CP0341: Geographies of the Developing World

School Cardiff School of Geography and Planning
Department Code GEOPL
Module Code CP0341
External Subject Code 100478
Number of Credits 20
Level L6
Language of Delivery English
Module Leader Professor Peter Mackie
Semester Spring Semester
Academic Year 2015/6

Outline Description of Module

This module provides a critical perspective on some of the key social, economic, political, and environmental issues faced in the developing world. Drawing upon examples from across Africa, Latin America, and Asia, students will examine contemporary issues such as; conflict, gender inequality, child labour, slum proliferation, food poverty and disaster. Students will be encouraged to draw upon development theories to think critically about both the construction of these problems and the solutions which are advocated. Throughout the module students will be required to research and critique issues of development, resulting in an ability to engage in and inform contemporary development debates.

On completion of the module a student should be able to

  • Identify and describe key issues facing society in the developing world;
  • Explain how key issues in the developing world are perceived and constructed by individuals, societies, organisations, and nations;
  • Critically examine the appropriateness and effectiveness of policies and interventions which seek to address social, economic, political and environmental issues faced in the developing world; and
  • Propose improvements in policies and interventions targeted at the developing world.

How the module will be delivered

This module will be delivered through four mechanisms:

 

  1. Lectures. These will be used to introduce students to key issues, theories and concepts. During lectures we will examine how these development issues and policy responses are constructed. Attendance at lectures is essential, not only for the understanding of key development issues but also the approach to developing a critique of development issues and policies. Students will be expected to follow a similar approach when undertaking the assessment for the module.
  2. Small group reading seminars. Prior to these seminars, students will be required to identify and read material on a pre-determined development issue. These student-led seminars provide an opportunity to discuss issues and ideas in depth. Seminars provide essential preparation for the assessment of this module as the approach adopted in the seminars (students researching an issue and then critiquing/debating it) will be replicated in the assignment.
  3. Individual tutorials. Students will be required to attend one brief individual tutorial to receive feedback on assessment preparations.
  4. One-day class conference. Students will deliver concise presentations (an elevator pitch) at a one day class conference. This will form part of the assessment and attending this conference also provides an opportunity for students to learn from their peers.   

Skills that will be practised and developed

Whilst studying this module, students will practise and develop a number of skills.  Not all of these will be assessed formally and included as learning outcomes.  Skills practised and developed through the module will include:

 

  • The ability to identify and research literature on a topic
  • Critical thinking skills informed by contemporary development theory
  • Preparing and delivering a concise argument in the form of a presentation (the elevator pitch)
  • Written communication skills
  • Responding to feedback

How the module will be assessed

Students will be assessed through two summative mechanisms. The first is a concise oral presentation (an elevator pitch). Students will be required to prepare an individual presentation which identifies and critically examines a key issue in the developing world. The presentation will receive feedback to enable the student to then develop their ideas and their argument in the second form of assessment; an individual essay. Both the presentation and the essay will require students to demonstrate they have met all four learning outcomes of the module. 

 

Additionally, students will be required to attend an individual tutorial where they must present a presentation plan. This plan will receive oral feedback and will be discussed during the tutorial. This is an important piece of formative assessment.

 

Type of assessment

 

%

Contribution

Title

Duration
(if applicable)

Approx. date of Assessment

Oral presentation

25

Individual presentation critically examining a key development issue

5 minutes

Spring

Written essay

75

Individual essay critically examining a key development issue

3,000 words

Spring

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The opportunity for reassessment in this module

 

Students are permitted to be reassessed should they fail the module. A student failing the module would be required to retake the element of the module they have failed (either the presentation or the essay). The reassessment will usually take place during the summer.

 

 

Assessment Breakdown

Type % Title Duration(hrs)
Oral/Aural Assessment 25 Oral Presentation N/A
Written Assessment 75 Essay N/A

Syllabus content

The module will begin with an introduction to the mainstream global development discourse, providing an overview of how poverty and development are measured and mapped. The initial introductory lecture will then begin to problematise this discourse and will introduce the structure of the module and the assessment. The second lecture introduces students to the concept of ‘Theories of Change’, a concept that will underpin the way in which issues and policies are critiqued throughout the module. After the introductory lectures, the module is split into two sections; the first explores a series of key topics and the second focuses on the assessment. All lectures are mandatory.

 

Section One

Drawing upon examples from across Africa, Latin America, and Asia, students will examine issues of conflict, gender inequality, child labour, slum proliferation, food poverty and disaster. Students will be encouraged to think critically about both the construction of these problems and the solutions which are advocated, often by international organisations..

 

Section Two

The brief second section of the module will focus on the module assessment. Students will attend an individual tutorial to discuss their assessment plans and the module ends in a one day class conference where students will present their work in a concise presentation (an elevator pitch).

Essential Reading and Resource List

Chant, S., and McIlwaine, C. (2009) Geographies of Development in the 21st Century. An introduction to the Global South, Cheltnam: Edward Elgar.

Potter, R., Conway, D., Evans, R. and Lloyd-Evans, S. (2012) Key Concepts in Development Geography, London: Sage.

Potter, R., Binns, T., Smith, D.W. (2008) Geographies of Development: An introduction to development studies, Prentice Hall.

Vogel, I. (2012) Review of the use of ‘Theory of Change’ in international development, London: DFID, Accessible at: http://r4d.dfid.gov.uk/pdf/outputs/mis_spc/DFID_ToC_Review_VogelV7.pdf

Willis, K. (2005) Theories and Practices of Development, London: Routledge.

Background Reading and Resource List

Journals are a key part of the academic literature. It is in journals that current research is published and many contemporary debates are played out. You should include journal articles in your reading. As well as targeting them for specific topics or articles, it is worth regularly looking at the latest volumes in order to get a sense of what is going on in the discipline. Many of these can be accessed on-line via the Cardiff University Library service. Key Development journals that you have access to as a member of Cardiff University include:

 

  • International Development Planning Review
  • Habitat International
  • African Affairs

Development Policy Review


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