Aims

- To deepen students’ understanding of the geographies of global south cities
- To critically examine the agency and power of people and places in global south cities, exploring both theoretical perspectives and practical implications
- To encourage students to re-frame and challenge mainstream theories of the global south, particularly those originating from the global north, by analysing alternative models and innovative practices emerging from the global south
- To foster independent learning skills in students by encouraging them to engage in reading, research, presentations and writing

Outline Of Syllabus

The module is structured around two subsections: "thinking across the global south", which considers a range of perspectives from across the globe to help students engage with cities of the global south, and "theories from the global south", which delves deeper into cross-cutting theories influencing cities of the global south. Through this structure, students will learn how to critically examine the theoretical perspectives and practical implications of the agency and power of people and places in the global south.

Teaching Rationale And Relationship

These teaching methods introduce students to module content through a combination of lectures and workshops. Each of the 12 two-hour lectures will provide students with an opportunity to engage with the content of the module; and the 3 two-hour workshops will be an opportunity to delve deeper into particular topics. Each workshop will include a video and a learning activity. Three one-hour assessment drop-in/surgery sessions are also included to support students with their assessments. Through these learning experiences, students will be able to expand their understanding of theory and practice.

Assessment Rationale And Relationship

This module provides students with two opportunities to demonstrate their understanding of the geographies of the global south: the first assessment asks students to develop an 8 minute pre-recorded oral presentation (worth 50% of the total mark) and the second assessment asks students to produce a 2000 word essay (worth 50% of the total mark). These assessments encourage students to improve their reading skills, writing skills, communication skills, critical thinking skills and independent learning skills.