6GEO2 Unit 2 Geographical Investigations – Student Guide: Unequal Spaces

1. 6GEO2 Unit 2 Geographical Investigations – Student Guide: Unequal Spaces

2. CONTENTS • Overview • Requirements of the specification • What are unequal spaces? • Investigating unequal spaces • Ideas for fieldwork • Research on unequal spaces • Making it work for the exam Click on the information icon to jump to that section. Click on the home button to return to this contents page

3. 1. Overview • Unit 2 has four components, but you are only required to study two of these. • In the 75 minute exam you answer one question based on your two chosen topic areas. This means there is no choice. • This exam is designed to test both knowledge and understanding of geographical concepts as well as geographical skills. • Fieldwork, research and the enquiry process lie at the heart of this exam. • The most important ways of ensuring the highest possible grades in this module is (i) being able to focus on the question set, (ii) to be able to use resources effectively, and (iii) to get your fieldwork in a form that works for the exam. UNIT 2: The Paired Options –you only study one in each pair! The ‘Physical’ Pair • Extreme Weather • Crowded Coasts The ‘Human’ Pair • Unequal Spaces • Rebranding

4. UNIT 2 – Assessment overview and structure • Normally the first part of each question starts with a data stimulus element. • The fieldwork and research elements are related directly to work you have carried out during a field trip AND may involve questions about how you processed, interpreted etc what you found. • The remaining question is more management and issues based. Here case study knowledge will be required. • The data stimulus in unlikely • to be the 15 mark question • Data stimulus with an analysis • element is possible

5. 1. Recognising that inequality is all around....... Inequality is really uneveness – the ‘haves’ and the ‘have nots’. In geography we are often concerned with patterns of inequality at a range of scales.

6. Unpacking the idea of unequal spaces: different types of inequality Inequality exists as the distribution of resources, wealth and opportunities is not evenly spread. In other words, how easy or difficult it is to get access to resources etc. Different groups will find it easier or harder to access certain resources .

7. Processes leading to inequality? Many of the processes leading to inequality are interlinked

8. Recognising inequality in Sheffield: an example A recent report from the University of Sheffield illustrates how the city if very divided The distribution of the poorest people tends to be most concentrated in the central and eastern areas of the city Highest levels of educational attainment (average KS3 score) are in the far south and west of the city. These are the more affluent areas.

9. 2. Inequality for whom? • Inequality, social exclusion and polarisation (increasing differences between different parts of society) can be divisive and socially damaging At the global scale there is much inequality with Mexico at the top of the league. Britain's inequality is well above the average for OECD nations, far greater than Sweden, Denmark, Holland, France or Germany http://www.bbc.co.uk/blogs/thereporters/markeaston/2010/01/is_inequality_iniquitous.html

10. Comparing cost of living inequalities for different types of rural areas “A family with two children in a village requires nearly £60 a week more to achieve the same minimum living standard as an urban family, adding 15 per cent to the budget.” Source – Joseph Roundtree Foundation report on rural inequality 2010. The table shows - Additional weekly rural costs for rural household types, compared with UK average: cash difference and rural cost as percentage increase on corresponding urban budget (excluding housing costs and childcare). It is generally accepted that the cost of living in rural areas is more expensive than urban areas. This data, however shows how living in a hamlet is more expensive than living in a rural town. Additional transports are mostly to blame. Annual household mileages for different rural areas and people

11. An example: the digital divide in Britain One area where there is considerable inequality in the UK is the availability of cable digital TV and high speed broadband. Availability is controlled by geographical remoteness and population densities The digital information and communications sector is one of the sectors in the economy, alongside energy and financial services, upon which the whole of the economy rests. The average British adult spends almost half of all their waking hours using the services of the communications sector or browsing, watching or listening to the audio-visual content it distributes . Source http://www.guardian.co.uk/technology/2008/may/22/internet.digitalmedia

12. 3. Managing rural inequalities Inequality is often hidden and overlooked in rural areas so range of strategies and stakeholders may be involved in any interventions. Schemes to reduce financial poverty. E.g. tackle seasonal and under-employment, provide better paid higher-value knowledge economy jobs Schemes to reduce the poverty of inaccessibilityTransport is needed to allow people to access work, education, health and shopping facilities In rural areas there is often network poverty. Networks are family, friends, social facilities and community support. Solution such as community transport schemes can help to manage this

13. Example of reducing rural inequality: Ecotourism in Kenya A number of factors: cheaper travel, interest in far off places, adventure tourism etc have led to a boom in ecotourism in places such as the game reserves of Kenya It can provide some key benefits at a range of scales, e.g. employment, foreign exchange, alternative to traditional cash crops, raises importance of globally important, but sensitive ecosystems etc. In some instances ‘leakage’ occurs whereby foreign companies take profits out from the local economy by piggybacking the tourism trade. It is complex to assess in these instances whether ecotourism is actually a way of reducing inequalities

14. 4. Managing urban inequalities Social, economic and environmental inequalities occur in almost all urban areas. Big contrasts in wealth, standards of living and exclusion can side by side, although clearly segregated

15. Investigating unequal spaces Thinking about fieldwork and research 4 x Key fieldwork + research focuses ‘In the field’ can mean a variety of things. ‘Top-up’ from other sources if necessary to give coverage When preparing notes for revision don’t just list what you did. Add depth with places and examples of EQUIPMENT, NUMBER of surveys, details of LAND USE MAPS, even talk about SAMPLING. The best answers often to refer to real fieldwork and real places.

16. Some examples of fieldwork Key is to make the link between your fieldwork activities and the exam There is a range of different types of fieldwork possible linked to inequality

17. Opportunities for research • A range documentary evidence (e.g. specialist reports, census data etc) can help reveal the scale and range of inequality for different places. It may also reveal something about the causes. You may also find evidence of ways in which inequality is being managed. Refer to and make notes on particular schemes.

18. Witness accounts and blogs – another research source • The reasons for / impacts of inequality are often best examined through online reports and blogs (see example below). YouTube and similar sites may also be a rich source of documented evidence. • Websites such as Wordle can be used to analyse the text in documents and reports – the most frequently used words are displayed using the largest font. • Within your school or college it may be useful to look back at data that was collected by students a few years ago. This is most likely available in an electronic form.

19. Following-up the inequality fieldwork?

20. Summary • Revise your personal fieldwork and research on inequality thoroughly. • When relevant, know details on sampling, surveys, presentation, analysis and conclusions. • Know the location(s) and why it was an ‘unequal space’. • How were sites selected and did you use any specialist equipment? • Be clear about schemes to reduce the inequality (both urban or rural) and if they worked.