Culture: Religion

Religion plays a fundamental role in cultural development, as it forms the bases of an individuals or groups social construction.

What is religion?

Religion has been defined as a system of beliefs based on humanity's attempt to explain the universe and natural phenomena, often involving one or more deities or other supernatural forces and also requiring or binding adherents to follow prescribed religious obligations. Two identifying features of religions are they to some extent (a) require faith and (b) seek to organize and influence the thoughts and actions of their adherents. Because of this, some contend that all religions are to some degree both unempirical and dogmatic and are therefore to be distrusted (http://www.cultureandreligion.com/).

A culture in a religious context, therefore bases beliefs, values, customs, behaviours and artefacts around religion.

Why is religion important in a culture?

Religion is important because it provides a formalized structure for culture to be maintained. Religion was created from the established social practices within the respective community. The leaders within the community determined among themselves what would be appropriate social behaviours and conduct. They then established laws that gave support to these concepts, which were designed to promote morality and decorum within the society. God was used as the ultimate authority which could never be challenged and the resultant social/cultural contract is called religion.

Types of Religion (4 main ones):

• Christianity (Christian/Catholic/protestant)
• Buddhism (Buddhist)
• Islam (Muslim)
• Judaism (Jew)

Diversity:

There is a diversity of religions around the global, all possessing different attributes (beliefs, morals, etc). From a geographical point of view, this is important because it can dictate the migration of people, as well as politics in certain localities and countries. A generic overview of religion in a geographical context is listed below.

• Northern Ireland and the migration of people into the UK/USA
• Religion and environmental stewardship
• Sharia (Muslim) Law and policy in the Middle-East
• Religion and wider cultural change e.g. in regards to sexuality and gender (equality)

Religion has a massive presence globally in regards to social and cultural contexts as individuals and groups base their identities and life styles on religion. This will be touch later on in ‘models’. 

Map: Religion is everywhere, but on a global scale, a clear divide exists, based back to ancients times and human evolution.

 

I will keep this blog post short, as it can easily stray into religious education easily.

Celebrity Culture:

This weekend (16-18^th Aug 2013) I went Newcastle, and experienced the local culture. The area is known for its thriving nightlife and tourist appeal, as well as for the program Geordie Shore. Whilst engaging in the northern culture, it was clear that despite the program ‘Geordie Shore’ having a negative presence within the North-East (due to the false representation of the program compared to reality), citizens still however, represented the programs culture/identity. For example, boys and girls in fake tan, fakeness, make-up, tight clothes, etc. This got me thinking about similar celeb subcultures around the globe. Similar programs include:

• The only way is Essex
• Made in Chelsea
• The Valleys
• Jersey Shore

The Only way is Essex

 Geordie Shore Australia 

Geordie Shore Cancun

Made in Chelsea

You are probably thinking, how does this relate to Geography? Well…..

These programs are watched by most 11-23 year olds and ‘represent’ a geographical area of the UK and its young diverse subcultures. Not only has these problems educated the UK/globe on localities in the UK, but they have also highlighted a new contemporary culture(s) of the western world.

The programs listed above, all show (sometimes for show) a culture of fame, fashion, identity, all of which the youth of today try and copy. My time in Newcastle shown that despite the negative vibe Geordie Shore has on locals, locals still copied the ‘gaz’ look; dressing to impress and wanting to pull ‘birds.’ I called this ‘Geodieshorification’ – the process of changing ones identity to copy a Geordie Shore persona.  This post could go off on a tangent about celebrity subcultures, but I want to try and keep it geographical.

These two pictures are of Gaz, from Geordie Shore. Young boys all over the UK try and copy this look. 

Basically, what I am trying to say is, the above programs have, despite being seen as negative, even though are watched regular by the population have:

• Educated people (many youths) about localities in the UK.
• Educated people about global cultures/landscapes in certain geographical areas. For example, Geordie Shore in Cancun and Australia.
• Highlighted alternative western cultures, away from the norm e.g. religion, sexuality, etc.

It must be emphasised that these programs do not fully represent all people, and participants in the shows listed should not be seen as ‘role models.’

I feel that these kinds of TV programs should (to an extent) be incorporated into lessons, as they could stimulate pupils learning and encourage pupils to engage more in certain topics. This is because the majority of 11-18 year olds watch these kinds of TV shows in their leisure time, suggesting that these materials should be used as pupils will able to relate more to certain work, using knowledge/experience from alternative means familiar to them in there leisure time. Pupils might not find class work so boring when leisure is bought back into school, or when non assessed work is given at home, without pupils even knowing it e.g. watching TV shows in a geographical way. Using materials like this allows pupils to think about the bigger picture, and encurages them to think about geography in a day-to-day context. A perfect example would be.... mentioning or taking clips from the Valleys program to illustrate the decline in industry and the collapse of coal mining in Wales. This will act as evidence, as well as will enthuse and inspire all pupils to learn in an alternative way, as pupils will see the bigger picture as to why the youth of Wales want to move to city locations like Cardiff. See the clip below.  Hope this make sense! 

Part 7: Sexual Citizenship:

There is limited literature around centered on sexual citizenship, but my general understanding from academic research has found that there are issues surround the heterogeneity between citizens. Do certain sexualities have the same citizenship (rights to live and work) in a country?

The key case studies for this branch of sexuality and space are:

• USA
• Russia
• Saudi Arabia
• Nazi Germany

With changing social and cultural attitudes, and the push towards greater global equality, more countries are supporting equal sexual citizenship. This is for men, women, young, old, all races/ethnicities and for all homosexuals and heterosexuals. The need to educate equal sexual citizenship in all countries and cultures should be emphasised in all classroom/school environments. 

Teachers should use the following images to form the bases of a class discussion! 

Map of The USA; fired for being Gay.

USA gay military campaign! Evidences social/political/cultural change? 

Military again... controversial issue in the States. 

Is it fair?

NAZI

Part 6: Sex Tourism (Sexuality and Space).

Sex tourism, involves tourist that travel to a destination to engage in sexual activity, particularly with prostitutes. The World Tourism Organization (WTO), is a specialized agency of the United Nations, who defines sex tourism as "trips organized from within the tourism sector, or from outside this sector but using its structures and networks, with the primary purpose of effecting a commercial sexual relationship by the tourist with residents at the destination" (WTO, 1995).

The attraction toward sex tourists includes:

• Reduced costs for services in the destination country
• Legal prostitution or indifferent law enforcement
• Access to child prostitution
• Acceptability

It should be emphasised that sexual activity with children, child prostitution, non-consensual sex and or sex trafficking is illegal, both in the participating country and sometimes in the individual's home country.

Sex tourism includes domestic sex tourism, which is travel within the same country, or international sex tourism, which involves travel across national borders. It is a multibillion dollar industry that supports an international workforce estimated to number in the millions (Barger, 2002). Sex tourism benefits not only the sex industry but also the airline, taxi, restaurant and hotel industries (multiplier effect).

Areas of High sex tourism:

• Thailand
• Amsterdam
• Japan
• Costa Rica
• Eastern Europe

Tourists walking by a bar in Thailand. Notice the young girls trying to bring in the tourists?

The U.N. oppose sex tourism citing health, social and cultural consequences for both tourist home countries and destination countries, especially in situations exploiting gender, age, social and economic inequalities in sex tourism destinations.

Short clip on sex trafficking...

Referencing:

• Barger, A, H (2002) ‘Sex Tourism in Latin America’. ReVista: Harvard Review of Latin America (Cambridge, Massachusetts, USA: Harvard University) (Winter). Retrieved 6 October 2011.
• WTO (1995) Statement On The Prevention Of Organized Sex Tourism". Adopted by the General Assembly of the World Tourism Organization at its eleventh session - Cairo (Egypt), 17–22 October 1995 (Resolution A/RES/338 (XI)). Cairo (Egypt): World Tourism Organization. 17–22 October 1995. Retrieved 20 December 2006

Part 5: Geographies of LGBT (Lesbian, Gay, Bisexual and Transgender).

Although 'minority' sexuality remains a topic that hardly gets a mention in school geography, it has become an accepted part of many university geography departments and is often taught as part of courses on Social and Cultural Geography (Collins, 2006). Ever since the rise of attention of geographies of LGBT in the late 1970s and 1980s, more researches have focused on the relationship between place, space and LGBT group. For example, transsexual and third gender, so called the Kathoey locations in Thailand are worldwide famous for their dance performances and it considers as something must watch while visiting Thailand (Bell and Valentine, 1995).

A new contemporary tourism (pink tourism or LGBT tourism) is emerging where travel agents and holiday locations are providing safe yet non-discriminate service and facilities like pub and saunas; targeting the LGBT group. Even more, the increasing legalisation of the same sex marriage in some of the western countries had significant impact of changing the LGBT groups migrating and travelling pattern. Although, the marriage might not have the same legal power back in their countries.

This is a nice power point/clip for an introductory lesson into sexuality and space LGBT. 

Key Locations:

• San Francisco- Gay capital
• Thailand- Transgender
• City Soho locations- London, Hong Kong, etc.

Global attitudes are changing towards LGBT cultures, as evidenced by a school in Thailand offering to build a third gender washroom in order to reduce uncomfortable feeling of transsexual students using either male or female washroom (BBC, 2011).

Nowadays, with the rising awareness of LGBT communities around the world, LGBT influences are now playing a more important role in shaping our cultural/social urban and rural spaces (Rushbrook, 2002).  

Mapping LGBT Areas:

As highlighted, there are several countries and areas in cities and rural locations where LGBT citizens can meet, socialise and network. Many areas are distinctly found with signs/icon, like the image below e.g. rainbow flags, etc. Mapping using GIS and other means allow geographers to track social/cultural movements and changes, as well as provide information for public, private and voluntary sector organizations who wish to promote LGBT areas. For example, tourism information centres.

You probably thinking, well why do we need to map this kind of stuff? Well mapping can:

• Help with public sector services e.g. transport and policing
• Promote tourism
• Evidence equality and diversity
• Promote global awareness

Therefore, mapping and studying LGBT citizens, as well as learning about sexuality and space in general broadens individual, group and global understanding, plus allows others to engage in other cultural activities/environments, to whom some are not familiar with.

LGBT Celebrities- You’re not alone!  

The following are a few links to get pupils/the public to see famous homosexuals out there, some you would not even think!

Gays vote Obama

http://www.youtube.com/watch?v=eEzSaQgbM6s

A list of LGBT Celebs

http://www.queerattitude.com/society/famous.php

The following link will allow you to download a pdf file, which acts as a teaching resource and lesson plan/assessment on ‘what is sexuality’.

http://www.advocatesforyouth.org/storage/advfy/documents/chapter5.pdf

The below link is another pdf file, which again acts as a lesson plan/resource, introducing sexuality and the theory behind it.  

http://sexualitystudies.net/files/Lecture%202%20Sexuality%20Theory.pdf

Referencing:

• BBC News :Thai school offers transsexual toilet http://news.bbc.co.uk/2/hi/asia-pacific/7529227.stm
• Bell, D. and Valentine G. (1995) ‘Mapping desire: geographies of sexualities’. London: Routledge.
• Collins A. (2006) ‘Cities of Pleasure: Sex and the Urban Socialscape.’ London, Routledge
• Rushbrook,D (2002) ‘Cities, Queer Space, and the Cosmopolitan Tourist.’ A Journal of Lesbian and Gay Studies 8 (1-2) 183-206

Part 4: Teaching Sexuality and the Education System

Childhood is often represented as a time of presumed sexual innocence. However, both sexuality and innocence are highly gendered concepts. Many writers have shown that our current gender system only makes sense in the context of an assumed heterosexuality.  Adrienne Rich coined the term ‘compulsory heterosexuality’ to capture this, while Judith Butler has talked about the ‘heterosexual matrix’ to show how gender and sexuality are intimately linked.

Research in the early years, primary years (elementary school) and secondary years (high school) all point to the gendering of sexuality and the sexualisation of gender across a range of contexts and social relations, from heterosexual and homophobic harassment to institutionalised heterosexuality (e.g. invisibility of LGBTQI issues in the curriculum). Non-heterosexualities are largely understood to be ‘other’ and ‘heterosexuality’ is naturalised and left as an unexamined social norm. Queer theorists have explored these patterning’s of the social world through the notion of heteronormativity.

Research has shown how the everyday social practices inside schools and universities actively connect gender to sexuality.   In other words the discursive practices such as gendered play (e.g. kiss chase), language (e.g. “boys don’t cry”) and behaviour (e.g. masculinity is only appropriate for males) act to construct a particular type of male and female that is dualistic, hegemonic and heterosexual. Such practices are also experienced differently when locality, age, ethnicity, religion, social class, learning difficulties and physical dis/abilities are taken into account. There are also specific issues that relate to the educational identities and experiences of young people who identify as lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI).

Because ‘education’ is a huge social arena encompassing children, adults, paid employees, volunteers, formal and informal spaces and compulsory and voluntary participation, there are many areas to be considered when thinking about the place, role, understandings and experiences of sexuality within education. The further reading and resources below go some way to exploring each area and their relationship to each other (e.g. informal school spaces and sexual bullying).

The picture above shows the cover of a book for primary school age children that depicts gay parenting amongst penguins. It is vital that sexuality education in schools address children and young people’s engagements with their own sexuality and sexual cultures as well as challenging homophobia, sexual conflict and harassment and the ‘sexualisation of culture’ more widely in schools. This is particularly important in an enduring socio-political climate in which children’s sexual cultures and social relations are framed predominantly through moralising and pathologising sex panics.

(taken from http://www.genderandeducation.com/resources/inclusion/sexuality/)

Part 3: What is Sexuality?

Sexuality is a broad area of study related to an individual's sex, gender identity and expression, and sexual orientation. Human sexuality is the capacity for sexual feelings and involve a person's sexual attraction to another person – which may be determined by their sexual orientation.

Orientation types:

• Opposite sex (heterosexuality)
• Same sex (homosexuality)
• Both tendencies (bisexuality)
• Or
• Not being attracted to anyone in a sexual manner (asexuality)

Human sexuality impacts cultural, political, legal, and philosophical aspects of life. It can refer to issues of morality, ethics, theology, spirituality, or religion.

Some researchers assume that sexual behaviour is determined by genetics, and others assert that it is moulded by the environment. This is the nature versus nurture debate, in which one can define nature as those behavioural traits that are due to innate characteristics, such as instincts and drives. The concept of nurture can be defined as the environmental factors or external stimuli that influence behaviour, emotions, and thinking. Biological and physical differences include the human sexual response cycle among men and women.

THIS IS A KEY CONCEPT, WHICH SHOULD BE EMPHASIZED IN SCHOOL!

Nice intro video

Part 2: Origin and Critic of Sexuality and Space.

The origins of the term "Sexuality and Space" can be traced back to the early 1990s. Two publications that where key to this research area becoming globalised were:

1. Larry Knopp published 'Gay Geography' in the Geographical Magazine to some controversy in 1990.
2. In 1992 Beatriz Colomina's Sexuality and Space was released in 1992.

The study of ‘sexuality and space’ in contemporary geography are primarily within social and cultural geography, though there is also notable engagement with political and economic geography, particular in work on the rise of queer spaces, economies and alternative capitalisms. Much work is informed by a politics intended to oppose homophobia and heterosexism, inform sexual health, and promote more inclusive forms of sexual citizenship. Methods using GIS have been utilized to good effects, to map areas of sexuality. Most work is based on urban environments, with emerging work in rural communities globally (Brown et al. 2007).

Criticisms of work and teachings in educations:

• There have been several critiques of the field, as well as conflicts within the discipline. These are:
• Taking a western-centric position that has minimal relevance beyond the urbanized Western world.
• Discriminative against transgender people, the lower class, and people of colour.
• Gender differences are also erased in adopting a “queer” identity.
• The reinforcing of other forms of marginalization e.g. lesbians neglected as women.

In Education:

• School minorities, are not included in the classroom, as they do not learn about themselves e.g. alternative relationships (Sujak, 2012) ------ This links to why this material is covered in this blog, to educate and expand emerging areas that are neglected in teaching, in life and in the national curriculum.
• Why should why children learn about that kind of ‘stuff’
• Why should children of religion be educated in a school that teaches about sins?

The following links, provide details on why teaching about sexuality is important at all ages:

• http://www.fpa.org.uk/factsheets/sex-and-relationships-education
• http://www.whatsinyourcloset.co.uk/assets/cd2/4%20Coming%20Out%20-%20A%20Guide%20for%20Those%20who%20work%20with%20Young%20people/Talking%20about%20homosexuality%20in%20school.pdf

Reference:

• Brown, G., Lim, J and Browne, K. (2007) ‘Introduction, or Why Have a Book on Geographies of Sexualities?’ Geographies of Sexualities. K. Browne, Lim, J. and Brown, G. London Ashgate.
• Sujak, M (2012) "Why Can't We Learn About This?" Sexual Minority Students Navigate the Official and Hidden Curricular Spaces of High School. Education and Urban Society. 

Part 1: Sexuality and Space.

This is a field of study within the cultural geography domain. The phrase encompasses all relationships and interactions between human sexuality, space and place, themes studied within, but not limited to cultural geography, i.e. environmental and architectural psychology, urban sociology, gender studies, queer studies, socio-legal studies, planning, housing studies and criminology (Binnie and Valentine, 1999 and BInnie, 2004).

Specific topics which fall into this area are:

• The geographies of Lesbian, Gay, Bisexual and Transgender (LGBT) residence
• Sites of queer resistance
• Global sexualities
• Sex tourism
• The use of sexualised locations in the arts
• Sexual citizenship
• There’s lots more, but some are too extreme for child/youth education, but this is debatable (Bell and Valentine, 1995).  

Brown et al. (2007) emphasises that this field is now well represented within academic curricula at University level, and is beginning to make its influence felt on secondary level education (in the UK). This outlines that sexuality and space is becoming more important in secondary/further/higher education and so more teaching and resources should be designed for teaching today. This is what this blog is trying to do. Provide a greater understanding into new emerging disciplines in Geography, as well as proving new and interesting teaching, resources and assessments. This is what the following new posts (Part 2+) will aim to do, closing in on the above areas.  

Referencing:

• Bell, D. and G. Valentine (1995) ‘Mapping Desire: geographies of sexualities.’ London, Routledge.
• BInnie, J (2004) ‘The Globalization of Sexuality.’ London, Sage.
• Binnie, J. and Valentine, G. (1999) ‘Geographies of sexuality - a review of progress.’ Progress in Human Geography 23(2): 175-187.
• Brown, G., Lim, J and Browne, K. (2007) ‘Introduction, or Why Have a Book on Geographies of Sexualities? Geographies of Sexualities. K. Browne, Lim, J. and Brown, G. London Ashgate.