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GEG-30041 - Module Specification
School of Life Sciences
Faculty of Natural Sciences

For academic year: 2025/26 Last Updated: 04 December 2025

GEG-30041 - Social and Spatial Justice
Coordinator: Simon Pemberton Tel: +44 1782 7 33165
Lecture Time: See Timetable...
Level: Level 6
Credits: 15
Study Hours: 150
School Office: 01782 734414

Programme/Approved Electives for 2025/26

None

Available as a Free Standing Elective

No

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2025/26

In the Social and Spatial Justice module, you will learn to identify and address injustices in various geographic contexts, through case studies and critical discussions. You will critically evaluate a number of relevant case studies focused on issues such as social and spatial inequalities, migration and mobility, and spatial and social justice in rural communities. In turn, you will develop analytical skills to propose solutions for promoting fairer and more sustainable societies of relevance to contemporary 'real world' situations.

Aims
The concepts of social and spatial justice focus on how spatial patterns of inequality are produced and how more ‘just’ spatial outcomes might be achieved. This module aims to build on students' understanding of the relevance of spatial thinking to address inequalities and injustices – in terms of the allocation and distribution of resources (such as health) and for different types of individuals with varying migration / mobility trajectories and for different types of places (for example, the rural). The module also explores the ability of individuals to influence the distribution of such resources. Emphasis will be placed on developing students' analytical skills to propose solutions for promoting fairer, inclusive and more sustainable societies.

Intended Learning Outcomes

Demonstrate how the concepts of social and spatial justice have been used by geographers and scholars from cognate disciplines: 1
Critically discuss issues of inequality, inequity and injustices as they pertain to specific practices and places: 1,2
Distinguish issues of local and/or global injustice: 1,2
Evaluate solutions for promoting fairer, inclusive and more sustainable societies: 1,2

Study hours

Active learning hours:
22 hours teaching session
2 hour essay drop-in session
2 hour report drop-in session
11 hours structured engagement with online resources
Independent study hours:
40 hours preparation for assignment 1
40 hours preparation for assignment 2
33 hours independent study


School Rules

None

Description of Module Assessment

1: Essay weighted 50%
Essay
Students will be asked to write an essay on a specific issue relating to social and spatial justice. Students will undertake relevant reading to produce a 2000 word essay on a specific topic - they will need to answer one question from four - and which critically evaluates current understanding of the specific topic. Formative feedback on draft essay plans will be provided by staff on a week-by-week basis, including an essay planning session. Essay length - 2,000 words (excluding bibliography).

2: Report weighted 50%
Proposal for addressing social and spatial injustice
Students will be asked to select a specific case study from the teaching materials (or from their own further reading in discussion with the module teaching staff) and prepare a proposal to a third sector organisation (e.g. charity, NGO, advocacy organisation) suggesting how issues of social/spatial injustice relevant to this topic can be addressed. The proposal should detail initiatives/interventions based on material introduced during the teaching sessions and from students own further reading and research on their selected topic. The proposal should be supported by an appropriate academic evidence base but also reflect the realities and limitations of work with the third sector. The proposal should be written and presented in a style typical of the third sector. Students will be provided examples and advice on style, formatting and presentation. Students must choose a substantially different topic than chosen for assessment 1. Formative feedback from teaching staff will help students develop the assessment. 2,000 words (excluding bibliography)

The University undertakes a continuous review of its teaching and research provision to ensure programmes are of a high quality and changes may be made to modules where it is necessary and reasonable to do so. Please be aware that minor changes to modules, such as a change to an individual assessment, can occur up until enrolment, although we endeavour to give you as much notice as possible of any changes. Details about the circumstance in which changes are made to programmes can be found in the Student Agreement, available at: https://www.keele.ac.uk/legalgovernancecompliance/governance/actcharterstatutesordinancesandregulations/studenttermsconditions/

Last Updated: 04 December 2025