Department of Geography and Environmental Studies GEOG 2300 – Space, Place and Culture – Spring Term 2015

Prof: Dr. Paul B. Williams Office Hrs: TBA Lecture Time: Tues. & Thurs.. 6:05-8:55 Office: Loeb B440 Room: TBA Email: paul_williams@carleton.ca Prerequisite: 1.0 credit in Geography or Environmental Studies at the 1000-level, or second-year

standing.

Format: Two 2 hour lectures a week; two one hour Group Discussions a week.

OBJECTIVES: Catalogue Description: “Cultural specifications of place and identity in geopolitics. Landscapes as artefacts of local, national and global identity. Diasporas, migrations and historical evolution of the meanings of location. Consumption and urban cultural spaces.” Briefly, this course aims to introduce you to issues of space, place and identity as they appear in modern geographic landscapes. Through the use of case studies and examples from current research, we will explore issues of identity and place, heritage, cultural landscape, street culture, youth culture, graffiti, globalisation, multiculturalism, etc. We will consider how geographers observe, record, and question the spaces and places in which we, as human beings, function. We will look at how ideas of space, place and identity have evolved within human geography. We will ask: What is place? What is culture? How do we construct our cultural environments? How do we view our surroundings? How are identities created? In the end, it is hoped that you will learn to both observe and think about your own cultural environs, the places in which you live, and the people with whom you interact. On occasion, film and audio clips will be used to highlight points in both the lectures and the tutorials. A strong emphasis throughout will be placed on visual

imagery. DISCUSSIONS: Weekly discussions are designed to give you a chance to explore some of the issues raised in the lectures in a smaller, less formal and more interactive forum. Participation in these discussions is encouraged and recommended. Your level of participation will be assessed. Please prepare yourselves for the discussions and bring to each tutorial your own interests, concerns, questions, experiences and so on. TEXT There is no text for the course. Instead, there will be assigned readings – links will be provided. ASSESSMENT: Grading Summary: One shorter “Think Piece” 15% Debate and Write-up 15% One Longer - Photo Essay 30% Final Take-Home Exam 35% Discussion Group Participation and Attendance 5% Marks in this course will be appraised on the basis of one short assignment, one longer assignment, a debate and write-up a final take-home examination and participation in discussion groups.

You are required to complete one shorter think piece (approx. 5-8 pages, double-spaced; 20 marks). This paper is compulsory and will deal with issues raised in the first couple of lectures and discussion groups. You will also be required to write about your own experiences. There will also be a group-based debate on the 29 May. Individual grades will be based on your participation in the debate and your own write-up of your contributions and the debate in general., due 3 June. The longer Photo Essay (30 marks) will be discussed in class. It will be due the week before the end of classes (13 June). NO late papers will be accepted without suitable reason (i.e. circumstances beyond your immediate control and verified in writing by a third party). This is intended to be a “think” piece - and not simply a regurgitation of facts. Please keep hard copies (and electronic copies) of all assignments in the unlikely event that they may be misplaced. The final take-home examination, which accounts for 35% of your final grade, will take place in the formal examination period at the end of term. Please note: with the exam there will be no late submissions at all. No papers will be accepted after the due date without a suitable reason and proper documentation. Finally, 5% of your mark will come from participation. This includes attendance and active participation in class discussions. I consider the latter to be an important component of the course and take a dim view of those who regularly miss meetings!! Please see the Carleton University Calendar for the grading formulae used in this course. Final course grades are subject to the Dean’s approval.

PLEASE NOTE: ALL PAPERS MUST BE SUBMITTED ON CULEARN – THEY MUST BE IN DOCX (WORD) FORMAT AND THE FILE NAME MUST INCLUDE YOUR SURNAME AND ASSIGNMENT NUMBER (E.G. WILLIAMS ASSIGN2). YOU MUST ALSO INCLUDE YOUR NAME AND STUDENT ID AT THE TOP OF THE ASSIGNMENT.

DEFERRED GRADES ON FINAL EXAMINATION:

Official deferrals of grades may only be sought through the Office of the Registrar. If you have been unable to write the final examination, because of illness or some other circumstance beyond your control, or if your performance has been affected by such circumstances, you will have five working days to apply to the Registrars Office for permission to write a deferred examination. Requests must be supported by a medical certificate or other relevant documents. STUDENT LIFE SERVICES: Please note, that there a range of services available through Student Life Services (Room 501, Unicentre) to help you make adjustments to academic life, to improve your learning skills, and to make academic and career decisions. Instructional & Conduct Offences: Instructional offences include among other activities cheating, contravening examination regulations, plagiarism, submitting similar work in 2 or more courses without prior permission, and disrupting classes. Conduct offences apply in areas of discrimination and sexual harassment. Further information about University regulations which define and regulate these offences is presented in the 2010-11: UG Calendar: http://www.carleton.ca/calendars/ugrad/1011/regulations/acadregsuniv14.html Academic Accommodations

For students with disabilities: Contact the Paul Menton Centre (PMC) to register for formal evaluation of disability‐related needs in order to obtain the necessary letters of accommodation. Registered PMC students are required to contact the Centre (613 520 6608) every term to ensure that the instructor receives your letter of accommodation, no later than two weeks before the first assignment is due. Paul Menton Centre, Room 500, Unicentre

For religious observance: Students must work out accommodation (for alternate dates and/or means of satisfying academic requirements) on an individual basis with the instructor in the first two weeks of class. Consult the Equity Services website or an Equity Advisor for the policy and list of Holy Days. Equity Services 613 520 5622

For Pregnancy: Pregnant students requiring academic accommodations are encouraged to contact and Equity

Advisor in Equity Services (ext. 5622) to complete a letter of accommodation. The student must then make an

appointment to discuss her needs with the instructor at least two weeks prior to the first event in which it is anticipated the accommodation will be required.

COURSE OUTLINE (Please note that this is a tentative working schedule and reading list. It is subject to

change if needed. Announcements of changes will be made on CULEarn, Carleton Central and in class)

Date

Lecture Topic

Discussion

Dates

May 5

Course Overview: Structure and Objectives

Using our Geographical Imaginations

May 7

Cultural Geography and the study of Place, Space and Identity

Does Place Really Matter? Tim Cresswell, Place (Elsevier 2009) www.elsevierdirect.com/brochures/hugy/SampleContent/Place.pdf Or, Tim Cresswell, A Short Introduction to Place, Ch. 1-2 (on reserve)

May 12

Defining Place and Space

Meeting Places

Tim Cresswell, Place (Elsevier 2009) www.elsevierdirect.com/brochures/hugy/SampleContent/Place.pdf Or, Tim Cresswell, A Short Introduction to Place, Ch. 1-2 (on reserve)

May 14

Defining Place (cont’d.)

Thinking About Space, Place and Identity in a Global World? The future of Place – Does Place Still Matter? [Audio Lecture: Doreen Massey; http://www.open2.net/freethinking/oulecture_2006.html Massey, A Global Sense of Place From Space, Place and Gender. Minneapolis : University of Minnesota Press, 1994. www.unc.edu/courses/2006spring/geog/021/001/massey.pdf

Cresswell, A Short Introduction to Place, Ch. 3 (on reserve)

May 19

A Sense of Place/ In Place – Out of Place: Graffiti – Art or Vandalism?

Contesting Place DEBATE preparation: Graffiti – Art or Vandalism? http://www.otherthings.com/grafarc/flash/view.htm Readings: Readings: Ella Chmielewska (2007), “Framing [Con]text: Graffiti and Place”

Assignment 1 Due

Space and Culture, 10, pp.145-169 Koon-Hwee Kan Source (2001), “Adolescents and Graffiti,” Art Education, Vol. 54, No. 1, pp. 18-23 Http://www.jstor.org/stable/3193889 Ken Johnson, “When Aerosol Outlaws Became Insiders: Graffiti Art at the Brooklyn Museum,”NY Times June 30, 2006. “It's vandalism, not art, says council as it bans Banksy,” Times Online, 24 October 2008. Alice Fisher, “How the Tate got streetwise,” The Observer, Sunday 11 May 2008

Arifa Akbar and Paul Vallely, “Graffiti: Street art – or crime?” The Independent, Wednesday, 16 July 2008

May 21

Out of Place: When the Alternative Goes Mainstream!

Activities in place or out? FILM: Dogtown and Z-Boys Readings: H. Woolley and R. Johns (2001), “Skateboarding: The City as a Playground,” Journal of Urban Design, Vol. 6, No. 2, pp. 211-230. Nicholas Nolan (2003), “The ins and outs of skateboarding

and transgression in public space in Newcastle, Australia,” Australian Geographer, Volume 34, Issue 3 November 2003 , pages 311 – 327.

Duncan Humphreys (1997), “ ‘SHREDHEADS GO MAINSTREAM’? SNOWBOARDING AND ALTERNATIVE YOUTH,” International Review for the Sociology of Sport, 32, pp. 147-160. http://irs.sagepub.com/cgi/content/abstract/32/2/147 Rebecca Heino (2000), “What is So Punk about Snowboarding?” Journal of Sport & Social Issues, Vol. 24, No. 2, 176-191. Matthew Syed, “Skateboarding ramps up its bid to be an

Olympic sport,” Times Online 9 June 2007 http://www.timesonline.co.uk/tol/sport/olympics/london_2012/article1907062.ece

May 26

Between Places: Culture and Identity

Placing Youth Culture Film: TBA Readings: Whose Culture is it? Trans-generational approaches to Culture http://www.circle-network.org/activity/barcelona2004/countryreplies.html Christine Griffin, Ann Phoenix, Rosaleen Croghan, & Janine Hunter, Consuming identities: Young people, cultural forms and negotiations in households http://people.bath.ac.uk/psscg/eoa-report-ythcons.WP.htm Caroline Fusco (2007), “Place, Activity, `Healthification' and the Promises of Urban Space: A Textual Analysis of Youth (PLAY-

ing) in the City,” International Review for the Sociology of Sport, 42, pp. 43-63. http://irs.sagepub.com/cgi/content/abstract/42/1/43 David Kupelian, “Why today's youth culture has gone insane,” Posted: January 16, 2004 http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=36599 Cara Heaven and Matthew Tubridy, “Global Youth Culture and Youth Identity” (http://iyp.oxfam.org/documents/Chapter%2011%20Global%20Youth%20Culture%20&%20Youth%20Identity.pdf) “Advice from European Youth Marketplace for Fashion Store Retailers: Highlights from Label Networks’ Qualitative “Cred Reports” — UK, France, Germany. Spain, Italy” (http://69.93.14.237/fashion/european_retailers_advice_07.cfm)

May 28 Graffiti Debate

June 2

Identity, Cultural Heritage and the Politics of Place Deep Place Narrative:

Imagining an Identity Brian S. Osborne, “From Native Pines to Diasporic Geese: Placing Culture, Setting Our Sites, Locating Identity in a

The Little Dutch Church, Halifax Transnational Canada,” Canadian Journal of Communication, 31: 1, 2006, pp. 147-175.> Vol. 31, No. 1 (2006) (http://www.cjc-online.ca/viewarticle.php?id=1767&layout=abstract)

Paul B. Williams, “A Local Sense of Place: Halifax's Little Dutch Church,” Canadian Journal of Communication, 31: 1, 2006, pp. 59-83. http://www.cjc-online.ca/viewarticle.php?id=1762&layout=abstract

June 4

Cultural Landscapes: Multiculturalism, Urban Enclaves/ Ghettoisation

The Urban Cultural Mosaic POVERTY BY POSTAL CODE, The Geography of Neighbourhood Poverty l 1981–2001, Executive Summary, A Report Prepared Jointly by United Way of Greater Toronto and The Canadian Council on Social Development (on WebCT in assignment box).

R. Alan Walks and Larry S. Bourne, “Ghettos in Canada’s cities? Racial segregation, ethnic enclaves and poverty concentration in Canadian urban areas,” The Canadian Geographer 50, no 3 (2006) 273–297

http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1541-0064.2006.00142.x

http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1541-0064.2006.00142.x

Assignment 2 Due (June 3)

June 9

Lost in Space: Place and Identity in a wireless world

Social Interaction – In Place or Beyond Place? Digital Natives and Digital Immigrants! Does Place Still Matter (A6) Film: Growing Up Online (PBS Frontline 2008): http://www.pbs.org/wgbh/pages/frontline/kidsonline/ READINGS: StatsCan, Canadian Internet Use Survey, 12 June 2008 http://www.statcan.gc.ca/daily-quotidien/080612/dq080612b-eng.htm StatsCan, Study: Internet use and social and civic

participation 2003 to 2007, 4 Dec. 2008 http://www.statcan.gc.ca/daily-quotidien/081204/dq081204d-eng.htm Danah Boyd, (2007) “Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life.” MacArthur Foundation Series on Digital Learning – Youth, Identity, and Digital Media Volume (ed. David Buckingham). Cambridge, MA: MIT Press. http://www.danah.org/papers/WhyYouthHeart.pdf Mizuko Ito et al (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project (The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning | November 2008) http://www.macfound.org/atf/cf/%7BB0386CE3-8B29-4162-8098-E466FB856794%7D/DML_ETHNOG_WHITEPAPER.PDF

A5 Due Lost in Space: Place and Identity in a wireless world

Social Interaction – In Place or Beyond Place? Digital Natives and Digital Immigrants! Does Place Still Matter Film: Growing Up Online (PBS Frontline 2008): http://www.pbs.org/wgbh/pages/frontline/kidsonline/ READINGS: StatsCan, Canadian Internet Use Survey, 12 June 2008 http://www.statcan.gc.ca/daily-quotidien/080612/dq080612b-eng.htm StatsCan, Study: Internet use and social and civic

participation 2003 to 2007, 4 Dec. 2008 http://www.statcan.gc.ca/daily-quotidien/081204/dq081204d-eng.htm Danah Boyd, (2007) “Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life.” MacArthur Foundation Series on Digital Learning – Youth, Identity, and Digital Media Volume (ed. David Buckingham). Cambridge, MA: MIT Press. http://www.danah.org/papers/WhyYouthHeart.pdf Mizuko Ito et al (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project (The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning | November 2008) http://www.macfound.org/atf/cf/%7BB0386CE3-8B29-4162-8098-E466FB856794%7D/DML_ETHNOG_WHITEPAPER.PDF

The Guardian, “Dawn of the Digital Natives,” 7 Feb. 2008 http://www.guardian.co.uk/technology/2008/feb/07/internet.literacy/print

The Guardian, “Dawn of the Digital Natives,” 7 Feb. 2008 http://www.guardian.co.uk/technology/2008/feb/07/internet.literacy/print

June 11

TBA

Final Paper Due (JUNE 12)

June 16

Exam Discussion

June 25 Take Home Exam Due