sure you plan your work carefully.
All internal work must be submitted by the due dates and times listed above.
Poor organisation, time management, transportation or computing problems are NOT
valid reasons for an extension of due dates.
Page 14
www.shutupandteach.org/dogate2.jpg
LATE PENALTIES
Please note that internal assessment that is submitted after the due date and time will
face the following late penalties:
- 5% per 24 hour period (including weekends i.e., a weekend is two days)
- no marks awarded after five 24 hour periods.
EXTENSIONS
Other than in exceptional circumstances, time extensions for assignments will not normally be given. Department policy
notes that extensions may be considered where one or more of the following conditions apply:
(a)
(b)
(c)
(d)
Illness.
Bereavement.
Representing your country of origin in a cultural or sporting event at short
notice.
Jury service, or similar unavoidable activity beyond the control of the student,
and which occurs at short notice.
Enquiries for extension should normally occur at least three days before the due date for the
assignment or written test concerned.
Please contact Sophie, or a contributing staff member as soon as possible if you wish
to apply for any form of extension or if you are struggling to complete required work.
Page 15
DEPARTMENT OF GEOGRAPHY POLICY RELATED TO WRITTEN WORK
In completing assessment, you should also be aware of important departmental policies
regarding gender neutral language and plagiarism. In particular the Department of
Geography Course Information 2014 booklet, pp. 39, states:
DISHONEST PRACTICE
Dishonest practice in relation to work submitted for assessment (including all course work, tests and
examinations) is taken very seriously at the University of Otago. All students have an obligation to understand
the requirements applying to particular assessments and also to understand and follow acceptable academic
practice. Any breach of established requirements or of acceptable academic practice whether intentional or
rising through a failure to take reasonable care will result in action being taken against those involved.
Plagiarism is one form of dishonest practice. Plagiarism is defined as copying or paraphrasing another person’s
work and presenting it as one’s own – whether intentionally or through failure to take proper care. Being party to
someone else’s plagiarism (by allowing them to copy your work or by otherwise helping them plagiarise work for
an assessment) is also dishonest practice.
All students have a responsibility to be aware of acceptable academic practice in relation to the use of material
prepared by others, and for taking all steps reasonably necessary to ensure that no breach of unacceptable
practice occurs. Part of your study at the University is about developing your own thoughts and ideas. Where
you use other people’s words or ideas in your work, it is vital that you reference these correctly. The Student
Learning Centre offers a course to assist you with this if you want one.
Any student involved in dishonest practice is liable to be proceeded against under the University’s regulations.
A range of penalties is established by those regulations,
including forfeiture of marks for the piece of work submitted, a zero grade for the paper, or in extreme cases,
exclusion from the University.
If you are ever in doubt concerning what may be acceptable practice in relation to an assessment you should
clarify the situation before submitting work or taking the test or examination involved. For further information,
please see the University’s policy at: www.otago.ac.nz/study/plagiarism.
NON-SEXIST LANGUAGE
Use of sexist language is not acceptable. The University provides guidelines for the use of non-sexist language
if you are unsure of the alternatives.
[See http://www.otago.ac.nz/humanresources/policies/nonsexistlanguage.php]
In GEOG376, do not plagiarise other people’s work, or let other students plagiarise
your own. Heavy penalties will result if you are involved in plagiarism. If you have any
queries about plagiarism, see Sophie.
HOW WILL ASSESSMENT BE GRADED?
Each piece of assessment will have clearly indicated assessment criteria and grade allocations.
If they are not listed above, they will be made available on Blackboard or in class. These
criteria indicate as clearly as possible what we are looking for from you and you will do well
to pay close attention to them. In particular, note the grade allocations as they are indicative
of where we want you to spend most of your time. In addition, the letter grades give below
indicate the following:
Grades awarded will have the following meanings:
A+ Outstanding
A Excellent
A- Verging on excellent
B+ Very good
B Good
B- Very reasonable
C+ Reasonable
C Fair
C- Marginal pass
D+ (and below) Inadequate
fulfils all criteria to an unusually high standard.
fulfils all criteria to a very high standard consistently.
fulfils all criteria to a high standard, but not consistently.
fulfils most criteria to a very good standard.
fulfils most criteria to a good standard.
fulfils most criteria to a good standard but not consistently.
fulfils some criteria to a competent standard.
fulfils some criteria to a competent standard but not consistently.
fulfils some criteria to an adequate standard.
fails to fulfil enough criteria to a competent standard.
Page 16
STUDENT SUPPORT
www.meetoo.com/pics/cafepress/
Study can be stressful and/or challenging at various times. If you have any problems with
GEOG376, please feel free to come and talk to Sophie, Doug or Nave. Alternatively you might
like to contact one of the following organisations that are established for your well-being.
10.1 Student Learning Centre
The student learning centre offers a comprehensive learning support service involving
workshops, seminars, face-to-face one-on-one, and on-line support. The service is especially
good for developing essays writing skills and study tips
Location: ISB (Central Library) near the Cumberland St entrance.
Tel: 479 5786
Email: [email protected]
www: http//www.otago.ac.nz/SLC
Page 17
10.2 Student Health and Counselling
Comprehensive care is provided for your physical, psychological and emotional health needs.
Most services cost a small fee for students with a community services card.
Student Health
Student Counselling
Tel: 479 8212 or 8213
Tel: 479 5173
10.3 Impairment or Disability Information and Support
Impairment
If you have an impairment that affects your study in this paper, it would be helpful to inform
the Paper Coordinator so that s/he can make any adaptations in teaching and learning
strategies and resources that may be necessary. Disability support is also available (see
below).
Disability Support
The Geography Department encourages students to seek support if they are experiencing
difficulty with their studies due to permanent, recurring or temporary impairment.
Depending upon circumstances, students may contact, in confidence, their Paper Lecturers or
Paper Coordinators to discuss adaptations in teaching and learning strategies and resources
that may be helpful. In addition, the department has a specific Disability Support contact:
Departmental Disability Contact: : Ben Varkalis, Teaching Fellow
Telephone: 479 9241
Email: [email protected]
Office Location: Richardson 5C13
The University also has a dedicated service Disability Information and Support:
Disability Information and Support
Telephone: 479 8235
Email: [email protected]
Website: http://www.otago.ac.nz/disabilities
1.2
10.4 Te Roopu Māori - Māori Students’ Association
Te Roopu is the Māori Student Association at the University of Otago. As the Māori Student
Association on campus we represent all Māori Students. Te Roopu Māori is the parallel student
association to OUSA (Otago University Students Association).
For further information about Te Roopu Māori contact:
Tumuaki - President
Tel 03 479 8563
Email [email protected]
Web: http://www.otago.ac.nz/teroopu/
1.3
10.5 Te Huka Mātauranga - The Māori Centre
This centre is a support service for all students of Māori descent offers help with any
academic, cultural and social needs. It operates a kaupapa Māori philosophy and can connect
you with other services and groups. It is located at 515-19 Castle Street North.
Page 18
All enquiries are welcome
Tel:
479 8490
Email: [email protected]
Web: http://www.otago.ac.nz/maoricentre
1.4
10.6 Kaiāwhina Māori - Māori Student Support Officer
In the Geography Department
Kaiāwhina Māori is Associate Professor Michelle Thompson-Fawcett
Telephone: 479 8762
Email: [email protected]
Office Location: Richardson 4C17
In the Division of Humanities
Kaiāwhina Māori is Ana Rangi:
Tēnā koutou katoa
My name is Ana Rangi and I am the Kaiāwhina Māori - Māori
Student Support Officer in the Humanities Division. I am of Ngāti
Porou/Ngāti Kahungunu/Whakatōhea/Ngāti Kuia/Ngāti Koata
descent, and originally from Christchurch.
I have a BA (Māori/Japanese) from Canterbury University and
have also done postgraduate study in Māori Development at
Massey University.
I look forward to meeting you and helping where possible.
Contacts:
Tel (03) 479 8681
Fax (03) 479 5024
Email [email protected]
Website http://www.otago.ac.nz/humanities/kaiawhina.html
Office: 5C9, 5th Floor, Whare Kete Aronui - Arts Building
95 Albany Street, Dunedin
1.5
10.7 Pacific Islands Centre
The Centre provides academic, cultural and social information,
networking and support for Pacific students and their families
and communities.
Tel:
479 8278
Email: [email protected]
Web: http://www.otago.ac.nz/pacific/pacificatotago/
Location: 1 Leithbank Street (Yellow house on cnr of
Leithbank and Clyde St)
10.8 Otago University Students’ Association (OUSA)
OUSA provide representation and advocacy for students. For help or advice on any matter
contact:
Page 19
Tel: 479 5448
Email: [email protected]
Web: http://www.ousa.org.nz/main/support/
Location: OUSA Student Support Centre
5 Ethel Benjamin Place (off Albany Street opp IS Building)
There are a number of specific support services that operate through OUSA including:
Queer Support
Queer Support provides resources, networking and support for anyone who wants support or
information or is questioning gender and sexual identity, or is experiencing problems with
homophobic or transphobic behaviour.
Support Coordinator: Neill Ballantyne
Phone: 03 479 5445
Email: [email protected]
Web: http://www.ousa.org.nz/support/queer-support/
1.6
10.9 Ethical Behaviour
Harassment, abuse of supervisory authority, or discrimination within the University of Otago
community is not acceptable.
http://www.otago.ac.nz/humanresources/policies/EthicalBehaviour/index.php
1.7
10.10 Further Information
For further information see the Geography Department’s Course Information Booklet,
available at:
http://www.geography.otago.ac.nz/__data/assets/pdf_file/0015/11544/2014_Course_Handbook.pdf
COURSE READING IN 2014
Your participation in this paper involves a major commitment to reading. This guide
will help you make and maintain that commitment. It outlines:
1. key advice on how to read effectively in this course;
2. information on how to access the readings;
3. a list of general and background readings; and
11.1 Effective Reading
What sort of reading load is involved in this paper?
As this is a 18 point single semester paper your total workload for the paper should involve
an average of 12 hours work per week. Reading will constitute the greatest workload for this
course.
As a GEOG376 student you should expect to study the Required Reading for each week
or lecture and you should read widely from the Recommended Readings. Allow yourself
an average of two ‘quality’ hours per reading so that you can give each piece your focused
attention and can compile an appropriate set of log notes.
Page 20
How should I approach the readings?
Your focus and commitment to reading will be an integral part of your participation and
achievement in this paper. Reading will ensure you understand the breadth of the issues
raised in this paper and can contribute with informed questions and comments. Through
reading and small group sessions we have an opportunity to share both discoveries and
confusions that may arise from the readings. You may find it helpful to use the following
questions when reading material:
 What is the main argument of the reading?
 Is the work largely theoretical or research based?
 How is the reading placed in the wider field of literature (its context)? Is this explicitly
stated or do you have to search this out by identifying the main literature to which the
author/s refer?
 What are the key points of the reading?
 What am I unclear about, in terms of content?
 What is interesting about the work?
 What questions, tensions, conflicts or new contributions are provided by the work?
Page 21
376 Readings (these may vary slightly from year to year)
PART I
Wk Lecture
Reading
1: Intro: the radical Peet, R. (2009) ‘Radical geography’ in R. Kitchen and N. Thrift (eds) International
turn
Encyclopedia of Human Geography pp74-82. (On course reserve).
Key ways of thinking Weeks 1-3
Required:
2: Marxism
Cresswell, T. (2013) ‘Marxist Geographies’ in Geographic Thought: A Critical Introduction
(Blackwell), pp. 122-146. (On course reserve).
1
Recommended:
Glassman, J. (2009) ‘Hegemony’ in R. Kitchen and N. Thrift (eds) International
Encyclopedia of Human Geography pp. 80-86. (On course reserve)
Harvey, D. (2010) ‘Organising for the Anti-Capitalist Tradition’ Talk Given at World
Social Forum 2010, Porto Alegre.
(Available at http://davidharvey.org/2009/12/organizing-for-the-anti-capitalist-transition/ )
3-4:
Postructuralism
Required:
Cresswell, T. (2013) ‘Toward Poststructuralist Geographies’ in Geographic Thought: A
Critical Introduction (Blackwell), pp196-217. (On course reserve)
Recommended:
Sharp, Joanne, Routledge, Paul, Philo, Chris, & Paddison, Ronan. (2000). Entanglements
of Power. Geographies of domination/resistance. In J. Sharp, P. Routledge, C. Philo
& R. Paddison (Eds.), Entanglements of Power. Geographies of domination/resistance (pp.
1-42). London: Routledge. (On course reserve)
2
Woodward, Dixon Jones III (2009) Poststructuralism/postructuralist geographies in N.
Thrift and R. Kitchen (eds) International Encyclopedia of Human Geography pp396-407.
(On course reserve).
5:
Anarchism
Cresswell, T. (2013) ‘Postmodernism and Beyond’ in Geographic Thought: A Critical
Introduction (Blackwell), pp 171-195. (On course reserve)
Required:
Springer, S. (2012) ‘Anarchism! What geography still ought to be’, Antipode, 44(5): 16051624. (On Blackboard)
Recommended:
Springer, S. (2013) ‘Anarchism and geography: a brief genealogy of anarchist
geographies’, Geography Compass, 7(1): 46-60. (On Blackboard)
3
Gordon, U. (2007) ‘Anarchism reloaded’, Journal of Political Ideologies, 12(1): 29-48. (On
Blackboard
6:
Geog of
Contestation
Required:
Bauder, H. & Engel-Di Mauro, S. (2008) ‘Introduction: Critical Scholarship, Practice and
Education’, in (eds.) H. Bauder & S. Engel-Di Mauro, Critical Geographies: A Collection
of Readings, Praxis (e)Press, Kelowna, BC, Canada. pp 1-7. (On Blackboard)
Page 22
PART II: The Neoliberal Present
Wk Lecture
Reading
Required:
4
7:
NL I: Shift to the
Springer, S. (2010): ‘Neoliberalism and Geography: Expansions, Variegations,
NL present
Formations’ Geography Compass Vol. 4, No. 8 pp. 1025–1038.
Access
BB
Recommended:
Larner, W. (2000) ‘Neo-liberalism: Policy, Ideology, Governmentality’ Studies in
Political Economy 63, pp. 5-25
Hall, S. (2011) ‘The Neo-Liberal Revolution’ Cultural Studies Vol. 25, No. 6, pp.
705-728
8:
NL II: A/NZ
Experiment
Required:
BB
Peet, J. R. (2012) ‘Comparative policy analysis: Neoliberalising New Zealand’ New
Zealand Geographer Vol. 68, pp. 151–167
Recommended:
Larner, W. and R. Le Heron (2005) ‘Neo-liberalizing Spaces and Subjectivities:
Reinventing New Zealand Universities’ Organization Vol. 12, pp. 843-862
Levine, H. B. (2009). ‘Embracing Neoliberalis? A Reconsideration of the
Restructuring of a New Zealand Non Government Organisation’ Ethnology Vol. 48,
No. 2, pp. 161-174.
5
9:
NL III: NLm of
Nature
Required:
Brenner, N. and Theodore, N. (2002), ‘Cities and the Geographies of “Actually
Existing Neoliberalism”. Antipode, 34: 349–379
Recommended:
Murphy, L. (2008) ‘Third-wave Gentrification in New Zealand: The Case of
Auckland’ Urban Studies Vol. 45, pp.2521-2540
10:
NL IV: Urban
Space
Required:
BB
Castree, N. (2008) ‘Neoliberalising nature: The logics of deregulation and
reregulation’ Environment and Planning A Vol 40, pp. 131-152
Recommended:
Bakker, K. (2007), The “Commons” Versus the “Commodity”: Alter-globalization,
Anti-privatization and the Human Right to Water in the Global South’ Antipode,
Vol. 39: 430–455.
PART III
Wk
Lecture
Module I:
Geographies of
Social Movements
6-7
Indicative Readings (will vary depending on who is teaching the module.
Access
Desmarais, A. A. (2008). The power of peasants: Reflections on the meanings of La
Vía Campesina. Journal of Rural Studies, 24(2), 138-149.
Della Porta and Diani (2006) Social Movements – An Introduction (2nd Edn),
Blackwell, Malden, MA. Chapter 1: The Study of Social Movements: Recurring
Questions and changing answers pp 1-31.
Nicholls, W. J. (2007). The geographies of social movements. Geography Compass,
1(3), 607-622.
McIlwaine, C. (2009). Civil society. International Encyclopedia of Human
Geography, Amsterdam: Elsevier, 136-141.
Module II:
Autonomous
Geographies,
8-9 community groups
and prefigurative
change
Staeheli, L. (2010) Political Geography: democracy and the disorderly public,
Progress in Human Geography, 34(1) 67-78
The Free Association (2010) Antagonism, Neo-liberalism and Movements: Six
impossible things before breakfast, Antipode, 42(4) 1019-1033
Chatterton, P., & Pickerill, J. (2010). Everyday activism and transitions towards
post‐ capitalist worlds. Transactions of the institute of British Geographers,
Page 23
35(4), 475-490.
Routledge, P. (2009). Transnational resistance: Global justice networks and spaces of
convergence. Geography Compass, 3(5), 1881-1901.
10 No classes (380 fieldschool) Independent study
11- Module III:
Howitt, R., Muller, S., & Suchet-Pearson, S. (2009). Indigenous geographies. in N.
12
Indigenous
Thrift and R. Kitchen (eds) International Encyclopedia of Human Geography,
Spaces of
pp 358-64.
Contestation
Wheen, N. & Hayward, J. (2012) The meaning of Treaty Settlements and the
Evolution of the Treaty Settlement Process, in Wheen, N. & Hayward, J. (eds)
Treaty of Waitangi Settlements, Bridget Williams Books Ltd, Wellington. pp
13-25.
Bargh, M. (2012) The Post-Settlement World (so far). Impacts for Māori, in
Wheen, N. & Hayward, J. (eds) Treaty of Waitangi Settlements, Bridget
Williams Books Ltd, Wellington. pp 166- 181
Mutu, M. (2010) Constitutional Intentions: The Treaty of Waitangi Texts. In
Mulholland, M. and Tawhai, V. (eds) Weeping Waters: The Treaty of Waitangi
and Constitutional Change, Huia Publishers, Wellington. pp 13-40.
Lucero, J. A., (2012) Indigenous politics: between democracy and danger, in P
Kingstone and D.J. Yashar (eds) Routledge Handbook of Latin American
Politics, Routledge, New York. pp 285-301
Gudynas, E. (2011). Buen Vivir: today's tomorrow. Development, 54(4), 441-447.
Villalba, U. (2013). Buen Vivir vs Development: a paradigm shift in the Andes?.
Third World Quarterly, 34(8), 1427-1442.
13
No Reading – revision for exam
Page 24