GV2SCG: Living Together: Social and Cultural Geographies

Module code: GV2SCG

Module provider: Geography and Environmental Science; School of Archaeology, Geography and Environmental Science

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1

Module convenor: Dr Sally Lloyd-Evans, email: s.lloyd-evans@reading.ac.uk

Additional teaching staff 1: Professor Ruth Evans, email: r.evans@reading.ac.uk

Additional teaching staff 2: Professor Avril Maddrell, email: avril.maddrell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

This module develops understanding of intersecting identities, inequalities and embodied being and living in the world through the theme of ‘Living Together’. It aims to introduce  and explore key concepts and topics in social and cultural geography at a range of spatial scales, from the body, home, community, environment and local-global interconnections.  It aims to develop critical evaluation of a diverse range of methods of researching these topics.

Key topics include identity, inequalities, landscape and consumption, which are studied with reference to intersectional characteristics such as class, ethnicity, gender, sexuality, disability, age and geographical debates about representational and non-representational sources and methods (e.g. landscape as representational and experience of landscape as non- or more-than-representational), and non-human geographies.   

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate an understanding of key concepts in social and cultural geography
2. Critically evaluate a range of social-cultural geographic research studies and data sources
3. Apply key concepts and methods in written assignments

Module content

This module will introduce a range of social and cultural geographical issues and key concepts at a range of spatial scales, from the body, home, community, environment and local-global interconnections. These include: social difference and intersectional identities, such as class, gender, race and ethnicity, bodies, sexualities and disability; social justice and inequalities; transnational identities and migration; identity and consumption; embodied geographies of experience; landscape as representation, practice and performance; spaces of wellbeing, therapeutic landscapes; and environment, animal geographies and shared spaces of humans and animals.  

Structure

Teaching and learning methods

Teaching and learning will centre on a combination of lectures and interactive seminar discussions based on guided student readings.

Students will apply understanding and skills during in-class activities and assessed work.

Support for assessment will be provided through guidance sessions and formative feedback.

Supporting screencasts: key module skills and concepts, critical discussion and assessment guidance.

Study hours

At least 22 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative feedback on:

1. draft blogpost
2. essay plan  

Reassessment

Additional costs