GEOG30A7: RACE AND RACISM IN THE PLANETARY CRISIS

• Any Level 2 GEOG module

• None

• None

• To provide students the opportunity to identify and evaluate how the concepts of race and racism interact and organise the differential experience of place and space;
• To identify and analyse the broad historical phenomena i.e., slavery and colonialism, that have contributed to contemporary geographies of race and racism;
• To give students the chance to situate their own self-understanding in relation to scholarship on race and racism; and
• To apply the critical literatures on race and racism to real-world geographic phenomena in the context of planetary crisis.

• This module examines how race and racism organise human experience in the context of planetary crisis, which includes climate change, biodiversity loss, and the Anthropocene. It broaches these topics in a human geographical context when it is often said that race is no longer a legitimate category for understanding contemporary social and political phenomenon in the West. The module provides students with an in-depth survey of several different streams of thought current in human geography that connect up historical geographies of race and racism with the contemporary planetary crisis. The module will help students disentangle the messy world of racial politics through an engagement with several case studies, including the cartographic history of race and racism, Indigenous peoples resistance to pipeline development, and migration. While not a guide on how to eliminate racism, the module offers important tools for thinking critically about the racial dimensions of numerous contemporary policy issues. The module will combine case studies with in-depth theoretical material, for example drawn from Black studies, anti-racism, and postcolonialism.

Subject-specific Knowledge:

• identify and critically evaluate how the concepts of race and racism interact to organise the differential experience of place and space in the context of the planetary crisis, including climate change, biodiversity loss and the Anthropocene.
• Identify and analyse the broad historical phenomena i.e., slavery and colonialism, that have contributed to contemporary geographies of race and racism.
• Demonstrate advanced level understanding of what is meant by and the significance of the idea that race is socially constructed. Understand a range of advanced theoretical concepts and principles that geographers use for making sense of race and racism.

Subject-specific Skills:

• Identify and explain many of the ways in which race and racism continue to organise contemporary geographical phenomena.
• Appreciate and critically reflect on a range of concepts and theoretical approaches for understanding race and racism.
• Apply and evaluate the appropriateness of these concepts and theoretical approaches in order to understand real world geographical phenomena, principally the planetary crisis.
• Synthesise interdisciplinary literatures on race and racism in order to provide interpretive insights about contemporary geography.
• Position themselves and their own experiences in relation to geographic debates about race and nature.

Key Skills:

• Demonstrate capacity and sensitivity for writing about 'race' and racism.
• Demonstrate a capacity to reflect critically and creatively on the relations between module concepts and a range of real world problems and issues.
• Demonstrate the ability to synthesise information and develop an argument on contemporary issues and problems.

• Lectures will introduce students to the main module themes of race, racism and planetary crisis, and how these concepts interact with one another in support of contemporary and historical phenomena, such as white supremacy, white nationalism, slavery, colonialism and imperialism. Emphasis will be given to how these concepts have been dealt with by geographers and those in related fields of study. Lectures will draw from relevant case study material.
• Seminars: Seminars will give students a chance to discuss module themes in small groups with a focus on short student presentations and student-led discussions. Emphasis will be placed on encouraging students to develop their own self-understanding of the module themes and how to apply their learning to assessed work.
• Summative Assessment: The summative assessment is designed to give students a chance to critically reflect on the module themes by answering a question set several weeks in advance of the due date.

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