ENVI 526: Human Dimensions of Conservation Trimester 1, 2013€¦ · *Accessed through Journal...

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School of Geography, Environment and Earth Sciences

ENVI 526: Human Dimensions of Conservation

Trimester 1, 2013

Lectures Wednesday 3.10-5 pm CO 228 Staff

Course Coordinator: Dr Bethany Haalboom Email: [email protected] Phone: 463 6353 Office hours: Wednesdays 12-1pm or by appointment

Description: Conserving the planet‟s biodiversity is considered to be one of the most pressing and imperative environmental issues for most of us, but it is also highly complex, contentious, and politicized. This course critically considers the institutions, philosophies, knowledges, and broader political economies that shape our understandings of nature and conservation. Particular focus will be placed on 1) unpacking assumptions we commonly hold about conservation; and 2) examining how uneven relationships of power play out through different approaches to conservation. In order to understand conservation more critically, this course primarily uses a political ecology lens to enable more nuanced analyses of the discourses, power dynamics, and multi-scalar foundations of conservation policies and practices, and to underscore the importance of social justice issues. Students are encouraged to develop greater awareness and reflexivity through learning new theoretical concepts that can be applied to conservation programmes. Ultimately, this course should provide students with a more sophisticated and comprehensive picture of conservation which can be used to shape more progressive policy and practice.

Learning Objectives:

Upon successful completion of this course students should be able to:

1. Explain the relationship between conservation and social justice in both

theoretical and applied contexts;

2. Demonstrate how the concepts and tools of political ecology are relevant for

analysing conservation policies and practices;

3. Organise and summarise the scholarly material on a human dimensions of

conservation theme through a political ecology lens;

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4. Compare, contrast, and critique how different scholars approach the human

dimensions of conservation;

5. Employ a theoretical framework and/or collection of scholarly literature to

help analyze the socio-political and/or cultural dimensions of a particular

conservation issue;

6. Justify a position on a conservation issue by employing and critiquing relevant

scholarly literature.

Course objectives will be achieved through 4 types of assessments:

Seminar Facilitation; Participation as „Official Respondents‟; Annotated

Bibliography; and a Final Essay. These assignments are described along with the

learning objectives they address and the criteria for assessment following the course

schedule. Please note that there will no final exam for this course.

Assessment and Percentage of Final

Grade

Due Date/Time Learning Objective

Seminar Facilitation (25%)

To be determined through sign-up sheets first day of

class

1,2,3,4

Participation as Official Respondent (15%)

To be determined through sign-up sheets first day of

class

1,2,3,4

Essay Topic and Annotated Bibliography

(25%)

1 May/in class 3,4

Final Essay (35%)

14 June/5 pm 1,2,3,4,5,6

Course Schedule and Assigned Readings:

Journal articles are available on the course e-reserve site through the library, or through the Journal Finder on the library website-please note this on the schedule. There are selected chapters to read from books; please note on the schedule where some books are only accessible as e-books through the library which you can download (link provided), and other books are available only s hourly loan which means that they can only be borrowed for a limited time period e.g. 3-6 hours.

Date Topic Assigned Readings Facilitator

Week 1:

6 March

-Staff and student

introductions

-Syllabus review; how the course is structured

-Facilitation sign-up

-Class Representative

BH and SB

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Introduction to Conservation:

What is conservation and

how do we understand it?

*media and images

exercise

____________________ Approaches to

Conservation

-Fortress

-Community Based -Neoliberal

West, P., Igoe, J., and Brockington, D.

(2006). Parks and Peoples: The Social

Impact of Protected Areas. Annual Review of Anthropology 35: 251-77.

*Available on course e-reserve site

Total pp: 26

Week 2:

13 March

Approaches to Conservation continued

____________________

Introduction to Political

Ecology

A critical approach

to understanding the social and

political

dimensions of

conservation

Dressler et al. (2010). From Hope to Crisis and Back Again? A Critical

History of the Global CBNRM

Narrative. Environmental

Conservation 37 (1): 5-15.


Robbins, P. (2012) „Political versus

Apolitical Ecologies‟ in Political

Ecology, 2nd

edition, John Wiley and Sons, UK pp. 1-24

*Available as an e-book through the

library:

http://victoria.lconz.ac.nz/vwebv/holdingsInfo?bibId=1449703

Total pp: 34

SB and BH

Week 3:

20 March

Critical Tools/Theories in

Political Ecology

Theoretical tools

for analyzing the

human dimensions

of conservation ____________________

Conservation and Control

Robbins, P. (2012) „The Critical

Tools‟ in Political Ecology, 2nd

edition, John Wiley and Sons, UK

pp.49-63

pp.67-72

pp.75-76

Robbins, P. (2012) „Conservation and Control‟ Political Ecology 2

nd edition,

John Wiley and Sons, UK pp. 176-

193

Total pp: 37

SB and BH

Week 4:

27 March

Common Property: Local Institutions for

Sustainability of Resources

Hardin, G. (1968). The Tragedy of the Commons. Science 162(1):

1243-1248.


SB and BH



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Feeny, D., Berkes, F. McCay, B. and Acheson, J. (1990) The Tragedy of

the Commons: Twenty-Two Years

Later," Human Ecology 18 (1): 1-19.

*Available as an open document

through Google:

https://polyfront-

2.sys.kth.se/polopoly_fs/1.197993!/Menu/general/column-

content/attachment/Feeny_etal_1990.p

df Hames, R. (1987) „Game

Conservation or Efficient

Hunting?‟ in The Question of the Commons: The Culture and

Ecology of Communal

Resources The University of Arizona Press, USA pp. 92-107.


Total pp: 39

NO CLASS 3 APRIL EASTER BREAK

Week 5:

10 April

Challenging Resurgent Protectionism

Terborgh, J. (1999) „Why Conservation in the Tropics is Failing:

The Need for a new Paradigm‟ in

Requiem for Nature Island Press, Washington pp. 161-170.


Wilshusen, P., Brechin, S..,

Fortwrangler, C., and West, P. (2002)

Reinventing a Square Wheel: Critique

of a Resurgent “protection paradigm” in International Biodiversity

Conservation. Society and Natural

Resources 15: 17-40.


Lu Holt, F. (2005) The Catch-22 of

Conservation: Indigenous Peoples, Biologists, and Cultural Change.

Human Ecology 33 (2): 199-215.


Total pp: 48

Week 6:

7 April

Social Constructions of Nature I: Theory and

Application-Forest

Management in British

Demeritt, D. (2001) „Being Constructive about Nature‟ in Social

Nature: Theory, Practice, and Politics

Blackwell, USA pp. 22-40

https://polyfront-2.sys.kth.se/polopoly_fs/1.197993!/Menu/general/column-content/attachment/Feeny_etal_1990.pdf





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Columbia *Available on hourly loan at the

library

Braun, B. and Wainwright, D. (2001)

„Nature, Poststructuralism, and

Politics‟ in Social Nature: Theory, Practice, and Politics Blackwell, USA

pp. 41-63

*Available on hourly loan at the

library

Total pp: 40

NO CLASS 24 APRIL MID TRIMESTER BREAK

Week 7:

1 May

*Essay Topic

and Annotated

Bibliography

Due

Social Constructions of

Nature II: Challenges and

Critiques

Cronon, W. (1996) The Trouble with

Wilderness: Or, Getting Back to the

Wrong Nature. Environmental History

1(1): 7-28.

*Accessed through Journal Finder

Hays, S. (1996) The Trouble with Bill Cronon‟s Wilderness. Environmental

History 1(1): 29-32.


Cohen, M. (1996) Resistance to

Wilderness. Environmental History

1(1): 33-42.


Proctor, J. (2001) „Solid Rock and Shifting Sands: The Moral Paradox of

Saving a Socially Constructed Nature‟

in Social Nature: Theory, Practice, and Politics Blackwell, USA pp. 225-

238.

*Available on hourly loan

Total pp: 46

Week 8:

8 May

The Politics of Environmental Knowledges

I: Metaphors, Boundary

Objects, and Conservation

Management

Forsyth, T. (2003) „Social Framings of Environmental Science‟ in Critical

Political Ecology: The Politics of

Environmental Science Routledge,

New York pp. 78-91


Nadasdy, P. (2011) „“We don‟t Harvest Animals; we Kill them”:

Agricultural Metaphors and the

Politics of Wildlife Management in

the Yukon‟ in Knowing Nature: Conversations at the Intersection of

Political Ecology and Science Studies

The University of Chicago Press,

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Chicago pp. 135-151.


library (link to be provided)

Goldman, M. (2009) Constructing

Connectivity: Conservation Corridors and Conservation Politics in East

African Rangelands. Annals of the

Association of American Geographers 99(2): 335-359.


Total pp: 53

Week 9:

15 May

The Politics of

Environmental Knowledges II: Boundary Work and

Environmental

Explanations with

Implications for Conservation Management

Forsyth, T. (2011) „Politicizing

Environmental Explanations: What can Political Ecology Learn from

Sociology and Philosophy of

Science?‟ Kenya‟ in Knowing Nature:

Conversations at the Intersection of Political Ecology and Science Studies

The University of Chicago Press,

Chicago pp. 31-46



Campbell, L. (2011) „Debating the

Science of Using Marine Turtles:

Boundary Work among Species

Experts‟ in Knowing Nature: Conversations at the Intersection of

Political Ecology and Science Studies

The University of Chicago Press, Chicago pp. 47-64



Gray, N. and Campbell, L. (2009)

Science, Policy advocacy, and Marine

Protected Areas. Conservation Biology 23(2): 460-468.


Total pp: 40

Week 10:

22 May

Neoliberal Conservation I:

Promotion and Critiques

*Selections from websites

promoting Neoliberal Conservation

Projects

e.g.www.ecosystemmarketplace.co

m;

www.advancedconservation.org;

http://www.conservation.org/Pages

/default.aspx

http://www.ecosystemmarketplace.com/

http://www.ecosystemmarketplace.com/

http://www.advancedconservation.org/

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Buscher, B. et al. (In Press). Towards

a Synthesized Critique of Neoliberal Biodiversity Conservation.

Capitalism, Nature, Socialism pp.1-26

*Available on course e-reserve site Sullivan, S. (2013). Banking Nature?

The Spectacular Financialisation of

Environmental Conservation. Antipode 45 (1): 198-217

*Available through Journal Finder

Total pp: 45

Week 11:

29 May

Neoliberal Conservation II: The Role of NGOs

Brockington, D. and Scholfield, L. (2010). The Conservationist Mode of

Production and Conservation NGOs in

Sub-Saharan Africa. Antipode 42(3):

551-575.


Corson, C. (2010). Shifting

Environmental Governance in a

Neoliberal World: US AID for

Conservation. Antipode 42(3): 576-

602.


Total pp: 50

Week 12:

5 June

Student

Presentations/Discussion of Essay Topics

Instructor‟s Research

Course Wrap-Up

Assessment 1 (25%): Seminar Facilitation

(addressing learning objectives 1,2,3,4)

Each student will be responsible for facilitating one class (1 hour and 50 minutes

total, with one 10 minute break); depending on the number of students enrolled,

facilitation will be either individually or as a pair1. At the first class students will sign

up for a class to facilitate from weeks 5-11 (though this may be subject to change

depending on student enrolment numbers). Facilitation will involve

1 If students work in pairs they will be assessed as a pair

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1) posting 6-7 questions about the readings on Blackboard by 5 p.m. the Sunday

before the class the student is assigned to facilitate-this will provide other

students with a guide to the readings, and an opportunity for them to prepare better

for the discussion;

2) providing a 20 minute presentation at the start of the class that summarizes

the readings, including highlighting the key ideas and re-introducing the questions

posted on Blackboard;

3) facilitating a 40-45 minute discussion that follows;

4) incorporating a 30-35 minute activity that students can engage in related to the

class topic (ideas for this are handed out on a separate sheet the first day of class).

Criteria

Grade Comments

Summary and Key Ideas:

-accurate reflection of what is in the readings

-appropriate level of detail (concise and

comprehensive within timeframe)

/5

Questions:

-appropriate number

-level of insight and challenge

-clarity

-relation to other readings and ideas introduced

to students (either from that class or others if

relevant)

/5

Presentation Style:

-logic and clarity

-audience engagement

-timing

-visuals

/5

Facilitation

-guidance and direction

-structure

-motivation

-wrap-up

/5

Activity

-relevance to topic and readings

-engagement and interest

/5

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-instructional clarity

Assessment 2 (15%): Participation as Official Respondents

(addressing learning objectives 1,2,3,4)

At the first class students will sign up for a class to „respond to‟ from weeks 5-11

(though this may be subject to change depending on student enrolment numbers).

For each facilitation, there will also be 1-2 students assigned as „official respondents.‟

This means that they are „officially‟ responsible for selecting 3-4 of the questions

posted by the facilitator, and writing short responses to them that will be handed out

to everyone and summarized in class by the respondent(s) following the facilitator‟s

presentation. These responses should demonstrate that students have 1) read and

critically assessed the readings and 2) tried to make linkages with other readings and

on the ground (relatively) current events. Given the latter, students should bring in

media clip(s), newspaper article(s), internet link(s), and/or policy document(s) to

share that connects to the class topic in some way, and that speaks to the connection

between conservation and social justice. Written responses should be a maximum

of 2 type-written pages, 12 pt font, single spaced. Please note that students

assigned as respondents must be present to summarize their responses and engage in

class discussion to earn their participation grade i.e. students will not receive credit

for simply handing a written response and media article in without being present.

These written responses will be given a grade out of 15 based on the following

criteria:

Criteria Grade Comments

Quality of Response -minimum 3 questions

-interpretation

-critical thought

-comparison/contrast with other

readings and world events

/10

Current Event

-connection/relevance

-significance as a

conservation/resource

management and social justice

issue

/5

Assessment 3 (25%): Essay Topic and Annotated Bibliography

(addressing learning objectives 3 and 4)

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*The essay topic and annotated bibliography will be due in class on: 1 May For this assignment, students will prepare an annotated bibliography on a topic that focuses on the socio-political and/or cultural dimensions of nature, wildlife, or conservation/resource management. The topic choice is quite flexible, and it can (but does not have to be) one of the topics covered in the course that you can expand upon. The topic should be described in a maximum of 5 sentences. Students should make sure that the topic is focused and narrow enough in order to be well covered in the essay, given the limited word count. The annotated bibliography should begin with a short paragraph (approximately 200 words) describing the scope (what themes you will focus on and why). This should be followed by 7-9 entries. Each entry should focus on one text, which can be either scholarly books or academic journal articles. A maximum of 2 of the articles/chapters can be from the course materials, but they do not have to be. For each entry you should provide the full citation (following the reference guidelines provided in the course outline) and an annotation of 200 words or less. Remember that annotations are NOT abstracts. Your annotation should be in paragraph format, and should include:

- A clear and concise summary of the text; - An explanation of the role the text plays in the literature on your theme

(make connections and/or distinctions with other texts in the bibliography – and possibly other material you‟ve read);

- A critique of the source and its principle implications (this may also include any comments/critiques regarding the methods used by the author);

An important note on planning your annotated bibliography: You do not need to place the annotations in alphabetical order. Instead place them in an order that presents the ideas in a logical flow which tells a clear story. Taken together your annotations should shed light on the topic you have chosen. By the end of the bibliography the reader should: understand the main issues related to your chosen theme, be familiar with any controversies around the issues, understand how the conservation/resource management issues are constituted, represented and addressed, and understand how the issues are relevant to multiple different case studies. You should provide a short 200 word conclusion at the end of the annotated bibliography that helps to summarize your findings. Further information about annotated bibliographies can be found on the library website.

Assessment Criteria (out of 100 but converted to a grade out of 25):

- Clarity and focus of topic (10%) - grammar, spelling, and formatting (including proper citations) (10%), - clear and concise summaries of the texts (25%), - thoughtful critique of the sources and their principle implications (30%) - demonstrated knowledge and ability to summarise the literature as a

representation of the topic on which your bibliography focuses (your bibliography entries should together provide a clear picture of the most relevant research on the issue) (25%).

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Note that students will be expected to provide a 5-10 minute discussion of their essay topics at the final class (see course schedule), though this will not be graded. Rather, it is an opportunity to share your work with other students.

Assessment 4 (35%): Final Essay

(addressing objectives 1,2,3,4,5,6)

*The final essay will be due in my office by 5 p.m. on: 14 June

The final essay will involve establishing a position and building a coherent and logical argument on the topic chosen for the annotated bibliography. The final essay should incorporate additional materials beyond the annotated bibliography, including non-scholarly materials (though do not incorporate too many of these, unless there can be a case made to the instructor for why this is necessary). The final essay should be a maximum of 10 type-written pages, 12 pt font, double spaced (or 2500 words).

A Paper (Excellent)

To be in the A range, a paper must meet all of the criteria below:

1. The paper fulfils all the basic requirements of the assignment (for example, topic,

purpose, length).

2. The paper supports its thesis with a thorough development of ideas entirely tailored to

the intended audience.

3. The thesis and ideas in the paper are original, insightful and demonstrate a

sophistication and complexity of thought.

4. The organization of the paper is consistently logical and coherent, and the paper

exhibits a mastery of basic paper components (introduction, conclusion, and body

paragraph structure).

5. The paper accurately uses and correctly documents credible source material to add

insight, sophistication, and complexity to the paper‟s ideas.

6. The paper demonstrates a high level of understanding and skill in the use of standard

English, style, and format.

B Paper (Good)

To be in the B range, a paper must meet all of the criteria below:


purpose, length).

2. The paper supports its thesis with a substantial development of ideas consistently

tailored to the intended audience.

3. The thesis and ideas in the paper effectively combine insightful observations with

commonly accepted ideas (generated by class discussion, for example).

4. The organization of the paper is mostly logical and coherent, and the paper exhibits a

strong ability to incorporate basic paper components (introduction, conclusion, and

body paragraph structure).

5. The paper accurately uses and correctly documents credible source material to

supplement its ideas.

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6. The paper demonstrates understanding and skill in the use of standard English, style,

and format, with, at most, only a few errors, rather than any pattern of consistent

error.

C Paper (Satisfactory)

To be in the C range a paper must meet all of the criteria below:


purpose, length).

2. The paper supports its thesis with an adequate development of ideas that are

consistently appropriate for the intended audience.

3. The thesis and ideas in the paper are somewhat clear and logical, perhaps relying

primarily on commonly accepted ideas (generated by class discussion, for example).

4. The organization of the paper is somewhat logical and coherent, and the paper

indicates competence in basic paper components (introduction, conclusion, and body

paragraph structure).

5. The paper uses the minimum required amount of credible source material and

documents it, with only occasional errors.

6. The paper demonstrates competence in the use of standard English, style, and format,

with occasional errors.

D Paper (Poor)

To be in the D range, a paper will exhibit one or more of the following weaknesses:

1. The paper only partially fulfils one or more of the basic requirements of the

assignment (for example, topic, purpose, length).

2. The paper‟s development of ideas is insufficient to support its thesis adequately, or

the ideas are not consistently appropriate for the intended audience.

3. The thesis and ideas in the paper are not clear or logical, or they may rely entirely on

commonly accepted ideas (generated by class discussion, for instance).

4. The organization of the paper is not logical and coherent, or the paper indicates

awareness of but not competence in basic paper components (introduction,

conclusion, and body paragraph structure).

5. The paper uses sources but does not meet the minimum source requirements, uses

source material inaccurately, or uses sources that are not credible; though

documentation may be in place, the paper contains frequent documentation errors.

6. The paper contains consistent errors in use of standard English, style, or format.

E Paper (Well Below Standard)

To earn an E, a paper will exhibit one or more of the following weaknesses:

1. The paper fails to fulfil two or more of the basic requirements of the assignment (for

example, topic, purpose, length).

2. The paper fails to develop ideas to support its thesis, or the ideas are consistently

inappropriate for the intended audience.

3. The thesis and ideas in the paper are really unclear, illogical, or incomplete.

4. The organization of the paper is illogical or incoherent, or the paper indicates lack of

awareness and lack of competence in basic paper components (introduction,

conclusion, and body paragraph structure).

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5. The paper fails to use sources, does not meet the minimum source requirements, uses

source material inaccurately, uses sources that are not credible, consistently fails to

document source material fully or correctly, or includes plagiarized source material.

6. The paper contains pervasive errors in use of standard English, style, or format.

Adapted from: http://www.ivcc.edu/stylebooks/stylebook1.aspx?id=14556

Grades for all Assessment:

Grade Scale

A+ > 85%

A 80 - 84%

A- 75 - 79%

B+ 70 - 74%

B 65 - 69%

B- 60 - 64%

C+ 55 - 59%

C 50 - 54%

D 40 - 49%

E < 40% < 40%

Recommended Texts

Agrawal, A. and Gibson, C. (2001). Communities and the Environment: Ethnicity, Gender, and the State in Community-Based Conservation. Rutgers University Press, New Jersey.

Berkes, F. (1999) Sacred Ecology: Traditional Ecological Knowledge and Resource Management. Taylor and Francis, USA. Brandon, K., Redford, K. and Sanderson, S. (1998). Parks in Peril: People, Politics and Protected Areas. Washington, D.C. Island Press. Brockington, D., Duffy, R., and Igoe, J. (2010) Nature Unbound: Conservation,

Capitalism and the Future of Protected Areas. Earthscan, London.

Bromley, D.W. (1992) Making the Commons Work: Theory, Practice, and Policy. ICS Press, California. Castree, N. and Braun, B. (1998). Remaking Reality: Nature at the Millennium.

Routledge, London.

Cant, G., Goodall, A., and Inns, J. (2005) Discourses and Silences: Indigenous Peoples, Risks and Resistance. Canterbury University: Christchurch, NZ. Ghimire, K.B. and Pimbert, M.P. (eds.) (1997). Social Change and Conservation:

environmental politics and impacts of national parks and protected areas. London.

http://www.ivcc.edu/stylebooks/stylebook1.aspx?id=14556

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Harmon, D. and Putney, A.D. (2004) The Full Value of Parks. Rowman and

Littlefield, Lanham, MD.

Howitt, R. (2001) Rethinking Resource Management: Justice, Sustainability and

Indigenous Peoples. Routledge, London.

Igoe, J. (2004) Conservation and Globalization: A Study of National Parks and Indigenous Communities from East Africa to South Dakota. Wadsworth, California. Li, T. (2007) The Will to Improve: Governmentality, Development, and the Practice of Politics. Duke University Press, Durham. Ostrom, Elinor. (1990). Governing the Commons: The Evolution of Institutions for

Collective Action Cambridge University Press, Cambridge.

Peet, R. and Watts, M. (2004) Liberation Ecologies: Environment, Development, Social Movements. Routledge, London. Stevens, S. (1997) Conservation through Cultural Survival. Island Press, Washington

DC.

Stott, P. and Sullivan, S. (eds.) (2000). Political Ecology: Science, Myth, and Power. Arnold, London.

West, P. (2006) Conservation is our Government Now: The Politics of Ecology in

Papua New Guinea. Duke University Press, Durham.

Zimmerer, K. and Bassett, T. (2003) Political Ecology: An Integrative Approach to

Geography and Environment-Development Studies. The Guilford Press, New York.

Further Information All materials relating to the course and any additional instructions concerning

assignments and readings will be posted on Blackboard. If you have any difficulty

accessing Blackboard please contact the ITS Service Desk.

Referencing It is essential that you get into good habits with referencing. There are three reasons

for this:

1. it is good academic practice in that it clearly marks your own ideas from those of others;

2. if someone wants to read further on the topic, they can follow the references you used; and

3. it is the only way to avoid plagiarism. Marks will be deducted from your assignments in this course and others if you do not reference material properly.

You must cite and provide the reference details for any material that you use in your

assignments. Referencing carelessly is not an excuse – plagiarism is taken very

seriously.

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Footnotes or endnotes may be used in moderation to note important information

that relates to a part of the text, but should not be used for referencing.

There are a variety of styles for referencing. For this course the Harvard author-date

or the APA systems are preferred. Consistency and accuracy are crucial to good

referencing. There are several excellent „Style Guides‟ that provide detailed

information on how to present your in-text citations and your reference list. Here is

a summary (from Nick Preston‟s Referencing Guide 2007), but for more detail refer

to the links at the end of this section.

There are two places where references are required. One is in the body of the text (i.e.

your essay) referred to as in-text citing and the other at the end of the document in

a reference list. Please note, a reference list differs from a bibliography. A

reference list is the list of references cited (used) in the body of the text. A

bibliography is a list of all material read or consulted during the preparation of the

text, but not necessarily cited. You are required to present a reference list not a

bibliography.

In-text citing

In Geography, footnotes can be used to append peripheral information; they should

not be used for referencing. Within the text, you should indicate the author/s and the

year of publication. There are two ways you can do this, depending on how you

structure your sentence. If you wish simply to acknowledge the source of the

statement you have made, this should be in brackets at the end of the sentence, e.g.:

This is a statement that relates to a fact or piece of information derived from

somebody else‟s work (Bloggs, 2005).

Note that there is a comma between the author and the year of publication, and that

the fullstop comes after the citation.

If you wish to cite a number of different sources, they should be separated using

semi- colons, e.g.:

Examples of the idea contained within this sentence can be found in a number of

different sources (e.g. Bloggs, 2005; Smith & Jones, 2004; Brown et al., 1997).

Alternatively, you may wish to incorporate the reference into your writing, e.g.: This

was emphasised by Bloggs (2005), who stated that ....

Page numbers are not necessary unless you are quoting directly, in which case the

quoted text must be clearly indicated as such. The appropriate format is:

“Cats have nine lives” (Bloggs, 2005:123).

Note that the number of the page on which this quote appears in the source text is

given; note also the format: a colon is used to separate the year and the page number

(or range of pages if necessary).

If there are two authors, both names should be included, e.g. Smith & Jones (2004).

Note the use of the ampersand (&). If there are more than two authors, refer only to

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the first and indicate that there are multiple authors with „et al.‟. This is an

abbreviation of the Latin term et alia, which means „and others‟. For example,

“Bloggs et al. (2004) found that ....”. Note the use of italics (foreign language) and a

full stop because „al.‟ is an abbreviation of „alia‟. Thus, if you use this expression in a

bracketed citation the correct punctuation would be (Bloggs et al., 2004), i.e. with

both fullstop and comma.

If you use secondary sources, within the text you should name the original source

and cite the secondary source. For example:

The work of Smith & Jones (1999, as cited in Bloggs, 2004) demonstrates ....

Both Smith & Jones (1999) and Bloggs (2004) should appear in your Reference List.

It is possible that Bloggs may have misinterpreted Smith & Jones, or s/he may have

altered a diagram, so it is important that you make clear what is the source of

information that you are using. Under no circumstances should you cite something

that you have not seen yourself. Using this example, you should not cite Smith &

Jones (1999) alone if you have only read about their work in Bloggs (2004). You

must go to the original source.

Reference List

There are many different formats that you can use for referencing. No style is

inherently right or wrong, although you will note that different disciplines tend to

follow similar styles. What is crucial is that you follow and stick to one style

consistently. Within Physical Geography typical citation styles can be seen in

journals such as Earth Surface Processes & Landforms or Geomorphology. Within

Human Geography, journals such as Progress in Human Geography or Antipode

demonstrate an appropriate style. Whichever format you choose, you must keep the

following points in mind:

- You should be consistent in your formatting. - You must communicate the essential information that is necessary for

yourreader to locate the material in question. - The Reference List is arranged alphabetically by first author. - Indent the second and subsequent lines of the reference – ie use a hanging

indent.

Templates for different types of references are given below. Pay attention to the

punctuation and formatting - it is important! Square brackets indicate fields; insert

substitute information as appropriate. Some comments on the use of these various

fields follow.

Book

[Author/s], [year of publication]. [Title of the Book] ([edition no.] edn.). [Publisher],

[City]. [no. of pages] pp.

(Note that it is only necessary to indicate the edition if this is other than the

first.)

Edited Book

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[Editor/s] (ed/s.). [year of publication]. [Title of the Book] ([edition no.] edn.).

[Publisher], [City]. [no. of pages] pp.

Report

[Author/s], [year of publication]. [Title of the Report]. [Type of Report] [Report No.].

[Publisher/Institution], [City]. [no. of pages] pp.

Thesis

[Author], [year of publication]. [Title of the Thesis]. unpub. [Thesis Type] thesis,

[Academic Department], [University], [City/Country]. [no. of pages] pp.

Journal Article

[Author/s], [year of publication]. [Title of article]. [Name of Journal]

[Volume]([Issue No.]), [page range].

Newspaper Article

[Author/s], [year of publication]. [Title of article]. [Name of Newspaper], [Date of

publication], [page range].

Magazine Article

[Author/s], [year of publication]. [Title of article]. [Name of Magazine] [Date of

publication], [page range].

Book Chapter

[Author/s], [year of publication]. Title of the chapter. In: [Editor/s] (ed/s.) [Title of

the Book]. [Publisher], [City]. [page range].

Note that entries in edited encyclopedias and dictionaries should be treated as

edited books.

Article published in a Conference Proceedings

[Author/s], [year of publication]. Title of the chapter. In: [Editor/s] (ed/s.) [Title of

the Book]. [Publisher], [City]. [page range].

In many cases it will be appropriate to include an indication of the conference

name as, or within, the title of the book.

Web pages

[Author/s], [year of publication]. [Title of website]. [URL] Accessed on [date].

NOTE:

Title and Journal Title

Note the capitalisation in the examples given above. For books, reports and

theses, capitalise all the significant words in the title, i.e. not articles, conjunctions

and prepositions unless they are the first word of a title. For journal articles and book

sections (e.g. chapters), capitalise only the first word and any proper names.

Journal titles should be given in full, capitalised as for book titles and italicised. Note

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the distinction between the Journal title and the Journal article title; the former is

italicised, the latter is not.

Publisher

For books and sections in edited books, list the publisher and the city/country in

which the material was published.

Page Numbers

Note that for whole publications (books, theses, reports), the total number of pages is

given followed by the abbreviation „pp.‟, e.g. (23 pp.) For journal articles, chapters,

conference proceedings, etc. only the relevant page range is given (e.g. 23-34.)

without any further abbreviation.

Authors and Editors

Authors and editors should be listed by surname and initials, e.g. Author, T.H.E.

In some cases, the author may be unknown. You can either refer to them

anonymously (Anon.) or, in the case of corporate publications (e.g. government

agencies), treat the name of the corporate entity as the author.

For subsequent entries for the same author/s the name/s can be substituted with a

series of hyphens equivalent to the depth of indent, e.g.:

Bloggs, J. 1997. The art of referencing in academia; how to avoid committing

plagiarism. The Journal of Getting it Right. 1(4) 1-23.

------ 1999. Justifiable Use of Others’ Material. How To Publishing, Cityville.

101 pp.

List all authors and note that:

- Where there are two authors, they are separated with an ampersand (&). - Where there are more than two authors, they are separated by commas, with

an ampersand for the final author in the list, e.g.:

Smith, J., Jones, T., Brown, J. & Bloggs, J. 1998. .......

- Multiple entries for the same author/s in the same year should be distinguished using (a), (b), etc. e.g.

Smith, J., Jones, T., Brown, J. & Bloggs, J. 1998(a). A journal article that they

published in 1998. In This Journal 21(8), 23-34.

------ 1998(b). A book chapter covering much the same material. In Editor,

T.H.E. (ed.) The Name of the Book. Publisher, City. 56-70.

Ensure that the order of lettering is consistent with the order of appearance in

the text, i.e. the first of these authors‟ works referred to in the text should be

(a), the second (b), and so on. And this should be the order in which they are

listed in the References.

This applies only to the same list of authors. If even one of them is different,

the full list should be given.

19

- Where an author has published material with a number of different co-authors, the references should be listed in the following order: 1. Sole publications, i.e. no co-authors, in ascending chronological order

(oldest is listed first). 2. Publications with one co-author in ascending chronological order and, if

there are more than one of these in any given year, ranked alphabetically by the second author‟s name.

3. Publications with more than one co-author in ascending chronological order and, if there are more than one of these in any given year, ranked alphabetically by the second author‟s name.

- If there is more than one editor, they should be treated in the same way as multiple authors, and the abbreviation used should be „eds.‟

For more information on style guides see:

http://www.unisa.edu.au/ltu/students/study/referencing/harvard.pdf

http://www.ul.ie/~library/pdf/citeitright.pdf

http://www.lib.monash.edu.au/tutorials/citing/harvard.html

Academic Integrity & Plagiarism Academic integrity means that university staff and students, in their teaching and

learning are expected to treat others honestly, fairly and with respect at all times. It is

not acceptable to mistreat academic, intellectual or creative work that has been done

by other people by representing it as your own original work.

Academic integrity is important because it is the core value on which the University‟s

learning, teaching and research activities are based. Victoria University‟s reputation

for academic integrity adds value to your qualification.

The University defines plagiarism as presenting someone else‟s work as if it were

your own, whether you mean to or not. „Someone else‟s work‟ means anything

that is not your own idea. Even if it is presented in your own style, you must

acknowledge your sources fully and appropriately. This includes:

Material from books, journals or any other printed source

The work of other students or staff

Information from the internet

Software programs and other electronic material

Designs and ideas

The organisation or structuring of any such material

Find out more about plagiarism, how to avoid it and penalties, on the University‟s

website: www.victoria.ac.nz/home/studying/plagiarism.html

Use of Turnitin Student work provided for assessment in this course may be checked for academic integrity by the electronic search engine http:/www.turnitin.com. Turnitin is an online plagiarism prevention tool which compares submitted work with a very large database of existing material. At the discretion of the Head of School, handwritten

http://www.unisa.edu.au/ltu/students/study/referencing/harvard.pdf

http://www.ul.ie/~library/pdf/citeitright.pdf

http://www.lib.monash.edu.au/tutorials/citing/harvard.html

http://www.victoria.ac.nz/home/studying/plagiarism.html

20

work may be copy-typed by the School and subject to checking by Turnitin. Turnitin will retain a copy of submitted material on behalf of the University for detection of future plagiarism, but access to the full text of submissions is not made available to any other party.

Class Representative

A class representative will be elected in the first class, and that person‟s name and contact details will be available to VUWSA, the Course Coordinator and the class. The class representative provides a communication channel to liaise with the Course Coordinator on behalf of students.

Mandatory Course Requirements Students must complete all pieces of assessment to pass the course. In addition, to pass the course students must gain 50% of the final grade. That is, an aggregate of the seminar facilitation, participation as an official respondent, the essay topic and annotated bibliography, and the final essay. If a student‟s total marks are 50% or more, but they did not complete all four pieces of assessment, they will receive a fail grade of K.

Late Penalties and Extensions Late assignments will be deducted 5% per day, to a maximum of 50% if the assignment is 10 days late-after this point the assignment will not be accepted for grading unless you have been given an extension. Enquires for an extension should be directed to Bethany at least 5 days before the due date for the assignment (if possible).

Other Information

Materials and Equipment There are no specialised materials or equipment needed for this course. It is preferable that you have access to a computer to enable you to write your assignments.

General University policies and statutes

Students should familiarise themselves with the University‟s policies and statutes, particularly the Assessment Statute, the Personal Courses of Study Statute, the Statute on Student Conduct and any statutes relating to the particular qualifications being studied; see the Victoria University Calendar or go to the Academic Policy and Student Policy sections on:

http://www.victoria.ac.nz/home/about/policy

The AVC (Academic) website also provides information for students in a number of areas including Academic Grievances, Student and Staff conduct, Meeting the needs of students with impairments, and student support/VUWSA student advocates. This website can be accessed at:

http://www.victoria.ac.nz/home/about_victoria/avcacademic/Publications.aspx

If you have any special needs or requirements related to your learning, please contact

Bethany.

http://www.victoria.ac.nz/home/about/policy

http://www.victoria.ac.nz/home/about_victoria/avcacademic/Publications.aspx

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