Course outline 2013 - Victoria University of Wellington

Faculty of ScienceSchool Of Geography, Environment and Earth SciencesGEOG 316GEOGRAPHIES OFGLOBALISATION.Course OutlineTrimester 2, 2013, 20 pointsPrepared By Professor Warwick Murray1

IntroductionGlobalisation is everywhere! Talked about on the TV, the radio and in newspapers it is a term that isincreasingly used to rationalise a wide range of economic and political policies, and explain a plethoraof cultural, social and economic processes. Despite this, it is rarely well defined or critically appraised.A popular image of globalisation is one of a process which unfolds like a blanket across the globe,homogenising the world’s economies, societies and cultures as it falls. You will be horrified to learnthat based on this conception some have even proclaimed that Geography is dead! To the contrary,contemporary research in all sub-disciplines within geography points towards the differentiatingimpacts of global processes as they interact with local conditions. It is indeed true that the world’seconomy and culture are becoming increasingly inter-connected, but as such processes are articulatedand resisted in localities they are creating new and increasingly uneven geographies. This coursecritically engages with the concept of globalisation, examines some of its theoretical, historical, andempirical characteristics and - through case studies from ‘developed’ and ‘developing’ countries -illustrates how an appreciation of geography is fundamental to understanding globalisation.Important datesTrimester dates: 15 th July to 17 th November 2013Teaching dates: 16 th July to 17 th October 2013Mid-trimester break: 26 August to 9 September 2013Last assessment item due: 4 th October 2013Study period: 21th October to 16 th to November 2013Examination/Assessment Period: 25 th October to 16 th November 2013Note: students who enrol in courses with examinations must be able to attend an examination at theUniversity at any time during the scheduled examination period.Withdrawal dates: Refer to www.victoria.ac.nz/home/admisenrol/payments/withdrawalsrefundsIf you cannot complete an assignment or sit a test or examination (aegrotats), refer towww.victoria.ac.nz/home/study/exams-and-assessments/aegrotatClass times and locationsLecture TimetableTuesday SUMT228 15:10-16.00Wednesday SUMT228 14.10-15.00Thursday SUMT228 15:10-16.00Names and contact detailsCourse Leader - Professor Warwick Murray, Coordinator of Undergraduate Geography and DirectorVictoria Institute for Links with Latin America, Room 211, Cotton Building, email -warwick.murray@vuw.ac.nz; Academics are researchers as well as teachers; have a look at Warwick’swork to get an idea of what he does his research and writing about – see Warwick’s Google ScholarProfile and his University Homepage. Warwick is also known as the Singing Professor (see hisYouTube Playlist), and looks forward to hearing music from the fascinating parts of the world you allcome from!Senior tutor – Mr Pete Williams, BSc, MDevSt., Room CO104, email: peter.williams@outlook.co.nz,office hours to be made available during the course.Communication of additional informationAll additional information will be made available through Blackboard.2

PrescriptionAn analysis of the nature and impacts of globalisation from a geographical perspective. This coursequestions the concept of globalisation and focuses on the economic, cultural and environmentalimplications of the process in both developed and developing countries.Course contentThe course is divided into 5 themes as follows:Theme I Concepts: What in the world is globalisation?Theme II Antecedents: History and theories of globalisationTheme III Processes: Globalisation in interdependent spheresTheme IIIa: Economic globalisationTheme IIIb: Globalisation and politicsTheme IIIc: Cultural globalisationTheme IIId: Resistance to globalisationTheme IV Patterns: Geographies of globalisationTheme V Reflections: Towards what kind of world?Required Text – Murray, W. E. (2006) Geographies of Globalization, Routledge, London. Availableat Vic Books, or Amazon.comCourse learning objectives (CLOs)The overall aim of this course is to introduce the skills and concepts necessary for a coherentinterpretation and critique of ‘globalisation’ from a geographical perspective. Geography is a highlyintegrative discipline. Given this, the course aims to enable a holistic and interdisciplinary reading ofthe multi-dimensional, rapidly-shifting, and richly-complex world of today. In this way, the materialcovered complements thematic and case study content dealt with in other Geography courses.In light of the above the course has a number of specific learning objectives. By the end of the coursestudents should be able to:1. Critically appraise contesting definitions and theories of globalisation.2. Interpret current processes of globalisation in a holistic and historical context.3. Describe and explain the main interdependent characteristics of the globalisation process inthe economic, cultural, and political spheres and outline the forces that drive these processes.4. Illustrate, through the use of appropriate case study examples, how globalisation createsuneven geographies. In particular, to be able to contrast the differentiated impacts ofglobalisation in the ‘developed’ and ‘developing’ world(s).5. Outline examples of how the local outcomes of globalisation are negotiated through regulationand resistance.6. Assess and communicate some of the impacts of globalisation in New Zealand through primaryfield researchTeaching FormatA detailed outline of the lectures follows below. This list is indicative only – content and timing arevery likely to change. Please attend every lecture. The chapters in the required text (Geographiesof Globalization, Murray 2006, Routledge) that correspond to the lectures are noted below each week.Further reading, available from books in the library is noted under extra reading. Lecture slides will bemade available on Blackboard for you to print out on the Monday before the week of classes begins ifyou wish. Free Thinking Thursdays will often be a break from the normal lecture routine and willinvolve debate on critical questions stimulated by creative video, music, and/or guest speakers.3

Mandatory course requirementsIn addition to achieving an overall pass mark of 50%, students must:1. Attend the field trip.2. Attend at a minimum of 4 tutorials.WorkloadThere are 30 lectures, 5 tutorials, and a 4 hour fieldtrip (see outline of the lectures). You should expectto prepare for tutorials, and pursue readings related to lectures. There are one or two readingsassociated with each lecture which should take approximately 1½-2 hours to read. Additional work isrequired for the assignmentsAssessmentAssessment items and workload per item % CLO(s)1 Field research report 20% 1, 2, 3,5,62 Essay 40% 1,2,3,4,53 Final examination 40% 1,2,3,4,5Note: Tutorials also contribute to Course Learning Objectives 1,2,3,5,6Field research report (20%)Task – Submit a field report entitled ‘Globalisation and Wellington’Field research trip time – See timetable for course earlier in outline. Please make arrangementsnow to be free at this time. Please talk to your lecturers now if there is a clash and inform themthat this assignment is worth 20% of your total grade.Field research report purpose – The main aim of the field research project is to encourage you tothink critically about places that you might commonly encounter in Wellington and how thesehave/are being influenced by globalisation. In particular, the assertion that the ‘local’ is being erodedby global forces will be investigated in both the cultural and economic spheres. You will also beencouraged to think about Wellington’s history and links with the wider world and what this tells usabout the globalisation process in this particular locality, and in general. Aside from this, a number ofpractical skills including mapping, interviewing, and other human geography methods will bereinforced through the project.Context: Globalisation and WellingtonThe society, culture and economy of Wellington have been stronglyinfluenced by successive waves of globalisation which have washedacross the bay from increasingly far-flung lands. In very few citiesaround the world are you able to witness such clear evidenceindicating the impacts of globalisation throughout history and in different spheres (society, cultureand economy). Since the arrival of the indigenous, the establishment of a colonial trading town,independence, the pains of restructuring in the 1980s, and through until the recent opening of theMajestic Centre and Courtenay Central, the symbols and processes of globalisation have carvedWellington’s function, welfare, and character. You may not have ever thought of Wellington in these7

terms - the first aim of this short primary research project to get you to think critically aboutWellington’s place in our globalising world.The forces of globalisation do not work in one direction only. The contemporary reality which hasunfolded in Wellington is indeed a partial product of the impact of globalising forces. Such forces haveinteracted with local conditions, to reconfigure economic and cultural spaces in unique ways. Everyplace is unique – although (to paraphrase George Orwell) we might argue that some places are moreunique than others. Wellington certainly has few, if any, precedents globally. This outcome is the resultof the process of glocalisation. Further to this, it is also the case that there are numerous aspects ofWellington’s culture/economy that have been bypassed by the forces of globalisation or have activelyresisted the process of globalisation – elements that are localised. The second major aim of thisfieldtrip is to get you to think about these three processes – globalisation, glocalisation and localisationin the context of Wellington’s cityscape and to describe, map and analyse specific examples. This formsthe core of the first task.Globalisation presents novel challenges for those who manage our urban socio-economy andenvironment. In an increasingly interconnected world, particular places are ever more vulnerable tochange beyond the nation’s borders. This was shown clearly in the restructuring impacts of the late1980s in Wellington (although Wellington did not suffer to the extent that other urban areas did – SeeMcConchie et al [eds.] 2001 for a discussion of this). This, of course is not the first time that Wellingtonhas been thrown about on the ebbs and flows of the global economy – the Great Depression, forexample, hit the city hard. The third major aim of your research is to canvass opinion on the impacts ofglobalisation among the general public. In particular, for your second task you are asked to take on therole of a parliamentary candidate for Wellington in the next general election and, based partly on yourcanvassing, comment on the potential costs and benefits of globalisation for Wellington.Programme1.15pm1.30pm3.30pm3.45pm5.00pmMeet at Manners Mall outside Burger King for briefingBegin Task 1 - ‘Mapping globalisation’Meeting and group discussion in Courtenay Mall outside the Local Point Bar.Begin Task 2 - ‘Campaigning with globalisation’FinishTasksTask 1: Mapping globalisationExercise aim: To map sites of globalisation, glocalisation and localisation along your designatedroutes and to justify your categorisation.Logistics: The class will be split in two. The first group will follow a route along Manners Mall, up CubaMall and along Courtenay Place (maps will be distributed). The second group will follow a routebeginning at Lambton Quay, through Waring-Taylor Street and onto Queens Wharf. You have 2 hoursto do this exercise, including time to get to Courtenay Mall to share some of your ideas.What you have to do: You go from your start point and follow the route laid out on the map. In totalyou are required to identify 5 sites, each of which best illustrates the following in turn. Draw on atleast two economic and two cultural examples.3. globalisation4. glocalisation5. localisation6. The second wave of globalisation7. The first wave of globalisationYou should carefully locate each of these onto the sheet provided and hand it in with your write up.Spend some considerable time at each of your sites getting a feel for it and taking notes on how you8

will justify your explanation. You may wish to sketch it or photograph it (a maximum of fivephotographs can be submitted for this project however)The write up (70% of the mark for the fieldtrip report). Write a 1,000 word piece entitled ‘Culturaland economic globalisation in Wellington’ drawing from the examples you map along your route. Becareful to explain how the sites you have selected are appropriate examples of the concepts listedabove. The structure should be as follows:Brief introduction outlining concepts and ideasMiddle sections incorporating analysis of your selected sites, including any diagrams or otherillustrations you may wish to addA brief conclusion commenting on the overall process of globalisation and its impacts in thecityAt some point – it need not be at the end – you need to include your map in the write upDo not write it like a list – try to make your argument flow like a short essayCriteria for assessment: The following factors are taken into account but will not be graded formally– you will be presented with an overall mark for the piece only with general comments:StructureChoice of relevant site examplesExplanations of the choice of sitesLinking observations to wider theoretical conceptsWritten styleFlow of ideasConclusionUse of illustrations and diagrams is encouraged. A maximum of five photographs only pleaseThe inclusion of contextual material from the literature will also be looked upon favourably(see list of contextual readings on page 10)Task 2: Campaigning with globalisationExercise Aim: To get you to consider the potential costs and benefits of recent globalisation inWellington and to communicate these as if you were a parliamentary candidate in the next generalelection.What you’ve got to do: You will need to canvass opinion in order to arrive at your statement onglobalisation as a candidate for the upcoming election. In your groups, interview a range of people (10minimum) in order to get their opinions on what the process of globalisation means for the citizens ofthe city. You should ask at least the following questions (include our own too):1. What do you understand by the term globalisation?2. What are the benefits of globalisation for Wellington?3. What are the costs of globalisation for Wellington?You should then attempt to incorporate the answers in the following brief written assignment:The write up: (30% of total mark for the fieldtrip assignment):You are a parliamentary candidate for Wellington. You are a bright young star and therefore wish to talkabout processes of contemporary relevance. You wish to address potential voters with your opinions onwhat globalisation means for Wellington and its citizens. In 300 words maximum outline what you feelare the main opportunities and threats of globalisation for Wellington and how you aim to minimise thelatter and maximise the former. Remember this is politics – sound bites are crucial so do not go above 300words. You must incorporate results from your recent ‘survey’ as you are a democrat. However, you may9

also incorporate your own ideas (and are likely to fudge what the public say to meet your preconceivedideas anyway!). Get into it as if you were really going to be standing.Criteria for assessment: The following factors will be taken into account but not graded separately:OriginalityWritten styleAbility to convinceAbility to be succinctVisionKey words and concepts needed for the research tasksThe concepts below will help you with the above tasks. Do not use the examples I give you below inyour write-ups please.Site: An item in which the process you are attempting to identify is visible. It may be a shop, or afinancial institution, a whole building, or statue (among other things). When identifying sites try tothink originally. For example, arguably a person is a site! A single product may also be a site. Use yourimagination if you wish.Globalisation: Greater interconnection between different parts of the globe (people, goods andservices, and places); in which increasing parts of the world are drawn into relationships whichtranscend conventional economic, political, social and cultural boundaries. Example: the diffusion ofbrands such as coca cola on a near global scale.Glocalisation: A blending of the local with the global (economically and culturally), the tailoring ofgoods (or adverts for them) to increasingly differentiated local/niche markets. Example: McDonald’sKiwi Burger.Localisation: the assertion of local characteristics, in response or resistance to globalisation. Example:The Marae in Te Papa.The first wave of globalisation: the period of global change associated with colonialism lastingbetween 1490s and 1945. Example: the street pattern of Te Aro.The second wave of globalisation: the period of global change associated with modernisation andneoliberalism. From 1945 to the present day. Example: Burger King in Lambton Quay.Contextual readingThree books may help you contextualise what you write. They are all in the library.McConchie J, Winchester D, and Willis R (eds.) (2001) Dynamic Wellington, VUW Press, WellingtonWillis R (ed.) 2001 New Zealand in the 1990s, Special edition of Asia Pacific Viewpoint, April editionKelsey, J (1995) The New Zealand experiment, Auckland University press, AucklandChecklistStationary including paper and pens; something to lean on when you are writing (clipboard forexample); camera if possible; suitable shoes for a few hours walking; trendy flared trousers withoutbelt that hang around your knees, ray ban shades, and dirty trainers/sneakers to work undercover in‘crazy’ Cuba Street (optional); BFH – bus fare home.Field research report due date: Monday, September 9 th , 4pm, into GEOG 316 assignment box,level 2, Cotton Building10

Essay (40%)Task – Write a research essay of no more than 2,000 words.Aim/purpose of the essay - The essay allows you to explore in depth an area covered in lectureswhich is of particular interest to you. You must consider your subject in-depth, read as muchrelevant literature as possible, and construct an effective and convincing argument.Essay title and content – write one of the following twelve choices. Do not change the title, followthe titles below exactly:1. Assess the similarities and differences between the two historic waves of globalisation. To whatextent can it be argued that the financial crisis signifies the arrival of a third wave?2. “There will be no ‘there’ any more. We will all be here” (TV advert for telecommunicationscompany 2007). Critically assess the concept of the ‘global village’.3. Globalisation is a contested term. Compare, contrast and evaluate the definitions suggested by thefollowing schools of thought:a) Hyperglobalistb) Transformationalistc) Sceptical4. David Harvey argues that time-space compression is driven by the capitalist imperative ofreducing the turnover time of capital. Does this provide a satisfactory explanation for the existenceof the globalisation process? Why/why not?5. “The nation-state is becoming too small for the big problems in life, and too big for the smallproblems of life” (Daniel Bell, 2001, p. 29) Evaluate the impacts of recent globalisation on thepower of the nation-state to direct and regulate activity within its borders.6. With reference to examples from the cultural sphere discuss whether globalisation increases ordecreases geographical differentiation.7. How are new social movements shaping and being shaped by the process of globalisation? Assessthe effectiveness of the Anti-globalisation movement.8. With reference to specific case studies explore the social and economic impacts of globalisation fordeveloping countries, regions and localities.9. Distinguish between successive ‘global-scale’ divisions of labour throughout history. To whatextent is it possible to talk of a globalised economy as opposed to an internationalised economy?10. The World Bank, IMF and the WTO recommend and insist upon free-trade reform (neoliberalism).With reference to specific case studies assess the arguments for and against neoliberalism.11. Does the financial crisis of 2007-09 signal the end of neoliberal globalisation?11

Essay Referencing Style – very importantYour reference list refers to only those items that you directly refer to in the text – ie. it is not abibliography. Only 30% of your references can be internet resources. You must use reputableacademic sources to back-up what you say. Where articles from academic journals or books aredownloaded from the internet these do not count as internet sources. In this case you mustreference them as you would reference the same article in its paper form.For books:Robinson, M. (1998) My Life’s Work, Victoria University Press, Wellington.For chapters in edited books:Smith, D. and Jones, F. (1999) ‘How to reference book chapters’, in Meddows, W. and Finley, S. (eds.)Appropriate Referencing Styles, Book University Press, Librarytown, pp347-369.For articles in journals:Holy. G. (1994) ‘This is my article’, Annual Review of Interesting Articles, Vol. 21, No. 3, pp33-45.For internet references:This depends on the type of resource. Where there are specific authors assigned to the piece you arereferencing it should look as follows:Ternet, I, N. (accessed April 1993) ‘The world wide web’ Internet users online,www.internetusersonline.co.fjSometimes an internet reference may have a specific date associated with it, in this case you mustquote the date in the normal way. It may also not have an author quoted – in this case use thename of the publication or the website:Times, The (2002) ‘President Bush declared cuckoo’ The Times, April 1 st 2002, www.times.co.ukFor lecture notes:Murray, W. E. (2007) ‘A global village? Global-local interactions’, in Geographies of Globalisation Bookof Lectures, pp. 145-150, Institute of Geography, Victoria University of Wellington, WellingtonIn-text citation:Citations should correspond to entries in your reference list, and be integrated into your written worklike this (Murray, 2006) or, for direct quotes, where “it is essential to provide a page number” (Jones,2005, p.4) you should do so. If the quote spans more than one page, indicate this (Giddens, 1999, p.15-16). The same conventions should be used where the author is an organisation (World Bank, 2004). Tocite a work with two authors, include both names (Held & McGrew, 2001, p.27), for more than twoauthors use ‘et al.’ (which means ‘and others’) after the first author’s name, like this: (Johnston et al.,2000, p.72). If your source is a website, give the name of the organisation or group to whom it belongs,not the web URL (though you would supply the address and date accessed in the reference list) – e.g.don’t cite this (http://web.worldbank.org/WBSITE/EXTERNAL/DATA/, 2007) in your essay. Forguidance check out Murray (2006) and, most importantly, try to be consistent.For further examples of referencing see the Referencite website from the University of Auckland:http://www.cite.auckland.ac.nz/index.php?p=quickcite12

Requirements for essay layout - As a general guide, your essay will be expected to include thefollowing: A cover sheet with your name, the exact title of the essay as written in this course outline, andthe course name and number on it. An introduction to the topic and outline of your essay sections – do not include a list ofcontents, explain the structure in prose. Relevant section headings and subheadings (where appropriate). Specific examples/case studies/figures/tables to illustrate and support the points you aremaking. An analysis or discussion of the key points. Conclusions or summary. A thorough reading list (10 items is optimal).Other points: If you go above the 2,000 word maximum you will be asked to re-submit (this maximum doesnot include references, but does include footnotes). Check that your essay includes all the components listed above. Type/write using 12pt font and 1.5 spacing, and leave a wide left-hand margin for comments. Proof read and do a spell check.Note: In line with University, School and Institute requirements, plagiarism (copying or use of others'ideas/words without acknowledgement), and sexist or racist language or comments will not betolerated and you will gain a zero grade (see Section H).Essay Assessment Criteria - To obtain the highest grades, your essay must demonstrate: A thorough coverage of the relevant issues and debates associated with the question A deep level of understanding and analysis The use and correct integration of a wide range of readings from varied sources (no more than30% internet) A clear structure and succinct expression using examples for illustration A logical and coherent approach with a well-balanced and articulate argument Very good grammar, spelling and punctuation Professionally-presented work with correctly-labelled tables and figures, integrated whereappropriate A wide-ranging and correctly-formatted reference list Originality from which the marker has learnt something new13

In line with other 300-level courses in geography the following scale of assessment is used:A+, A Outstanding Overall, the essay assignment well exceeds normal expectations of astudent at 300 level.A-, B+ Very Good Overall, the essay assignment is of a very high standard, clearlydemonstrating writing ability and thorough research. For an A-, someparts of the essay are outstanding.B, B- Good Overall, the essay assignment exceeds normal expectations of a studentat 300 level, and is generally competent showing reasonable writing andresearch skills. For a B, some parts of the essay are very good.C+, C Satisfactory Overall, the essay assignment meets normal expectations of a student at300 level, and is of an acceptable standard. Deficiencies may beapparent, but on balance, the positive aspects outweigh the negative.D Poor Overall, the essay assignment is deficient in important respects althoughreasonable effort has been demonstrated.E Unsatisfactory Overall, the essay assignment is seriously deficient in most respects andlittle effort has been demonstrated.Essay due date: 4pm, Friday October 4 th , into GEOG 316 assignment box on level 2, Geography,Cotton BuildingSummary of Assignment DeadlinesAssignmentField research reportEssayDue dateMonday, September 9 th , 4pmFriday, October 4 th , 4pmSubmission and return of workAssignmentField research reportEssayDue dateMonday, September 9 th , 4pmFriday, October 4 th , 4pmMarked assignments will be returned during tutorials.PenaltiesPenalties and Extensions for all work: Late work will be subject to a penalty of a grade (=5%) per day(a weekend = 5%). A medical certificate or other written evidence must be supplied to your tutor ifthere are circumstances of illness. This deadline cannot be extended as it is important that you getfeedback on your work before your revision period beings and that marking takes place over discreteand pre-determined periods. You have the deadlines here at the start of trimester and it is yourresponsibility to plan your time so that clashes with other assignment deadlines are workedaround.14

Field trip arrangementsSee assignment section.Set textsRequired Text – Murray, W E. (2006) Geographies of Globalization, Routledge, London. This textwas developed based on GEOG 316 and is available at the book centre. Also, Amazon.com has it. In theLecture titles table you will see the chapters that are to be read for given weeks. Warwick’s mum saysit is the best book she has ever read, apart from the phone directory.Recommended readingHand-outs – From time to time useful and interesting material will be handed out in class for you to use.Most of the resources are either in the course text, the book of lectures or the university library.Library resources – there are many books in the library which deal with globalisation. You areencouraged to use a key word search (try globalization, globalisation and global).The following two are on closed reserve:Waters, M. (2001) Globalization, 2nd ed., Routledge, LondonHeld, D., McGrew, A., Goldblatt, D. & Perraton, J. (1999) Global transformations: Politics, Economics andCulture, BlackwellsThe following books have been requested for placement on three day loan:Abdel-Gadir, F. (1998) Impact of globalization on small island states : some reflections, PIDP,Hawai’IAfshar, H. and Barrientos, S. (1999) Women, globalization and fragmentation in thedeveloping world, Macmillan, LondonAhmed, A. S. (1994) Islam, globalization, and postmodernity, Routledge, LondonBaylis, J. and Smith S. (eds.) (2005) The globalization of world politics : an introduction tointernational relations, 3 rd ed., Oxford University press, OxfordBeck, U. (2000) What is globalization?, Polity press, Malden, USABeyer, P. (1994) Religion and globalization, Sage, LondonBrah, A. et al. (1999) (eds.) Global futures : migration, environment, and globalization, StMartins Press, New YorkBulcke, D. et al. (2001) Globalization and the small open economy, Edward Elgar, CheltenhamBurbach, R. et al. (1996) Globalization and its discontents : the rise of postmodern socialism,Pluto Press, LondonCable, V. (1999) Globalization and global governance, RIIA, LondonChossudovsky, M. (2003) The globalization of poverty and the New World Order, 2 nd ed.,Global Outlook, Shanty Bay.De Souza, A. R. and Stutz, F. P. (1994) The world economy: resources, location, trade, anddevelopment Macmillan, LondonDicken, P. (1998) Global shift, PCP, LondonFeatherstone, M (1990) (ed) Global culture : nationalism, globalization and modernity, Sage,LondonFeatherstone, M. (1995) Undoing culture : globalization, postmodernism and identity, Sage,LondonHirst, P. and Thompson G. (1996) Globalization in question, Polity press, CambridgeJameson, F. (1997) (ed.) The cultures of globalization, Duke University Press, New YorkKelsey, J. (1999) New Zealand and the global economy: reclaiming the future, BridgetWilliams Books, WellingtonKing, A. D. (1991) Culture, globalization and the world-system, Macmillan, London.15

Knox, P. et al. (2003) The geography of the world economy, 4 th ed., Arnold, LondonKrugman, P. R. (1995) Globalization and the inequality of nations, NBER, Cambridge, USALe Heron, R. B. (1995) The Asian Pacific Rim and globalization, Avebury, AldershotMaitra, P. (1996) The globalization of capitalism in Third World countries, Praeger, WestportMassey, D. B. & Jess, P. (eds.) (1995) A Place in the world? : places, cultures and globalization,OUP Press, Milton KeynesMcGrew, A. (1992) Global politics : globalization and the nation-state, Polity Press,CambridgeMittelman, J. H. (1999) The future of globalization, Penerbit, Bangi, MalaysiaNederveen Pieterse, J. (1993) Globalization as hybridization, ISS, The HagueNederveen Pieterse, J. (ed.) (2000) Global futures : shaping globalization, Zed Press, LondonO'Meara, P. et al. (eds) (2000) Globalization and the challenges of a new century : a reader,Indiana University Press, BloomingtonSassen, S. (1994) Cities in a world economy, Pine forge press, CaliforniaScholte, J. A. (2005) Globalization : a critical introduction, 2 nd ed., Palgrave Macmillan, NewYorkScott, A. (ed.) (1997) The Limits of globalization : cases and arguments, Routledge, LondonStarr, A. (2000) Naming the enemy : anti-corporate movements confront globalisation, Zed,LondonWilliamson, J. G. (1995) Globalization, convergence, and history, NBER, Cambridge, USAWilliamson, J. G. (1996) Globalization and inequality then and now: the late 19 th and 20 thcenturies compared, NBER, Cambridge, USA.The following are highly recommended articles and chapters (search through google scholar):Adams, W. (2005) 'Sustainability' in Cloke, P., Crang, P. and Goodwin, M., Introducinghuman geographies, 2 nd ed., Hodder Arnold, London, pp. 285-297.Amin, S. (1997) ‘The capitalist economic management of the crisis of contemporarysociety’, in Capitalism in the age of globalization, Zed Press, London, pp. 12-45.Castells, M. (1997) Excerpt from The Power of Identity, Blackwell, Oxford, pp. 51-59.Chossudovsky, M. (1997) ‘The globalization of poverty’ in The globalization of poverty: Theimpacts of IMF and World Bank reforms, Pluto Press, Sydney & Zed Press, London. Pp.33-44.Crang, P. (2005) ‘Local-Global’ in Cloke, P. Crang, P. and Goodwin, M. (eds.) IntroducingHuman Geographies, 2 nd ed., Hodder Arnold, London, pp. 34-50.Dicken, P. (1998) ‘A Brief historical perspective’, in Global Shift: Transforming the WorldEconomy, 3 rd ed., Paul Chapman, London, pp. 19-23.Dicken, P. (1998) ‘The state is dead… long live the state’ in Global Shift: Transforming theWorld Economy, 3 rd ed., Paul Chapman, London, pp. 19-23.Dietz, J. L. (1995) ‘A brief economic history’, in J. L. Dietz (ed.) Latin America’s EconomicDevelopment: Confronting Crisis, 2 nd ed., Rienner, London, pp. 3-20.Held, D., McGrew, A., Goldblatt, D. & Perraton, J. (1999) ‘Catastrophe in the making:Globalization and the environment’, in Global transformations: Politics, Economics andCulture, Blackwell, Oxford, pp. 376-413.Held, D., McGrew, A., Goldblatt, D. & Perraton, J. (1999) ‘Introduction’, in Globaltransformations: Politics, Economics and Culture, Blackwell, Oxford, pp. 1-28.Holly, B. (1996) ‘Restructuring the production system’ in Daniels, P. W. and Lever, W. F.(eds.) The Global Economy in Transition, Longman, Harlow, pp. 24-39.Kiely, R. (1998) ‘Introduction: Globalisation, (post-)modernity and the Third World’ inKiely, R. and Marfleet, P. (eds.) Globalisation and the Third World, Routledge, London,pp. 1-22.Leyshon, A. (1995) ‘Annihilating Space? The speed up of communications’ in Allen, J. andHamnett, C. (ed.) A Shrinking World? Global Uneveness and Inequality, OxfordUniversity Press, Oxford, pp. 11-54.16

Massey, D. (1996) ‘A global sense of place, in S Daniels and R Lee (eds.) Exploring HumanGeography: A Reader, Arnold, London, pp.237-245.McMichael, P. (2004) ‘The globalization project (1980s-)’ in Development and SocialChange: a Global Perspective, 3 rd ed., Pine Forge Press, London, pp. 152-200.Murray, W. E. (1998) 'The Globalisation of Fruit, Neoliberalism and the Question ofSustainability - Lessons from Chile', European Journal of Development Research, vol.10, no. 1, June, pp. 201-227.Murray, W. E. (1999) ‘Local Responses to Global Change in the Chilean Fruit Complex’,European Review of Latin American and Caribbean Studies, vol. 66, pp. 19-38.(available on library interloan).Murray, W. E. (1999) ‘Natural Resources, the Global Economy and Sustainability’ – Chapter6 in Gwynne, R., and Kay, C. (eds.) Latin America Transformed, Edward Arnold,London, pp. 128-152.Murray, W. E. (2000) ‘Neoliberal Globalisation, ‘Exotic’ Agro-Exports and Local Change inthe Pacific Islands: A Study of the Fijian Kava Sector’, Singapore Journal of TropicalGeography, vol. 21(3), pp. 33-47.Murray, W. E. (2001) ‘The Second Wave of Globalisation and Agrarian Change in the PacificIslands’, Journal of Rural Studies, volume 17/2, pp. 135-148.Poon, J. P. H. and Perry M. (1999) ‘The Asian economic flu: A geography of crisis’,Professional Geographer, vol. 29, no. 2, pp. 184-196.Roberts, S. M. (2002) ‘Global regulation and trans-state organization’, in Johnston, R.,Taylor, P. and Watts, M. (eds.) Geographies of Global Change: Remapping the world,Blackwells, Malden, pp. 143-157.Smith, N. (2000) ‘Global Seattle’, Environment and Planning D: Society and Space, Vol. 18,no. 1, pp. 1-5. (available on library interloan only)Taylor, P. J. & Flint, C. (1993) ‘Geography of Imperialisms’ in Taylor, P. J. and Flint, C.Political Geography: World Economy, Nation State and Locality, 3 rd ed., Longman,Harlow, pp. 103-143.The Economist (1999) ‘The real losers’, December 11, p. 13.Tickell, A. (2005) ‘Money and finance’, in Cloke, P. Crang, P. and Goodwin, M. (eds.)Introducing Human Geographies, 2 nd ed., Hodder Arnold, London, pp. 244-252.Wartho, R. and Overton, J. (1999) ‘The Pacific Islands in the World’, in Overton, J. andScheyvens, R. (eds.), Strategies for Sustainable Development: Experience from thePacific. Zed Books, London. pp 227-240.Waters, M. (2001) ‘A world of difference’, in Globalization, 2 nd ed., Routledge, London andNew York, pp. 1-25.Waters, M. (2001) ‘New world chaos: globalizing cultures’, in Globalization, 2 nd ed.,Routledge, London and New York, pp. 182-209.Whatmore, S. (2002) ‘From Farming to Agribusiness: Global agri-food networks’ inJohnston, R., Taylor, P. and Watts, M. (eds.) Geographies of Global Change: Remappingthe world, Blackwells, Malden, pp. 57-67.Wright, R. (2002) ‘Transnational corporations and global divisions of labour’, in Johnston,R., Taylor, P., & Watts, M. Geographies of Global Change: Remapping the world,Blackwells, Malden, pp. 68-77.Journals – Since globalisation is an interdisciplinary concept you will find articles in many journals. Insearching the journals it is probably wise to look no further back than 1990. The following will beparticularly useful: Progress in Human Geography, Economic Geography, Professional Geographer,Singapore Journal of Tropical Geography, Development and Change, World Development, ThirdWorld Quarterly, Economic Development and Cultural Change, The Economist, The NewInternationalist, Area, Transactions of the Institute of British Geographers, Journal of Rural Studies,Environment and Planning A, Environment and Planning D, International Journal of Urban andRegional Research, Antipode, Geographical Journal, Asia Pacific Viewpoint.17

To search most effectively for journal articles go to the library’s online resources catalogue and use theInternational Bibliography of Social Sciences (ask a librarian to show you how) or the JournalFinder.Websites – There are thousands of websites which deal with globalisation and, as with the internet ingeneral, it is often difficult to know where to start. Try these to start with but search yourselvesotherwise.The international forum on globalization - http://www.ifg.org/The World Bank’s view - http://www1.worldbank.org/economicpolicy/globalization/The North South Institute (for inequality and development) - http://www.nsi-ins.ca/Leverhulme globalisation research http://www.nottingham.ac.uk/economics/leverhulme/IDS globalisation research (very good) - http://www.ids.ac.uk/ids/global/Warwick University globalisation research - http://www.warwick.ac.uk/csgr/Globalisation guide - http://www.globalisationguide.org/Human rights-based globalisation - http://www.realizingrights.org/Globalise Resistance (resistance movement) - http://www.resist.org.uk/Oneworld (resistance movement) – http://www.oneworld.netCorpwatch (corporate watch dog) - http://www.corpwatch.org/Global Research Centre - http://globalresearch.ca/Class representativeThe class representative provides a useful way to communicate feedback to the teaching staff duringthe course. A class representative will be selected at the first lecture of the course. Students may liketo write the Class Rep’s name and details in this box:Class Rep name and contact details:Student feedbackStudent feedback on University courses may be found atwww.cad.vuw.ac.nz/feedback/feedback_display.php.Special needs, problems and grievance proceduresStudents should familiarise themselves with the University's policies and statutes, particularly thoseregarding assessment and course of study requirements, and formal academic grievance procedurescontained in the statutes in the VUW website.The University Statute on Student Conduct and Policy on Staff ConductThe Statute on Student Conduct together with the Policy on Staff Conduct ensure that members of theUniversity community are able to work, learn, study and participate in the academic and social aspectsof the University's life in an atmosphere of safety and respect. The Statute on Student Conductcontains information on what conduct is prohibited and what steps can be taken if there is acomplaint. For queries about complaint procedures under the Statute on Student Conduct, contact theFacilitator and Disputes Advisor. This Statute is available in the Faculty Student Administration Officeor on the website at:www.vuw.ac.nz/policy/StudentConduct.The policy on Staff Conduct can be found on the VUW website at:www.vuw.ac.nz/policy/StaffConduct.18

Academic GrievancesIf you have any academic problems with your paper you should talk to the tutor or lecturer concernedor, if you are not satisfied with the result of that meeting, see the Head of School or the Associate Dean(Students) of your Faculty. Class representatives are available to assist you with this process. If, aftertrying the above channels, you are still unsatisfied, formal grievance procedures can be invoked. Theseare set out in the Academic Grievances Statute which is published on the VUW website:www.vuw.ac.nz/policy/AcademicGrievances.Plagiarism (see also section c)Victoria University defines plagiarism as the copying of ideas, organisation, wording or anything elsefrom another source without appropriate reference or acknowledgement so that it appears to be one’sown work. This includes published and unpublished work, the Internet and the work of other studentsand staff. Plagiarism is an example of misconduct in the Statute of Student Conduct. Students who haveplagiarised are subject to a range of penalties under the Statute. See the website:www.vuw.ac.nz/policy/StudentConduct.Reasonable Accommodation PolicyThe University has a policy of reasonable accommodation of the needs of students with disabilities.The policy aims to give students with disabilities an equal opportunity with all other students todemonstrate their abilities. If you have a disability, impairment or chronic medical condition(temporary, permanent or recurring) that may impact on your ability to participate, learn and/orachieve in lectures and tutorials or in meeting the course requirements, then please contact theCourse Coordinator as early in the course as possible. Alternatively you may wish to approach aStudent Adviser from Disability Support Services to confidentially discuss your individual needs andthe options and support that are available. Disability Support Services are located on Level 1, RobertStout Building, or phoning 463-6070, email: disability@vuw.ac.nz. The name of your School’sDisability Liaison Person can be obtained from the Administrative Assistant or the School Prospectus.Withdrawal from the Course - If you decide, for whatever reason, not to continue with the course,please come and see Warwick Murray before you do so.PlagiarismWhat is Plagiarism and Why is it Important?At university, we are continually engaged with other people's ideas: we read them in texts, hear themin lecture, discuss them in class, and incorporate them into our own writing. As a result, it is veryimportant that we give credit where it is due. Plagiarism is using others' ideas and words withoutclearly acknowledging the source of that information.How Can Students Avoid Plagiarism?To avoid plagiarism, you must give credit whenever you use another person's idea, opinion, or theory; any facts, statistics, graphs, drawings--any pieces of information--that are not commonknowledge; quotations of another person's actual spoken or written words; or paraphrase of another person's spoken or written words.How to Recognise Unacceptable and Acceptable ParaphrasesHere's the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890sby Joyce Williams et al.:The rise of industry, the growth of cities, and the expansion of the population were the three great19

developments of late nineteenth century American history. As new, larger, steam-powered factoriesbecame a feature of the American landscape in the East, they transformed farm hands into industriallaborers, and provided jobs for a rising tide of immigrants. With industry came urbanization thegrowth of large cities (like Fall River, Massachusetts, where the Bordens lived) which became thecenters of production as well as of commerce and trade.Here's an UNACCEPTABLE paraphrase that is plagiarism:The increase of industry, the growth of cities, and the explosion of the population were three largefactors of nineteenth century America. As steam-driven companies became more visible in the easternpart of the country, they changed farm hands into factory workers and provided jobs for the largewave of immigrants. With industry came the growth of large cities like Fall River where the Bordenslived which turned into centers of commerce and trade as well as production.What makes this passage plagiarism?The preceding passage is considered plagiarism for two reasons: the writer has only changed around a few words and phrases, or changed the order of theoriginal's sentences. the writer has failed to cite a source for any of the ideas or facts.If you do either or both of these things, you are plagiarising.NOTE: This paragraph is also problematic because it changes the sense of several sentences (forexample, "steam-driven companies" in sentence two misses the original's emphasis on factories).Here's an ACCEPTABLE paraphrase:Fall River, where the Borden family lived, was typical of northeastern industrial cities of thenineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing,and as immigrants arrived in the US, they found work in these new factories. As a result, populationsgrew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers(Williams 1).Why is this passage acceptable?This is acceptable paraphrasing because the writer: accurately relays the information in the originaluses her own words. lets her reader know the source of her information.Here's an example of quotation and paraphrase used together, which is also ACCEPTABLE:Fall River, where the Borden family lived, was typical of northeastern industrial cities of thenineteenth century. As steam-powered production shifted labor from agriculture to manufacturing,the demand for workers "transformed farm hands into factory workers," and created jobs forimmigrants. In turn, growing populations increased the size of urban areas. Fall River was one of thesemanufacturing hubs that were also "centers of commerce and trade" (Williams 1)Why is this passage acceptable?This is acceptable paraphrasing because the writer: records the information in the original passage accurately. gives credit for the ideas in this passage. indicated which part is taken directly from his/her source by putting the passage in quotationmarks and citing the page number.Note that if the writer had used these phrases or sentences in his/her own paper without puttingquotation marks around them, he/she would be PLAGIARISING. Using another person's phrases orsentences without putting quotation marks around them is considered plagiarism EVEN IF THEWRITER CITES IN HIS/HER OWN TEXT THE SOURCE OF THE PHRASES OR SENTENCES SHE HASQUOTED.20

Plagiarism and the World Wide WebThe World Wide Web has become a more popular source of information for student papers, and manyquestions have arisen about how to avoid plagiarising these sources. In most cases, the same rulesapply as to a printed source: when a writer must refer to ideas or quote from a WWW site, she mustcite that source.If a writer wants to use visual information from a WWW site, many of the same rules apply. Copyingvisual information or graphics from a WWW site (or from a printed source) is very similar to quotinginformation, and the source of the visual information or graphic must be cited. These rules also applyto other uses of textual or visual information from WWW sites; for example, if a student is constructinga web page as a class project, and copies graphics or visual information from other sites, he/she mustalso provide information about the source of this information. In this case, it might be a good idea toobtain permission from the WWW site's owner before using the graphics.Strategies for Avoiding Plagiarism1. Put in quotations everything that comes directly from the text especially when taking notes.2. Paraphrase, but be sure you are not just rearranging or replacing a few words.Instead, read over what you want to paraphrase carefully; cover up the text with yourhand, or close the text so you can't see any of it (and so aren't tempted to use the text asa "guide"). Write out the idea in your own words without peeking.3. Check your paraphrase against the original text to be sure you have not accidentally used the samephrases or words, and that the information is accurate.Terms You Need to Know (or What is Common Knowledge?)Common knowledge: facts that can be found in numerous places and are likely to be known by a lotof people.Example: John F. Kennedy was elected President of the United States in 1960.This is generally known information. You do not need to document this fact.However, you must document facts that are not generally known and ideas that interpret facts.Example: According the American Family Leave Coalition's new book, Family Issuesand Congress, President Bush's relationship with Congress has hindered family leavelegislation (6).The idea that "Bush's relationship with Congress has hindered family leave legislation"is not a fact but an interpretation; consequently, you need to cite your source.Quotation: using someone's words. When you quote, place the passage you are usingin quotation marks, and document the source according to a standard documentationstyle.Paraphrase: using someone's ideas, but putting them in your own words. This isprobably the skill you will use most when incorporating sources into your writing.Although you use your own words to paraphrase, you must still acknowledge thesource of the information.Produced by Writing Tutorial Services, Indiana University, Bloomington, INOther important informationThe information above is specific to this course. There is other important information that studentsmust familiarise themselves with, including:Academic Integrity and Plagiarism: www.victoria.ac.nz/home/study/plagiarism21

Aegrotats: www.victoria.ac.nz/home/study/exams-and-assessments/aegrotatAcademic Progress: www.victoria.ac.nz/home/study/academic-progress (includingrestrictions and non-engagement)Dates and deadlines: www.victoria.ac.nz/home/study/datesGrades: www.victoria.ac.nz/home/study/exams-and-assessments/gradesResolving academic issues:www.victoria.ac.nz/home/about/avcacademic/publications2#grievancesSpecial passes: www.victoria.ac.nz/home/about/avcacademic/publications2#specialpassStatutes and policies including the Student Conduct Statute:www.victoria.ac.nz/home/about/policyStudent support: www.victoria.ac.nz/home/viclife/studentserviceStudents with disabilities: www.victoria.ac.nz/st_services/disabilityStudent Charter: www.victoria.ac.nz/home/viclife/student-charterStudent Contract: www.victoria.ac.nz/home/admisenrol/enrol/studentcontractTurnitin: www.cad.vuw.ac.nz/wiki/index.php/TurnitinUniversity structure: www.victoria.ac.nz/home/aboutVUWSA: www.vuwsa.org.nzYou’ve got the whole world in your hands! - Warwick22