JGI216 Globalization and Urban Change - Urban Studies and Geography and Planning
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JGI216 Globalization and Urban Change
Urban Studies and Geography and Planning
Thursday, 4–6pm
BB Collaborate (Synchronous and recorded)
Instructor –
• David Roberts – d.roberts@utoronto.ca
Office Hours: by appointment – email a request
Teaching Assistants
• Nicole Van Lier
• Sarah Robertshaw
• Pragya Priyadarshini
• Trudy Ledsham
TA Office Hours: See announcements
Course Description
This course is focused on the impacts that global flows of ideas, culture, people, goods, and
capital have on cities throughout the globe. I have organized the course around 6 central types
of cities – Colonial Cities, World Class Cities, Multicultural Cities, Cities of the Underdeveloped
World, Securitized Cities and Future Cities. These are not meant to be mutually exclusive
typologies, but rather a (hopefully) useful way of thinking through the various linkages between
globalization and urban change – both historical and contemporary. Some of the questions we
will delve into this year include: What is globalization and how has it impacted urbanization?
How have the processes of globalization shaped cities in various parts of the world? What are
some of the factors that differentiate the experiences of urbanization and global change in cities
at different moments in history and in various geographic locations?
Learning Outcomes
Students of JGI216 will:
1. Develop an understanding of the complexity of globalization as a component of urban
change
2. Learn key concepts used in the discipline of geography by examining them in the
context of global cities
3. Acquire and practice the ability to link theory to everyday/vernacular experience
4. Develop a critical voice in the communication of information
5. Build a personal vision of the challenges and opportunities facing the global city
1Course Organization
Access to Course Materials & Readings
All course readings will be available through digital library course reserve – linked to our course
Quercus site.
Submissions
All assignments will be submitted electronically on Quercus.
Assignments and Evaluation
Assignment Due Date Weight
Global City Profile: Part 1 February 4, 2021 25%
Global City Profile: Part 2 March 11, 2021 30%
Global City Profile: Part 3 April 8, 2021 35%
Participation Various Dates Throughout the Term 10%
Assignment Details
The Global City Profile
The Global City Profile is designed to allow you to develop an in-depth profile of a global city of
your choosing. Your goal is to make an academic argument. This is not a travel narrative or
promotional article, but rather a critical analysis of your chosen city looking at the various ways
that globalization has impacted it. The profile is broken down into three parts. You must
analyze and discuss the same city for all three parts.
All parts of the Global City Profile will be submitted and returned electronically. See
below for more information.
Global City Profile: Part 1 – City Overview
Due February 4th 25%
(1000 words; 12pt font; double-spaced; APA referencing)
For part 1, you are developing a 3–4-page profile of the city that you have chosen.
• Choose a global city; You cannot choose a city that we are using for a
case study in lecture (Bombay, Vancouver, Chicago, Shanghai, Paris,
Toronto, Lagos, Manila, Quetzaltenango, San Miguel, El Paso, Ciudad Juarez)
• Provide the basic demographics of the city (location, population size, main
economic drivers, etc.);
• Make an argument as to why your chosen city should be considered a
global city or how your city is connected to or influenced by
globalization
2You must draw from at least 2 academic or scholarly sources in the development of
your profile. You may draw on non-scholarly, media sources to complement your
academic sources.
You must correctly reference where you obtained your information – both in text and in
a bibliography – using APA referencing.
Global City Profile: Part 2 – Understanding the Global City 1
March 11th 30%
(1200–1500 words; 12pt font; double-spaced; APA referencing)
For part 2, you must discuss your city in relation to 1 of the first 3 types of cities we
have discussed in class so far (Colonial City; World Class City; or Multicultural
City). You must develop an argument about why your chosen city can be understood as
fitting into one of these types.
Key Questions to consider:
• How does your city fit within the city type you have chosen?
• How is it similar and different for the case cities discussed in lecture and the
course readings?
• What insights are gained about your chosen city through analyzing it within
the context of a particular type of global city?
• What are the limitations of your chosen city type in understanding how
globalization has impact the city you are analyzing? What is left out or even
obscured by analyzing your city through your chosen type?
You should not feel bound by these questions, but rather think of them as a set of ideas
on how to approach your analysis. You are welcome to be creative with your approach,
analysis, argument and format.
You must draw from at least 3 academic or scholarly sources; at least 1 of these
must be a course reading. You may draw on non-scholarly, media sources to
complement your academic sources.
You must correctly reference where you obtained your information – both in text and in
a bibliography – using APA referencing style.
Additionally, you must provide a short cover letter (1–2 paragraphs) outlining
how you have addressed or responded to the comments and suggestions
made by the teaching assistant on your marked Part 1. The cover letter is not
included in the word count. (There will be a 10% penalty for failure to provide this
cover letter)
3Global City Profile: Part 3 – Understanding the Global City 2
April 8th 35%
(1200-1500 words; 12pt font; double-spaced; APA referencing)
For part 3, you must discuss your city in relation to 1 of the remaining city types we
have discussed in class. You can choose from any of the 6 that you did not use in part 2
(Colonial City; World Class City; Multicultural City; City of the Under Developed World;
Securitized City; and City of the Future).
The idea is to analyze your chosen city from the lens of another type of city.
Key questions to consider:
• How does your city fit within the second city type you have chosen?
• How does thinking about your city through a second lens add complexity to
understandings of your city?
• What are the limitations of your chosen city type in understanding how
globalization has impact the city you are analyzing? What is left out or even
obscured by analyzing your city through your chosen type?
You must draw from at least 3 academic or scholarly sources; at least 1 of these
must be a course reading. You may draw on non-scholarly, media sources to
complement your academic sources.
You must reference where you obtained your information – both in text and in a
bibliography – using APA referencing style.
Additionally, you must provide a short cover letter (1–2 paragraphs) outlining
how you have addressed or responded to the comments and suggestions
made by the teaching assistants on your marked Parts 1 and 2. The cover
letter is not included in the word count. (There will be a 10% penalty for failure to
provide this cover letter)
Participation
Various Dates Throughout the Term 10%
Participation is an important part of engaging in this course. The class is designed for
students to express their views and to discuss multifaceted issues related to urbanization
and globalization. Mutual respect and academic honesty is expected. There will also be a
participation grade of 10 percent, administered over five class sessions, at random
throughout the term. In order to earn the participation grade, students will be asked to
submit written responses to specific questions during regular class time. For each
response, students will receive a grade of two percent towards their final grade. There
will be five opportunities throughout the term to earn participation grades. Responses
must be submitted to Quercus within 24 hours of the synchronous lecture in
which the participation component occurs to receive a credit.
4Late Policy
All assignments are due at 4:10 pm on the due dates listed above.
Sometimes students require additional time to finish assignments and may take up to seven
days (weekends and holidays included) past the deadline to submit work without penalty.
All assignments for this course will be submitted and returned electronically. You should submit
your assignment through the course quercus page. Graded assignments will also be returned
via quercus.
Work submitted on time will be graded and returned within two weeks; work submitted past the
due date will be graded and returned as TA and instructor time permits.
These additional days are not for you to approach the instructor or TAs for assistance on your
assignment. You must do this prior to the due date.
I n the event that you require tim e beyond the 7-day grace period, please get in
touch w ith m e by em ail – d.roberts@utoronto.ca. I n m ost cases, I w ill ask you to
m eet w ith your College Registrar or Accessibility Counselor to discuss the various
supports on cam pus you m ay use to help you get back on track. I t is your obligation
to contact m e w ithin one w eek of any m issed assignm ent due date in order to be
considered for an ex tension.
Course Schedule
Week 1 (January 14): Introduction
No Readings.
Week 2 (January 21): Colonial Cities 1 - The Rule of Experts in Colonial Bombay
Readings
Harris, R. and R. Lewis (2012). Numbers Didn’t Count: the Streets of Colonial Bombay and
Calcutta. Urban History. 39(4): 639–658.
Barton, P. (2008). Imperialism, Race, and Therapeutics: The Legacy of Medicalizing the
“Colonial Body”. The Journal of Law, Medicine & Ethics, 36(3), 506–516.
5Week 3 (January 28): Colonial Cities 2 – Cities of the (post?) Colonial Present –
Vancouver, Canada
Readings
Egan, J. P. (2014). Injection Drug Users, Aboriginality, and HIV: A Postcolonial Glance From a
Strong Ally. New Directions for Adult and Continuing Education,2014(142), 37–47.
Blomley, N. (2002) Mud for the Land. Public Culture. 14(3): 557–582.
Week 4 (February 4): World Class Cities 1- The Making of the World Class City
Readings
Beaverstock, J. V., Smith, R. G., Taylor, P. J., Walker, D. R. F., & Lorimer, H. (2000).
Globalization and world cities: some measurement methodologies. Applied Geography, 20(1),
43–63.
McCann, E. (2004) ‘Best Places’: Interurban Competition, Quality of Life and Popular Media
Discourses. Urban Studies. 41(10): 1909–1929.
Week 5 (February 11): World Class Cities 2 - The World Expo – Chicago, USA and
Shanghai, China
Readings
Domosh, M. (2002). A ‘civilized’ commerce: gender, ‘race’, and empire at the 1893 Chicago
Exposition. Cultural Geographies, 9(2), 181–201.
Wang, H. et. al. (2012). Mega-events and City Branding: A Case Study of Shanghai World Expo
2010. Journal of US-China Public Administration. 9(11): 1283–1293.
Week 6 (February 25): Multicultural Cities 1 - Paris and the Banlieues
Readings
Balibar, E. (2007). Uprisings in the Banlieues. Constellations, 14(1), 47–71.
Body-Gendrot, S. (2010). Police marginality, racial logics and discrimination in the banlieues of
France. Ethnic and Racial Studies, 33(4), 656–674.
6Week 7 (March 4): Multicultural Cities 2 - Multiculturalism as a policy and as an
aspirational idea – Toronto, Canada
Readings
Wood, P. K., & Gilbert, L. (2005). Multiculturalism in Canada: Accidental discourse, alternative
vision, urban practice. International Journal of Urban and Regional Research, 29(3), 679–691.
Keil, R. and H. Ali (2006). Multiculturalism, Racism and Infectious Disease in the Global City: the
experience of the 2003 SARS outbreak in Toronto. Topia: Canadian Journal of Cultural Studies.
16: 23–49.
Week 8 (March 11): Cities of the Underdeveloped World 1 - Problematizing the
Concept of the Slum – Lagos, Nigeria
Readings
Roy, A. (2011) Slumdog Cities: Rethinking Subaltern Urbanism. International Journal of Urban
and Regional Research. 35(2): 223–238.
Gandy, M. (2006) Planning, Anti-planning and the Infrastructure Crisis Facing Metropolitan
Lagos. Urban Studies. 43(2): 371–396.
Week 9 (March 18): Cities of the Underdeveloped World 2 - Remittances and
Urban Development – Manila, The Philippines, Quetzaltenango, Guatemala and San
Miguel, El Salvador
R eadings
Faier, L. (2013) Affective investment in the Manila region: Filipina migrants in rural Japan and
transnational urban development in the Philippines. Transactions of the Institute of British
Geographers. 38(3): 376–390.
Klaufus, C. (2010) Watching the City Grow: remittances and sprawl in intermediate Central
American cities. Environment and Urbanization. 22(1): 125–137.
7Week 10 (March 25): Securitized Cities 1 - Border Cities – El Paso, USA and
Ciudad Juarez, Mexico
Readings
Wright, M. (2011) Necropolitics, Narcopolitics, and Femicide: Gendered Violence on the Mexico-
U.S. Border. Signs. 36(3): 707–731.
Koskela, H. (2010). Did you spot an alien? Voluntary vigilance, borderwork and the Texas virtual
border watch program. Space and Polity, 14(2), 103–121.
Week 11 (April 1): Securitized Cities 2 - Cities and the Global War on Terror
Readings
Coaffee, J. and Murakami Wood, D. (2006) Security is Coming Home: Rethinking Scale and
Constructing Resilience in the Global Urban Response to Terrorist Risk. International Relations.
20(4): 503–517.
Graham, S. (2006) Cities and the ‘War on Terror’. International Journal of Urban and Regional
Research. 30(2): 255–276.
Week 12 (April 8): Future Cities - The Circulation of Competing Visions of a
Globalized Urban Planet
Readings
Hernard, E. (1910) The Cites of the Future. Transactions 345–367. Available
http://aftes.asso.fr/contenus/upload/File/Espace
Souterrain/Documents/TheCitiesOfTheFuture.pdf
Rebentisch, H., Thompson, C., Côté-Roy, L., & Moser, S. (2020). Unicorn planning: Lessons
from the rise and fall of an American ‘smart’ mega-development. Cities, 101, 102686.
Hudson, C., & Rönnblom, M. (2020). Is an ‘other’ city possible? Using feminist utopias in
creating a more inclusive vision of the future city. Futures.
8Course Policies & Expectations
Accessibility Services
The University of Toronto is committed to accessibility. If you require accommodations for a
disability, or have any accessibility concerns about the course, the classroom or course
materials, please contact Accessibility Services as soon as possible:
accessibility.services@utoronto.ca or https://www.studentlife.utoronto.ca/as/new-registration
Reread/Remark requests
• I will be handling all of the remarks for this course.
• You must wait at least 24 hours from when you receive a mark before contacting me
about your mark.
• Remark requests must be made in writing and you must provide an academic
argument as to why you believe you earned a higher mark than you received. Please
refer to the assignment guide and course slides for assignment expectations.
• You must make requests within 2 weeks of the grades being posted.
• I reserve the right to raise, lower, or leave your mark the same.
• You may also request more feedback, from me, without requesting a remark.
Recording
The course will be recorded for asynchronous viewing. Recordings of lecture will be available in
the BB Collaborate menu of the course quercus page shortly after the synchronous lecture
concludes each week.
Academic Integrity
While I encourage you to have others read and comment on your assignments, I expect that
the work that you submit is your own work. Note also that using information directly from
sources such as books, articles, videos, the Internet or work of fellow students without proper
citation is considered plagiarism. Changing a few words in a sentence is not enough to make it
your own. More fundamentally, for this course, I am not interested in reading a regurgitation of
authors’ ideas – I am interested in your ideas as they develop in ‘conversation’ with the texts
you will be reading. For some useful information on documenting sources and problems of
plagiarism, see “How not to plagiarize”(online at http://www.writing.utoronto.ca/advice/using-
sources/how-not-to-plagiarize ). I will assume you have read this. Be aware that cheating and
plagiarism will not be tolerated. Nor should you submit any academic work for which credit has
previously been obtained or is being sought. The College and University treat these all as
serious offenses and sanctions are severe. Remember there is a Code of Behaviour on
Academic Matters, available at: https://governingcouncil.utoronto.ca/secretariat/policies/code-
behaviour-academic-matters-july-1-2019 Students are expected to abide by this code.
9University of Toronto/Urban Studies Resources
There are many resources offered through the university to assist you in succeeding in this
course, and in your other courses as well. We encourage you to take advantage of these
valuable resources.
• Library Workshops & Resources http://libcal.library.utoronto.ca/
• Urban Studies Liaison Librarian: Nich Worby
https://onesearch.library.utoronto.ca/liaison-subject/urban-studies
• Innis College Writing Centre http://innis.utoronto.ca/current-
students/academic/innis/writing-centre/
• Writing Resources On-Line http://www.writing.utoronto.ca/advice
• Academic Success Centre http://www.asc.utoronto.ca/
Mental Health Statement
Supporting Mental Health in the U of T Community
As a student at U of T, you may experience circumstances and challenges that can affect your
academic performance and/or reduce your ability to participate fully in daily activities. An
important part of the University experience is learning how and when to ask for help. There is
no wrong time to reach out, which is why there are resources available for every situation and
every level of stress.
Please take the time to inform yourself of available resources, including:
• Your College Registrar
• Student Life Safety & Support
• Student Life Health & Wellness
• Mental Health Resources
• Emergency support if you’re feeling distressed
An important part of the University experience is learning how and when to ask for help. Please
take the time to inform yourself of available resources.
Other Student Services and Support Resources
• Accessibility Services
• Academic Success Centre
• Mental Health Resources
• Links to Additional Student Services and Support Resources (general services and
support for students, international student support, Health & Wellness, financial aid and
professional development)
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