Analyse the ways in which cultural traits are spread from place to place.

Discuss the relationships between globalization and human development.

Marks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.

Cultural traits are the varied facets of a culture, including language, religion, cuisine, music, dress, etc. The most likely focus is national–cultural identity but ethnicity, religion and local cultures are creditable also.

The spread of cultural traits involves both the diffusion and subsequent adoption/use of new ideas, attitudes, tastes and behaviours. Culture spreads in numerous ways, including:

• diffusion of cultural traits carried by migrants and diaspora groups
• ideas spread by social networks, data flows and “shrinking world” processes
• TNC consumption networks and the cultural changes they bring
• the past cultural imperialism of colonizing states, which led to the widespread diffusion and adoption of Western culture(s)
• the sometimes complex ways in which cultural ideas spread from place to place on account of glocalization/hybridization processes (without which the adoption of new tastes/ideas/fashions/languages might not happen).

Do not credit material which dwells on resistance to, or consequences of, cultural change. This is irrelevant to the clearly-directed question which has been asked.

Good answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a conceptually-informed analysis of how cultural spread (both diffusion and adoption) happens (utilizing concepts such as cultural imperialism, hybridization, etc). Another approach might be to analyse in turn colonial/imperialistic/“hard power” mechanisms and neo-colonial/“soft power” strategies.

For 4–6 marks, expect some outlining of ways in which different aspects of culture have spread/travelled spatially/globally. Response is either partial, narrow or lacks supporting evidence.

For 7–9 marks, expect a structured, evidenced analysis of:

• either how a range of cultural traits have spread/diffused to specific places by various means (involving technology, migration, trade etc)
• or specific concepts/processes/mechanisms which further our understanding of how and why culture/cultural traits are spread spatially.

For 10–12 marks, expect both of these traits.

Credit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.

Human development, like the MDGs/SDGs, includes economic, social/cultural and political elements. Globalization is similarly a multidimensional concept. Many links and connections can therefore be established between the two concepts and their associated processes. The relationships are often viewed as positive but can in fact be complex; some highly developed societies may reject globalization. Globalization has not always had beneficial developmental impacts for all individuals and societies.

Possible applied themes (AO2) include knowledge and understanding (AO1) of:

• globalization indices and their component parts (4.1)
• global trade and economic networking of places (4.2)
• developmental implications of data flows and trends (4.3)
• multidimensional human development (5.1)
• TNC responsibility frameworks (5.1)
• developmental implications of cultural change (5.2)
• rejection of globalization by civil society (5.3)
• societal and economic risks stemming from global interactions (6.1).

Good answers may synthesize (AO3a) three or more of these themes in a well-structured (AO4) way.

Good answers may additionally offer a critical evaluation (AO3b) of the statement which discusses the relative importance of different globalizing processes for human development. Another approach might be to critically discuss how human development in different places may have been affected in positive or negative ways. Another approach might be to discuss interactions between different globalizing and developmental processes, or the global power relationships that can help/hinder global development.

For 5–8 marks, expect some outlining of two relevant themes. Response is either partial, narrow or lacks supporting evidence.

For 9–12 marks, expect:

• either a structured synthesis which links together several well-evidenced themes from the Guide
• or a critical conclusion (or ongoing evaluation) informed by geographical concepts and/or perspectives.

For 13–16 marks, expect both of these traits.

The majority of candidates attempted this question. The evidence suggests they did so because cultural geography is a topic they find interesting and are therefore well-informed about. Many candidates wrote several pages describing in considerable depth the movements of migrant populations and the global spread of fast food and Disney films. In many cases, these answers scored between 7 and 9 marks. Although richly detailed, some responses lacked the conceptual awareness which tended to be a hallmark of top band answers. Marks of 10 and above were typically given to candidates who analysed not only how cultural traits are moved from place to place, but also how they subsequently "take root" (mirroring what happens when plant life spreads, cultural traits must also take root as part of the spreading process). The best answers recognized this and analyzed the varied ways in which the actual adoption of language, religion and other cultural traits is achieved in difficult places (alongside diffusion mechanisms). They were able to apply their knowledge of concepts such as cultural imperialism, globalization and soft power while carrying out a sophisticated analysis of the geographical spread of culture over time.  

The majority of candidates demonstrated a clear understanding of what is meant by globalization and human development. Often, the essay began with an extended introductory paragraph defining the two ideas. Many candidates were able to gain between 9 and 12 marks by producing a series of linked paragraphs which explained a sequence of relationships. Popular themes included economic development (related to outsourcing and foreign direct investment) and aspects of social development (such as improved health and longevity, linked with the work of the World Health Organisation). Some candidates explained ways in which gender equality can be promoted by global flows of ideas and information, which is an important theme. 

The command word "discuss" ideally required candidates to think critically and provide an evaluation of possible relationships. One way in which this was achieved involved discussing a reciprocal relationship, whereby the development of individual countries might allow them to participate more fully in globalization. Candidates who took this approach were thus able to discuss two different causal relationships (how globalization promotes human development; and in turn, how human development promotes globalization). Alternatively, some candidates chose to discuss positive and negative relationships between globalization ad human development. However, candidates sometimes struggled to put forwards a convincing argument that globalization may impact negatively on human development. This insecurity manifested itself in frequently-heard phrases such as "outsourcing of textile manufacturing to Bangladesh has led to industrial injuries which has interfered with the human development process". The use of the word "interfered" is symptomatic here of unsure argument. The maltreatment of workers in rapidly industrialising (and previously subsistence) societies does not provide evidence that national development is being "reversed" as many argued. A more thoughtful, critical and nuanced argument was required.