DSOC 22A13 - Spatial Thinking in Sociology: Intersections of Society, Development, and Environment

This seminar course introduces students to how space, place, and inequality are socially produced and experienced. It connects key sociological concepts to real-world challenges such as inequality, urbanization, environmental vulnerability, and unequal access to services, with a particular focus on the Global South. Adopting a multidisciplinary perspective that draws on sociology, demography, and human geography, the course combines conceptual discussions, case studies, and spatial data labs to help students critically explore the spatial dimensions of social life, development, and the environment, both as distinct domains and in their interconnections. While the course is not focused exclusively on spatial econometrics or geographic information systems (GIS), it draws selectively from both traditions. Students will engage with key ideas from the spatial analysis of social indicators and will gain basic familiarity with GIS tools and software as part of the applied component.

The course is divided into twelve two-hour seminar sessions. Sessions will also include interactive discussions based on compulsory readings, along with hands-on engagement with real-time spatial data tools and techniques. All students are expected to participate actively. No prior GIS experience is required for this course. During the spatial lab sessions, students are encouraged to bring their laptops. However, to avoid over-reliance on individual access to devices and to foster peer learning, the labs will be organized around small group work. Group arrangements, validation deadlines, and other specificities will be discussed in the first session.

At the end of the course, the student is expected to:

1°) Understand how spatial concepts (space, place, scale, distance) are used in sociological thinking to explain social inequalities and development processes. 2°) Analyze real-world issues such as migration, urbanization, and environmental vulnerability through a spatial lens, using empirical evidence and case studies from the Global South. 3°) Develop introductory technical skills in spatial data analysis and apply them in group-based research and communication formats.

Pedagogical formats to be used include: Conceptual lectures to introduce core ideas; Interactive discussions and debates to critically reflect on readings and real-world examples; Spatial data labs where students work hands-on with GIS tools in small groups; Critical review for the mid-course validation; Collaborative group work for the final project (flash presentation and a written report).

To validate the course, the student is expected to pass the following assignments:

1°) Ongoing Individual Participation 10%

Students are expected to engage actively throughout the course by contributing to class discussions, participating in reading reflections, and working collaboratively during spatial labs and workshops.

2°) Mid-course Article Review (Individual) 30%

Each student will complete a critical review (approx. 1500 words, submitted via Google Form) of a research article focused on a socio-spatial theme. A list of recommended articles (exclusive from the reading list) will be provided, though students may also propose their own article (subject to approval). Earlier in the course, a short segment will be dedicated to teaching students how to critically review a research article.

3°) Final Group Project: Spatial Inequality Report 60%

In small groups (depending on class size), students will develop a thematic map and its interpretation addressing a spatial dimension of social issues/inequality. This project is evaluated in two parts: (A) Flash Presentation (20%): During session 10, each group will present their chosen topic, initial data sources, and analytical direction in a short presentation. This will allow for feedback (also from peers) helping finalize key elements (the topic, area, issue, etc.) before submission; (B) Spatial Inequality Report (40%): The final version of the project (approx. 1500 words, excluding bibliography) is due after the course ends. A sample report will be reviewed in class earlier in the semester to clarify expectations. It will reflect the type of analysis students are expected to develop (drawing on the conceptual insights, spatial skills, and critical review strategies acquired throughout the course). The deadline will be discussed during initial sessions.