Geo2630 fall2013 session8

Session 8: Society and ethics October 1, 2013

Cardwell, AustraliaNorton, W. (2005). Cultural Geography: Environments, Landscapes, Identities, and Inequalities. Oxford University Press, Don Mills.

Readings: Chapter 4 of Norton –Environmental Ethics; Personal /readings/web-based research findings on zoos

1) Format of the key concepts test;

2) Photo elicitation handed out and explained;

3) Ecological footprint and Slavery footprint questions for next class;

4) Ethics exercise;

Format – key concepts test (15% of final grade)

One question per chapter: Question will be given along with a number of concepts that need to be related to one another.

You will have 15 minutes for each question for a total of 45 minutes.

Example

e.g. Explain the difference between environmental possibilism and ecology within the approaches to the human-and-nature relationship.

Breakdown of points: •5 points – define/explain what the concepts is (2 per question: 2.5 points each);

•5 points – relate concepts to question;

•5 points – explain how the concept relates to the geography of culture and environment;

•5 points for at least two examples (2.5 points each).

Photo elicitation assignment

Students will form groups of 3-4 and will take photos based on the chosen theme and guiding questions (refer to handout)

Students will then interview each other in rotation using the photos, guiding questions and a semi-structured approach.

Individual reports for about your individual findings will be handed in as a short paper on November 21, 2013 (refer to handout for specifications)

Poster session – December 3

Objectives:

1. Learn from each other’s research2. Provide an experience in peer reviewing3. Simulate a conference environment

TitleNames of students

Department of Geography and Environment, University of Manitoba

Intro

Methods

Results Discussion

ConclusionsPhoto

Photo

Photo

Photo

References

Poster design

Before next class

Choose your photo elicitation topic:

1. Personal concepts of ‘nature’

2. Inequality in the urban environment

3. Sport, recreation and sense of place

4. Gender experience and place

5. Student life: identity, experience and place

6. Place as commodity

7. Urban life as identity and place

For next class

Take the ecological and slavery footprint quizzes (*should only take about 15 mins to do both)

Reflect on the following questions (will be discussed in class):

1. What were some of the factors that impacted your ecological and slavery footprints the most?

2. Did you find your results to be surprising in any way?

3. What are some of the assumptions that are made about the impacts of certain items?

Ethics exercise

In groups of 3: A) Share the resources that your found on the topic.

B) Discuss the questions:

1. What are the ethical reasons for and against zoos and other forms of animal interpretive centres (e.g., aquariums, fenced animal parks) in our society?

2. What are the ethical considerations surrounding such institutions?

C) Present the findings as a group

Some guiding questions to help with your discussion

1. How do zoos/animal interpretive centres relate to culture?

2. What kind of human-to-nature relationship do zoos/animal interpretive centres represent?

3. How is ‘right’ and ‘wrong’ defined with regards to zoos/animal interpretive centres?

4. Which beings are the centre of the ethical arguments that you are making?

5. Is there a thought process that can be mapped?

6. Has your position changed through engaging with your peers? If yes, in what way?