Faculdade de Ciências Sociais e Humanas

Geography of Globalisation



Academic unit

Faculdade de Ciências Sociais e Humanas


Geografia e Planeamento Regional



Weekly hours

3 letivas + 1 tutorial

Teaching language



a) To understand the concept of globalization;
b) To understand the diversity of approaches by other disciplines when dealing with this concept and its use in the political, economic, social and environmental framework;
c) To evaluate critically different behaviours at the consumption level;
d) To use the diversity of perspectives to reflect about a positive, ecologic and humanist globalization;
e) To get technical competences (analysis of indicators related to the globalized consumption models);
f) To develop methodological capacities (capacity to solve problems in an autoctonous way and transfer and adequate the acquired experience to new situations).



Subject matter

1) To reflect upon the origins of globalization;
2) To analyse social, cultural, economic, ecological and spatial constraints associated to this phenomena;
3) Globalization and consumption;
4) New forms of organization of the society and behaviours;
5) Positive, ecological and humanistic globalization.


Buckman, G. (2004). Globalization, Global Issues. London: Zed Books. pp. 35-68;194-212.
Firmino, A. (2007). A Saga dos OGM´s: uma reflexão polémica, Actas do VI Congresso de Geografia Portuguesa. Lisboa: UNL, FCSH, 18 p.
Giddens, A. (2005). O Mundo na Era da Globalização. Lisboa: Editorial Presença, pp. 15-29; 69-80.
Johston, R. J. (2002). Geographies of Global Change. Oxford, UK: Blackwell Publishing. pp. 1-17.
Khor, M. (2004). Rethinking Globalization, Criticial Issues and Policy Choices, pp. 55-82;117-126.
Schirato, T.; Webb, J. (2004). Understanding Globalization. London: Sage. pp. 1-21; 131-160.
Singer, P. (2004). Um Só Mundo - a ética da globalização. Lisboa: Gradiva. pp. 87-154; 263-269.

Teaching method

Expositive and participative teaching; discussion of case-studies; field work ;

Evaluation method

Test of all the contents (60%), individual or group essay (maximum 3 students), based on literature and documental information, resulting from autonomous research, eventually field work (25%). Oral presentation with powerpoint (20 minutes) followed by public debate (10%).

(According to the FCSH Assessment Standards, the proposed evaluation elements to introduce students in the first class may suffer readjustments, particularly in the percentage of each element).