Development and Geography

This course delves into key contemporary issues in development geography, examining the complex and evolving nexus between and within the Global South and North. The course provides perspectives and interdisciplinary understanding of the dynamics between geography and development in a rapidly changing world.

5 ECTS Credits — Studies start 5 March 2027 — University of Turku

Course dates

5 March 2027 – 28 April 2027

Registration period

1 January 2027 – 21 February 2027

Coordinating university

University of Turku

Instructors

Lauri Hooli

Credits

5 ECTS

Course dates: 5.3. - 28.4.2027
Registration dates: 1.1. - 27.2.2027
Please note that the registration takes place through your own university SISU/Peppi System
Coordinating university: University of Turku
Course code: MAAN7501
Responsible teacher: Lauri Hooli ()
Credits: 5 ECTS

Course summary:

This course delves into key contemporary issues in development geography, examining the complex and evolving nexus between and within the Global South and North. In 2027, the special focus of the course will be on the development of Southern Africa. The course covers the evolution of development thinking; shifting approaches and power dynamics related to development, cooperation, and sustainability; innovations in development partnerships; indigenous knowledge and its role and value in broader development agendas; local responses to various socio-environmental challenges. Overall, the course provides perspectives and interdisciplinary understanding of the dynamics between geography and development in a rapidly changing world.

Learning outcomes:

  • To know the main approaches of development theory and can describe their practical implications at different regional levels.
    To explain and apply key concepts of development geography.
  • To describe the regional features of development and underdevelopment globally and regionally.
  • To analyze and evaluate factors of development and regional development interactions.
  • To extract relevant content from the learning materials and summarise them into a logical and coherent reflective learning diary.
  • To demonstrate the ability to actively contribute to a peer group by preparing and presenting a comprehensive group assignment on a selected development issue, incorporating a real-life case example for context and analysis.

Learning methods:

The pedagogical approach of the course emphasizes active student engagement and preparation. Students are expected to familiarize themselves with the topic in advance by reading the assigned pre-materials. The interactive lectures build on this foundation, deepening students’ understanding by offering critical perspectives and real-world case examples related to the subject. Following each lecture, students will write a reflective learning diary, synthesizing insights gained from the lectures and the broader scientific discourse on the topic. Additionally, students will develop their independent learning skills and collaborative abilities by preparing and presenting a comprehensive group assignment.

Completion methods:

The course is completed through a combination of independent work, continuous reflection, active engagement and collaborative learning. The key components are self-studying through reflective learning diary; active participation in lectures; and group assignment.

Study material:

Study materials include a mix of research articles, a core book, and the latest UN report on Sustainable Development Goals. These resources are designed for both individual and group study (as directed on Moodle); however, assignments must be completed independently to encourage original thought and application.

The main learning materials of the course:

  • Robert Potter & Tony Binns & Jennifer A. Elliott & Etienne Nel & David W. Smith (2018): Geographies of Development: An Introduction to Development Studies. Fourth edition;
  • Hodge, P., Makuwira, J., Nakamura, N., Rigg, J., Salamanca, A., & Yeophantong, P. (2022). The Routledge Handbook of Global Development. K. Sims, N. Banks, & S. N. Engel (Eds.). London: Routledge.
  • Jussi S. Jauhiainen and Lauri Hooli (2019): Innovation for Development in Africa; United Nations: The Sustainable Development Goals Report (2024), https://unstats.un.org/sdgs/
  • UniPID (2023). Ethical guidelines for responsible academic partnerships with the Global South.

Some learning materials related to specific themes of the course:

  • Hooli, L. J. (2016). Resilience of the poorest: coping strategies and indigenous knowledge of living with the floods in Northern Namibia. Regional environmental change, 16, 695-707.
  • Hooli, L. J. (2017). From warrior to beach boy: the resilience of the Maasai in Zanzibar’s tourism business. In Tourism, Resilience and Sustainability (pp. 103-115). Routledge.
  • Ojala, M. L., & Hooli, L. (2022). Development Cooperation as a Knowledge Creation Process: Rhythmanalytical Approach to a Capacity-Building Project in Zanzibar. The European Journal of Development Research, 34(1), 367-386.
  • Hooli, L. J. (2024). Private-sector innovation processes in development cooperation: perspectives from Finnish technology enterprises. Innovation and Development, 14(1), 7-24.
  • Hooli, L., Nkonoki, E., & Leppänen, V. (2024). Inclusive innovation processes in Tanzania: From national policies to local practices in innovation hubs. African Journal of Science, Technology, Innovation and Development, 1-13.
  • Sainio, L., Hooli, L., Msilanga, M., Wambura, F. J., & Kasvi, E. (2025). Flood-Induced Geomorphological Changes and Displacement of Informal Settlements: A Remote Sensing-Based Assessment of the Rapidly Urbanizing Msimnazi River Basin, Dar es Salaam, Tanzania. Journal of Flood Risk Management, 18(4), e70161.

Assessment criteria:

Students will be evaluated and assessed based on the following criteria: the depth of (self)reflection and critical thinking demonstrated, the integration of lecture content with pre-course materials, and the clarity, coherence, and academic quality of written work. Assessment also considers the relevance and depth of research, the quality of analysis and its alignment with course themes, and the effectiveness and clarity of presentations. In addition, students are evaluated on their ability to collaborate within groups and contribute individually, as well as their active participation in class, including the quality of their contributions to discussions, the constructiveness of their peer feedback, and their consistent engagement throughout the course.

Maximum number of students:

30

Preliminary course program:

1. session Welcome to the course and introduction to the development and geography
2. session Main concepts, history, and future of the Global Development (SDGs, development alternatives)
3. session The geography of poverty and inequality
4. session Ethnographic research methodology and ethical considerations of doing research in the Global South (UniPID Guidelines)
5. session Research plans for the group assignments
6. session TBC
7. session Urbanization in Southern Africa and Resilience Academy
8. session Green areas, citizen engagement, and public urban planning in Southern Africa
9. session Indigenous Knowledge and Human-Wildlife Conflict in Botwana
10. session TBC
11. session TBC
12. session Presenting the group work
13. session Presenting the group work and feedback 
Photo credits: NASA on Unsplash (2021).

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