BA Geography

The world is awash with controversies. Controversies arise where there is sharp disagreement about what could or should happen to prevent a problem arising or to solve it – indeed, the very nature of the ‘problem’ may not be agreed upon by various stakeholder. Some controversies assume international importance, whereas others are of national or only local significance. Regardless of their scale, controversies matter to those involved. Geographers study the fabric of the world: that is, the intertwined threads of the human and material realms at different spatial and temporal scales. This module will offer advanced insight into a wide range of geographical controversies – that is, controversies in the realm of people-environment relations but also in the discipline (Geography) that seeks to make systematic sense of those relations. It will invite students to grapple with the complexities of controversies – not least the complexities arising from different perspectives on the nature and causes of certain problems, and on best ways to prevent or solve the problems. Controversies tend to be ‘wicked’ rather than tame. They require fine skills of analysis and judgement. The mix of controversies will provide topical variety and ample learning opportunities for students. They are designed to engage students’ heads and hearts. They are a useful lens through which to view key issues of all kinds and make sophisticated sense of them.
 

• Foster a sophisticated understanding of complex geographical issues by focussing on a wide range of controversies, past and present
• Engender capabilities in marrying evidence, explanation and appraisal in order to arrive at  robust recommendations about how controversies should or could be tackled
• Demonstrate that complex and contentious issues require a mixture of knowledge and value-based evaluation that can accommodate a range of legitimate perspectives on the issues in question
• Use controversies as a vehicle to develop skills of problem diagnosis and effective remedy
    
   

What is a ‘geographical controversy’, why do controversies arise and what can we learn from their study?; The L’Aquila earthquake controversy; the ‘Climategate controversy’; How to manage invasive species: the Brumby controversy in Australia; A case of environmental mismanagement by government? Mass fish deaths in the Murray-Darling Basin; The return of nuclear power? Building and siting new power stations in an era of climate change; Is ‘wilderness’ a social construction?; Are we allowed to talk about ‘over-population’ today?; Corporate malfeasance? Water pollution in UK rivers; Out of place? The Aboriginal tent embassy in Canberra. Useless geographical research? Experts disagreeing: the case of Erle Ellis and the Anthropocene Working Group; Peter Boghossian and the ‘fake publications’ controversy.

Lectures, involving discussion and group work; seminars involving Q&A, problem diagnosis and problem resolution; online provision of video and written content that students will view and read, both before and after each lecture and seminar; in seminars, students will be expected to present to their wider group at least once; some role play will be introduced in 2 or more seminars; if a key stakeholder from a particular controversy can guest in the lectures, then a Q&A with students will be organised. 
 

• Comprehend the different components of complex and contentious geographical issues
• Understand very different sorts of controversies that require a wide range of kinds of evidence, explanations and evaluations
• Understand that controversies arise both in Geography/academia itself and the wider world geographers/researchers are studying and seeking to shape

• Link factual, explanatory and evaluative forms of understanding to characterise and evaluate complex real world controversies
• Consider and adjudicate between different perspectives on controversies among those involved
   

• Research multifaceted geographical controversies requiring different sources and forms of knowledge
• Propose measures that will offer robust solutions to controversial issues
   

• Learn independently about complex issues 
• Marry factual and explanatory knowledge to inform value judgements where there is no one ‘right’ answer
• Arrive confidently at considered judgements even when some may strongly disagree with them

Formative Assessment Task :  

Weekly quizzes and polls in most lectures and seminars: 10 minutes per week  

Preparation of a Wikipedia page, with class voting to determine best one per controversy: Up to 1000 words

How and when feedback is provided: Immediate feedback

Summative Assessment Task:

1.  Essay focussed on a controversy not covered in the lectures and seminars.

Length:  2000 words exc. bibliography and visual aids

How and when feedback is provided:
Written feedback within 3 working weeks

Weighting:   40%

2.  Open Book Examination

Length: 3 daysNotional ‘2-hour’ exam

How and when feedback is provided:
Written feedback on exam with release of exam marks

Weighting:   60%
 

There will be no module core text. Instead, for each controversy a tailored reading list will be provided comprised of reliable sources.