GE203 2020 Outline

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GE203
The Social and Economic
Geography of the Third World

COURSE OUTLINE

1. SEMESTER/YEAR: Semester 2, 2020
2. MODE OF DELIVERY/LOCATION: Face‐to‐Face Mode at Laucala Campus, Suva, Blended Mode elsewhere
3. PRE‐REQUISITES: GE102
4. COURSE CO‐ORDINATOR: Eberhard Weber
5. TEACHING TEAM
Course coordinator, Lecturer, Tutor Tutor and Assistant
Name: Eberhard Weber Name: Ratu Tevita Rarokolutu
Office: SGESE13 Office:
Phone: 32‐32222 Phone:
Email: Eberhard.weber@usp.ac.fj Email: rokoratu2018@gmail.com
Consultation Hours: always before and after Consultation Hours: tbc
lectures,

6. LECTURE TIMES & VENUE
Lectures
DAY TIME VENUE
Wednesday 10‐11am 136‐001 (Marine Lecturer Theatre)
Wednesday 11‐12am 136‐001 (Marine Lecturer Theatre)
Tutorials
DAY TIME VENUE
Tuesday 10‐11am 134‐107A
Tuesday 1‐2pm 134‐107A
Tuesday 2‐3pm 134-GEO01
Wednesday 11‐12am 134-107A
Wednesday 1‐2pm 134-107A

More tutorials depending on numbers in GE203 and also numbers for At Risk Students who
will be given additional tutorials. You have to attend one tutorial in the weeks tutorials are
held. You have to attend at least 60 percent of the tutorials offered.
For Blended mode students there is no requirement for satellite tutorial attendance. However,
students are strongly advised to attend all satellite tutorial sessions. More information will be
provided through Moodle announcements once the semester has started.

GE203 Course Outline – Semester II/2020 Page 1
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7. EMERGENCY CONTACT

Name: Dr. Nick Rollings
Phone: 32‐32620
Email: rollings_n@usp.ac.fj

8. COURSE DESCRIPTION

The ‘Third World’ (alternatively referred to as the ‘developing world’, ‘the global periphery’, ‘the
South’, ‘capital poor countries’ or ‘less developed countries’) forms a critical and fascinating area of
study for geographers. ‘Third World’ or ‘development’ geography is a relatively young sub‐discipline.
Partly because of being relatively young, and partly due to the enormous diversity and complexity of
the ‘Third World’, the subject area is a ‘hotbed’ of contemporary geographical argument. It is also an
area where geographical, economic and social theory and practice meet head on in the pursuit of
‘applied’ and ‘practical’ solutions to underdevelopment, international inequality and poverty. In this
context, there are few (if any) ‘correct’ answers in this subject area ‐ a factor which should make for
lively and thought‐ provoking debate!
The course focuses on broad social and economic trends and issues in the so‐called ‘Third World’ in
the past, present and (potentially) in the future. In doing so, attention is focused on the developing
world at large. Thus, case studies and examples will be taken from Africa, Latin America, South,
Southeast and East Asia, the Pacific Islands and various other areas in order to provide the basis for
comparative analysis. Although description plays an important role in this course, major emphasis is
placed on explaining how and why the structures and situations we observe has evolved. The course
is in three main parts:
1) Putting the Third World in its place ‐ This section introduces the course, outlines some definitions
and core characteristics of the Third World, and looks critically at the concept of ‘development’. In
particular, time will be spent exploring ‘development theory’ and how this has evolved given
changing global conditions. We will also investigate the history and origins of ‘underdevelopment’
and the ‘creation’ of the ‘Third World’. In this context, time will be spent studying and comparing
colonial and post‐colonial geographies although the colonial impacts on the development of
developing countries are still controversial. Overall, this section will provide the historical,
theoretical and global contexts necessary for the subsequent thematic and regional components.
2) Social, economic and demographic change in the Third World ‐ In this section transitions in
various ‘sectors’ of developing countries are discussed. The following issues are emphasised:
• demography and development;
• the role of natural resources and primary production in economic development;
• agrarian change and rural development;
• the concept of an ‘industrial pathway’ to development; and
• the nature, role and implications of urbanisation in developing countries.
Towards the end of this section the various inter‐related areas are brought together to create a
‘bigger picture’ of sectoral change in the ‘Third World’.
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3) New directions in the geography of the Third World ‐ This section looks at some of the more
contested and recent debates which have emerged in the sub‐discipline. The following areas are
considered:
• globalisation
• the state
• NGOs and development
• regional inequalities
• global political economy and development
• structural adjustment and trade
• aid and dependence; environment
• sustainability and development
• gender issues
• post‐modernism and development and
• the most recent addition to debates which questions the whole concept of development‐‘anti‐
developmentalism’.
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9. COURSE LEARNING OUTCOMES
Considering the USP Graduate Outcomes as well as the Graduate Outcomes of the Geography
programme students are expected at the completion of this course to be able to:
1. Think theoretically and critically about the Third World and be able to create and establish
supported viewpoints on arising issues (Critical Thinking).
2. Evaluate various arguments in connection to development geography, viewpoints and
debates and be able to synthesise as a basis for own viewpoint (Critical Thinking).
3. Apply the acquired knowledge to situations and issues around development n the Pacific
island countries (Pacific consciousness).
4. Develop and execute effective communication skills both orally and in writing
(Communication).
5. Develop practical ‐ or ‘hands on’ ‐ skills in fieldwork; acquire and practice research skills such
as choosing a topic, using appropriate and effective methods of data collection, identifying
relevant information, integration of relevant information to write a good paper
(professionalism).
These major learning outcomes will be central to the lectures, tutorials and field‐labs and will be assessed
through different assignments, tests and the finals exam. How different Learning Outcomes connect to
activities and assessments you can see in the table on the following page.

10. USP GRADUATE OUTCOMES
The USP graduate outcomes are as follows:
1. Communication: Graduates will be able to communicate ideas clearly and persuasively in
structured formats using language and other modes of communication that are appropriate
for context, audience and specific disciplinary conventions.
2. Creativity: Graduates will extend boundaries of current knowledge in a particular discipline or
profession.
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3. Critical thinking and quantitative reasoning: Graduates will be able to evaluate multiple
perspectives and arrive at a reasonable independent judgement based on evidence.
4. Ethics: Graduates will demonstrate a commitment to high ethical standards in scholarly,
professional and socio‐cultural practices.
5. Pacific consciousness: Graduates will recognize the cultural heritage and diversity of Pacific
societies for sustainable development in a contemporary environment.
6. Professionalism: Graduates will demonstrate the ability to carry out tasks to acceptable
standards within their profession and occupations.
7. Teamwork: Graduates will work together in a respectful and collaborative manner to
complete tasks within teams to achieve an outcome.
8. COURSE CONTENT
TOPIC
1 Theories of Development
2 Historical Context and Modernization Theories
3 Theories of Dependent Development
4 The "End of the Third World"
5 Social Vulnerability and Sustainable Livelihoods
6 International Trade and people's well‐being
7 The Third World Debt Crisis and People's Well‐Being
8 Climate Change as a matter of development
9 Sustainable Livelihoods and Natural Hazards
10 Environmental Migration in the Development discourse
11 Gender, age and development
12 Small Island Developing States (SIDS) and their vulnerabilities
13 Informal settlements and development

11. PRESCRIBED TEXT AND OTHER RESOURCES
Prescribed Texts: There is no textbook in this course. Assigned readings are posted on Moodle.
The following book is useful as it covers many topics discussed in class:
Potter, et al. 2018. Geographies of development: An introduction to development studies, 4th
edition. Routledge. (3rd edition is also still relevant)

ALIGNMENT OF LEARNING OUTCOMES, ACTIVITIES AND ASSESSMENT
The University has discussed and approved particular Graduate Outcomes for its students. These are
features every student should have when she / he has completed a degree program. In addition to these
there are program and course specific outcomes, which complements / specify the USP Graduate
Outcomes. The following table demonstrates the alignment of the course learning outcomes to
appropriate activities and assessments and the links to program and USP graduate outcomes. Through the
efforts in your assignment the various outcomes should be achieved and strengthened.
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Course Learning Associated Assessment Programme USP Graduate Outcomes
Outcome Teaching and Outcomes
Learning Activities

Think theoretically and Lectures Sustainable 1. Creativity: Graduates will generate

critically about the Tutorials Development new ideas and approaches to solve
Third World Approach problems

Lectures Seminar 2. Communication: Graduates will

Tutorials presentation choose appropriate language and
modes of communication to share
Reading ideas and capture understanding
Assignments

Think theoretically and Lectures Seminar Sustainable 3. Critical thinking: Graduates will

critically about the Tutorials presentation Development evaluate ideas and opinions before
Third World Approach forming a conclusion
Reading
Assignments
Apply ethical practices Lectures Reading Sustainable 4. Ethics: Graduates will apply ethical

to your views and your Tutorials Assignments Development reasoning to their actions and
actions as students Field lab Approach decision‐making
Field exercise

Apply the acquired Lectures Field exercise Spatial‐ 5. Pacific consciousness: Graduates will

knowledge on Tutorials temporal recognize the cultural heritage, and
development to Field lab approach diversity of Pacific societies
situations and issues in
the Pacific Island
countries.
Apply the acquired Lectures Seminar Fieldwork and 6. Professionalism: Graduates will
knowledge on Tutorials presentation community apply professional principles, values
development to Field lab outreach and ethics to their work
situations and issues in Reading approach
the Pacific Island Assignments
countries.
Field exercise
Lectures Seminar Fieldwork and 7. Teamwork: Graduates will

Tutorials presentation community collaborate with people of diverse
Field lab outreach perspectives to achieve goals
Field exercise approach
Apply the acquired Lectures Field exercise Holistic Creativity: Graduates will generate new

knowledge on Tutorials Multidisciplina ideas and approaches to solve problems
development to Field lab ry Approach
situations and issues in
the Pacific Island
countries.

13. ASSESSMENT

14. ASSESSMENT PORTFOLIO

TYPE OF ASSESSMENT WEIGHT COMMENTS
14.1 CONTINUOUS ASSESSMENT – 60%
1. Reading Assignments 20% There will be two assignments, each worth 10%
2. In‐semester test 15% There will be two tests and each worth 7.5
3. Fieldtrip‐lab exercise 15% Detail TBA
4. Seminar Presentations 10% Students attend all presentations in their tutorial
group,
14.2 FINAL EXAMINATION – 40%
40%
14.1.1 Reading assignments: 20%

During the semester there will be two assignments in which you need to write short texts
about various topics based on readings provided. You can get the full‐ text through Moodle,
which also has tasks for each reading that need to be completed. See also information on
Reading Assignments further down.

14.1.2 In‐semester test: 15%
There will be two In‐semester tests each worth 7.5 % of the total mark. The coverage of the
test will be all the topics and lectures covered until the time of the test. Exact time will be
announced in class.

14.1.3 Field‐lab exercise 15%
The Field‐Lab is compulsory as an integral component of the course. The field‐lab enables
you to meet people, and to practice under supervision research methods in Human
Geography. The destination of the field‐lab is still under consideration. The theme of the
field‐lab is around social science aspects of disaster risk and people's vulnerability to natural
hazards. In the field‐lab we practise fieldwork methods in Human Geography under
supervision (such interviews, participatory research tools, transects, oral history practises
and others). The report for the field‐lab will be done during the field‐lab itself. You will
practise Human Geography methods and the outcome of your effort will be marked.

14.1.4 Seminar Presentation 10%

14.1 GRADE DISTRIBUTION

A+ A B+ B C+ C D E
85‐100 78‐84 71‐77 64‐70 57‐63 50‐56 40‐49 0‐39

14.2 ASSESSMENT POLICIES AND REGULATIONS

For detailed regulations, please refer to the USP Handbook and Calendar.

Plagiarism, copying materials from other sources without proper referencing and
acknowledge of the source is a serious offence and will be dealt with severely. In the

Regulations Governing Academic Misconduct section of the USP Handbook & Calendar
plagiarism is defined as “the copying of another person’s creative work and using it as one’s
own – without explicitly giving credit to the original creator. Work copied without
acknowledgement from a book, from another student’s work, from the internet or from any
other source”. If lecturer is satisfied that plagiarism has occurred, they will report the matter
to the Head of School. They can reduce marks appropriately. If the matter is seen as serious
enough it can be taken to the Student Disciplinary Committee by the Head of School.

GE203 follows University’s Regulations Governing Academic Misconduct. Consult pages 145‐
48 in Handbook and Calendar 2020. Students might face disciplinary action if found that they
plagiarized. A high similarity rate in assignments, inserting numbers or characters in the
text to avoid a high plagiarism index, not‐typed body of the text, that is, using picture files
taken from other publications or extracted text from endnote, using Spinbot.com (or
equivalent) in an effort to bypass TurnItIn, and fabricating false data are considered to be
cheating and given a zero mark. Students may appeal the mark awarded for any piece of
work if there is reasonable justification and must do so within a week of receiving the mark.

Late assignment submission policy for the School of Geography, Earth Science and
Environment:
Submission of an assignment beyond the deadline will incur a penalty of 5% for each day
or part of a day, including weekends, that the work was received beyond the given
deadline. The deduction will be as a percentage of the mark allocated to each
assignment. Any assignment submitted more than seven days after the deadline will be
awarded a zero mark. Extensions or arrangements to these dates will only be granted if
there are extenuating circumstances, and will require medical or other relevant
documentation. An extension must be requested prior to due time of each assignment.
The above regulation will not be applied, if you have a genuine reason why your work
was submitted late. The reason must be supported by evidence (e.g. medical certificate)


15. IMPORTANT DATES
TYPE OF ASSESSMENT WEIGHT Dates
CONTINUOUS ASSESSMENT –
60%
1. Reading Assignments 20% There will be two assignments, each worth 10%,
one is due at the beginning of week 5 and the
other one at the beginning of week 10.
2. In‐semester test 15% Week 6 and week 11
3. Fieldtrip‐lab exercise 15% Due by the end of the field‐lab, to be announced
4. Seminar Presentations 10% Week 12 and week 13

FINAL EXAMINATION – 40% 40% To be announced by SAS

16. ADDITIONAL COURSE ATTENDANCE

17. STUDENT SUPPORT

17.1 ONLINE HELP & e‐Learning INFORMATION
The complete course outline, assignment guidance, assigned articles, and some
supplementary materials will be made available on Moodle, and students are responsible
for downloading and familiarizing.

All information and some materials will be provided on Moodle share for GE203 in the
website: http://elearn.usp.ac.fj. You may login using your SOLS username and password.
Students may either call in personally or seek help via email. Any student seeking help
relating to the course via email should include the following:

17.2 FACULTY STUDENT LEARNING SUPPORT (SLS) SERVICES
FSTE Student Learning Specialists provide you with professional assistance for successful
study and help you develop as an independent active learner. Student Learning Support
services are provided at the Hub. The student support staff will:

 respond to your email requests through fstetutorsupport@usp.ac.fj.
 help you to adapt to the new environment and expectations of students at the USP.
 have one‐to‐one consultations with you to discuss any challenges that you may be
facing in your studies.
 connect you to mentors (study buddies) who will guide you and facilitate group
discussions with other students in your courses.
 conduct special workshops to upskill and equip you for your assessments and
examinations.( e.g. Literature Review, Report Writing, Presentation Skills, etc.) NB
Check your student webmail for advertisements.
 help you unpack and understand your assignments and tutorial questions.
 assist you with English language and mathematics basic skills.
 provide specific assistance for students with disability.
 assist students who have left school for some years (mature students).
 assist students who are not performing up to par.

ALL FSTE SLS SERVICES ARE FREE OF CHARGE


More details about the FSTE Student Learning Support can be found at:
Website: https://www.usp.ac.fj/index.php?id=23751
Moodle: FSTE Student Learning Support
SLS contact info
Name Phone Contact Email Office Location
Ms Jane Kanas (679) 323 1910 jane.kanas@usp.ac.fj SLS Hub, Laucala Campus

Ms Aluwesi Fonolahi (679) 323 1729 aluwesi.fonolahi@usp.ac.fj SLS Hub, Laucala Campus
Ms Afshana Anzeg (679) 323 2264 afshana.anzeg@usp.ac.fj SLS Hub, Laucala Campus

18. EXPECTATIONS OF STUDENTS
18.1 STUDENT RESPONSIBILITIES
You can expect that the teaching team will strive to:
i) facilitate and provide meaningful directions to your learning needs;
ii) provide assessment tasks to assist you to synthesize information;
iii) give opportunities to access latest information on specific topics through
expertise from the relevant government ministries, non‐government
organizations and other societies
iv) provide adequate feedback and return assignments in a timely manner

The teaching team expects students:
 to submit assignments on time
 to familiarize yourself with course policies and requirements
 to communicate with the teaching team in an appropriate manner
 to act as a responsible adult in a university setting

18.2 STUDENT WORKLOAD
Contact Hours Preparation Hours TOTAL
Lectures (14 weeks) 28 hr (2 hrs/wk) 14 hr (1 hrs/wk) 42 hrs
Tutorial (10 weeks) 10 hr (1hr/wk) 10 hr (1 hr/wk) 20 hrs

Final Exam ( 1 exam) 3 hrs 20 hrs 23 hrs
Tests (2 tests) 2 hrs (1 hr /test) 10 hrs (5 hr/test) 12 hrs
Assignments (2 reading assignments) 0 hrs 34 hrs (17 hrs/assign) 34 hrs

Fieldwork exercise 16 hrs 0 hrs 16 hrs
Related reading (14 weeks) 0 hrs 40 hrs (4 hrs/wk) 40 hrs
Sem. Presentations (12 wks) 12 hrs (1 hr/wk) 12 hrs (1 hr/wk) 24 hrs
Total 109 hrs 138 hrs 211 hrs


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Think theoretically and Lectures Sustainable 1. Creativity: Graduates will generate

Lectures Seminar 2. Communication: Graduates will

Think theoretically and Lectures Seminar Sustainable 3. Critical thinking: Graduates will

Apply ethical practices Lectures Reading Sustainable 4. Ethics: Graduates will apply ethical

Apply the acquired Lectures Field exercise Spatial‐ 5. Pacific consciousness: Graduates will

Lectures Seminar Fieldwork and 7. Teamwork: Graduates will

Apply the acquired Lectures Field exercise Holistic Creativity: Graduates will generate new

Ms Jane Kanas (679) 323 1910 jane.kanas@usp.ac.fj SLS Hub, Laucala Campus

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