Module Catalogue 2024/25

Pre Requisite Comment

It is required that students must have taken, at least one of, either GEO2103 Development and Globalisation or GEO2110 Social Geographies. This will ensure that students have sufficient grounding in social/political/developmental issues which are important to better understanding the Geographies of Gender and Generation.

Co Requisite Comment

N/A

Aims

To provide, by means of lectures and workshops, an understanding of the geographical significance of issues of gender and generation. The module offers insight into the transforming relationships between men and women and between younger and older members of contemporary societies. The module brings together research from around the world in order to address pressing questions about the nature of contemporary gender and generational divisions as well as the complex ways in which members of society are involved in each other’s lives.
These questions include:
-how do particular kinds of spaces and spatial arrangements (e.g. cities, neighbourhoods, institutions, families and leisure sites) facilitate and limit gendered and generational contact and encounters?
-what processes and spaces influence the transmission of gendered and generational values and beliefs?
-in what ways are gendered and generational separation and segregation significant drivers in social change?

Outline Of Syllabus

Lectures:
1.       Introduction to the geographies of gender and generation
2.       Geographical imaginations
3.       Gender on the agenda (featuring guest lecturer, Ged Ridley doctoral candidate)
4.       Gender and age (featuring guest lecturer, Libby Morrison doctoral candidate)
5.       Geographies of children and young people
6.       Gender and development
7.       Gender and austerity
8.       Gender and the body (featuring guest lecturer, Lottie Rhodes doctoral candidate)
9.       Gender and food
10.       Gender at work
11.       Gender at home
12.       Revising the geographies of gender and generation

Workshops
1.       Geography and children’s literature
2.       How to tell a story
3.       Storytelling event

Intended Knowledge Outcomes

•Explore the concepts of gender and generation through the lens of social geographies
•Critically evaluate the relevance of geographies of gender and generation in contemporary society
•Explore the role of children’s literature in creating a geographical imagination
•Consider the concepts of gender and generation more broadly and their place within the global world

Intended Skill Outcomes

•The ability to effectively work as a team member in order to: explore important contemporary societal issues; solve and think through problems within a small group context; analyse and interpret data individually; and meet deadlines
•The ability to synthesise and summarise data and present findings in written and oral form within a given time period
•The ability to acknowledge the multi-faceted nature of the issues experienced by today’s societies

Teaching Rationale And Relationship

Lectures introduce, develop and illustrate theories and case studies of the geographies of gender and generation. Workshops provide opportunities for student-led critical analysis, discussion and presentation of case study material that illustrates the contemporary relevance of gender and generation to society at large. They also provide opportunities to learn collaboratively in the form of small group teaching.

Assessment Rationale And Relationship

The assessments asses the intended learning outcomes of this module. The essay builds on the students’ group work in workshops and allows them to critically reflect upon the themes and topics covered in the module in assessing imaginations in relation to the specific role of children’s literature. This develops an ability to engage with relevant literature and apply key concepts which have been learned from the lectures and workshops.

The take home written examination will test knowledge across the breadth of the module. It will do so without the traditional constraints of exam conditions which can encourage the use of recall and exam technique rather than more critical engagement. Indicative answer length: 1000 words.

General Notes

Draft reading list:

Richardson, M. J. (Forthcoming) Redefining Masculinity: feminism, family and food. Routledge: London

Hall, S. M. (2019) Everyday life in Austerity: Family, Friends and Intimate Relations. Palgrave
Macmillan: Basingstoke

Hopkins, P. (2010) Young People, Place and Identity. Routledge: London

Nayak, A. and Kehily, M. J. (2013) Gender, Youth and Culture: Global Masculinities and Femininities.

Basingstoke: Palgrave MacMillan

Vanderbeck, R. M. and Worth, N. (2015) Intergenerational Space. Routledge: London