1. Session 8: Society and ethics
October 1, 2013
Cardwell, Australia
Norton, 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;
1) Photo elicitation handed out and explained;
1) Ecological footprint and Slavery footprint
questions for next class;
2) Ethics exercise;
2. 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.
3. 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).
4. 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 research
2. Provide an experience in peer reviewing
3. Simulate a conference environment
5. Title
Names of students
Department of Geography and Environment, University of Manitoba
Intro
Methods
Results Discussion
Conclusions
Photo
Photo
Photo
Photo
References
Poster design
6.
7. 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
8. 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?
9. 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
10. 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?
