DRAFT
DECONSTRUCTING COLONIZATION IN CANADA - SOC 350.1, M/T/W/Th 5:30 – 8:00 p.m.
SAINT MARY’S UNIVERSITY, SUMMER SEMESTER I - 2003
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Deconstructing Colonization in Canada course documents |
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Professor: Dr. E. Wilma van der Veen, B. Honours Math, Ph.D. Sociology
Phone: 420-5872 with voicemail
Email: wwolfvan@yahoo.com
Webpage: husky1.stmarys.ca/~evanderveen/wvdv
Office: MS 412
Office hours: before class and by appointment
COURSE DESCRIPTION
This course will examine race and ethnic relations in Canada beginning from and incorporating a historical perspective focusing on colonization, leading to contemporary Canadian society. Two major ethnic and racial groups will be explored, First Nations Peoples, in particular the Mi’kmaq, and Black Canadians, however other racial and ethnic groups will also be discussed. The context in undertaking this exploration will be from that of white privilege.
COURSE OBJECTIVES
In completing this course you will
- become familiar with and have a greater understanding of different sociological perspectives of race and ethnic relations and be able to apply the various perspectives to Canadian society;
- better appreciate how individuals shape society at the same time as how different social forces shape individuals; and,
- further develop your writing ability, your capacity for critical thinking, for research and analysis.
COURSE INSTRUCTION
The course objectives will be achieved through a program of readings, class discussions and activities, and written work. The instruction will incorporate various interactive exercises in which the students are expected to participate, designed to exemplify the topics under consideration.
COURSE TEXTS
Paul, Daniel N., (2000), We were not the savages: A Mi’kmaq perspective on the collision between European and Native American civilizations, 2nd ed., Fernwood Publishing: Halifax, Canada
Mensah, Joseph, (2002), Black Canadians: History, experiences, social conditions, Fernwood Publishing: Halifax, Canada
ASSESSMENT
Reflection reports (3 entries, 25 each) 75 points
Research Project and presentation 50
Questions on readings 20
Class participation 25
Class attendance (2 points each class) 28
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TOTAL final grade pro-rated to 100%
WRITTEN WORK
The written work for this class is composed of various submissions. The following applies to all written submissions:
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Due dates: Due dates for assignments are given for good reason and acceptance of this syllabus indicates your agreement to meet said due dates. In general, late work will not be accepted. In EXTREME cases where late work may be deemed acceptable there will be substantial penalties to the assessment. As a general rule, late submissions will have a minimum 10% penalty deducted of the assessment for the first day, and then 10% each subsequent day late. A day is considered to be either a week or weekend day. |
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Submission: Do not submit your papers in folders; simply staple the pages together at the upper left-hand corner. Be sure to keep a copy of your paper in case it goes missing. When submitting papers not directly to myself, papers can be left with the secretaries of the sociology and criminology department, however, make sure the person receiving the paper signs it and notes the date of receipt. Unless otherwise specified, all written work must be typed and in complete sentence form. Keep a folder for handouts, returned papers, and the like. Also keep a photocopy or disk copy of items you submit. Keep all graded assignments until I have submitted your grades and you have received your final grade. |
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Questions: If you have any questions about the written work, consult with me well in advance of the due date. |
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Sources: Several sources should be used to explore the topic/question outside of the assigned books (the exact number of sources will be supplied when specific work is assigned). Sources for ALL ideas presented and quotations used are to be properly referenced using a recognized bibliographic format, e.g. APA. Penalties will result if this referencing is not undertaken, amounting to a minimum of 10% of the grade. When using internet sources, a print out of the actual webpage from which information was drawn must be attached to all written work submissions. If you wish to include an anecdotal personal story, it is still to be written in third person. If you wish to include personal ideas, you must seek at least two sources for this idea in order to prove its validity, or demonstrate how your idea is derived from two other sources. Remember: Don’t confuse your own subjective interpretation with sociological ones and don’t make value statements in substitution for critical thinking. |
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Writing style: all written work is to be written using 3rd person and formal academic writing style unless specified otherwise. Students are expected to write at a college level with appropriate and effective use of the English language. |
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Returned written work: In a class where you have received returned graded written work, you are NOT to consult with me immediately after class with queries pertaining to this assessment. You must take the time to review your work and then if still necessary discuss the matter the following class. |
REFLECTION REPORTS– 3 submissions of 25 points each – total of 75 points
There will be 3 reflection reports. Questions will be provided for each report during class time and online. These reports are an opportunity for you to explore your feelings and thoughts about various issues discussed in class and in the assigned readings, but you will also have to provide academic argument when appropriate. Thoughts are to be elucidated in depth. Assessment of entries primarily focuses on how in depth you go into uncovering and exploring why you have the thoughts and FEELINGS you do, as well as discussing the relevant sociological and personal arguments and logical explanation of these. There is strictly no right or wrong answer to the question(s), and thus the entries will not be assessed according to this criteria. Minimum length of each entry is AT LEAST 1000 words. You may use 1st person if you wish. Don’t censor yourself – be open and explore yourself and who you are.
RESEARCH PROJECT – 50 points
Essentially each student will be responsible for exploring various sociological aspects of a Canadian racial, ethnic or religious minority, including but not limited to the cultural, political, economic dimensions of this group, the choice of which is yours. The only exception are the two groups of focus in the readings. The student will also be responsible for presenting their findings to the class in an interactive format during the second half of the course.
1. Racial/ethnic/religion group selection: Select one racial/ethnic/religion group you wish to study for your research project. Either choose a group in which you have a connection or are simply interested. In your project report explain your reasons for choosing this group.
2. Literature review: Conduct a literature review of sociology sources (find at least 3 sources) uncovering what sociology tells us about the group, in terms of their history, their past and current status in the Canada in the following areas:
research immigration patterns of this group
research stereotypes of this group
research demographics
research socio-economic situation of this group – education, employment
research family life – role of women, men, children, other generations
research political representation
Provide a detailed exploration of these issues in your report, although point form may be used.
(Optional - Data gathering through interviews: if there is an organization which represents this group, either culturally or politically, you may wish to interview members of this group to gather some of this information).
3. Conclusion: In your report, provide some of your conclusions and/or recommendations about this group and its future in the Canada, based on your research.
4. Learnings: Finally briefly explain in your report what have you learned about yourself conducting this research.
With the exception of item 4), all written sections of this project should be written using academic style, e.g. writing with 3rd person and providing appropriate referencing and bibliography
A presentation is to be made to class of your findings. You must engage the class in an interactive exercise by which they can learn about this group; you are not simply to provide a lecture style presentation. The presentation should be approx. 30 to 45 minutes in length. Be prepared to moderate a discussion about this group afterwards.
QUESTIONS ON READINGS – 20 points
In order to better retain and comprehend the readings that are assigned and to contribute to class discussion, you will be providing a written submission of questions on the readings. Notification of when such questions are required will be provided in class.
ATTENDANCE – 25 points
Attendance is expected and will be taken during each class. Your attendance and participation is very important to your learning and that of other students in this class. It will become easily apparent if you have not conducted the readings and thus are unable to contribute constructive discussion in the class. In general, I make no distinction between "excused" and "unexcused" absences. This frees you from having to bring a note from your doctor or something of that nature. I know that there are times when real life comes into conflict with the demands of pursuing an education, but your attendance in this class is important and you should make it a priority. If you are unable to attend at least 90% of the classes, then it is advisable that you withdraw from the course or else risk the application of penalties in the assessment. One missed class period is allowed, with each subsequent class missed amounting to a 2 point deduction in this component of the assessment. The one allotted absence is to be used in the event that dire circumstances keep you from class. Use the absence at your discretion, but DO NOT VIEW THESE ALLOTTED ABSENCE AS A SKIP DAY!!! The absences are provided because I understand that real life occasionally collides with your school responsibilities and these absences give you the flexibility to responsibly manage conflicting circumstances that may arise during the course of the semester without severe consequences for your point total.
If you are late, YOU are responsible for checking with me after class on the day you were late to correct the record. It is simply not feasible to alter attendance records days or even weeks after the fact. Excessive tardiness may result in a further loss of points from the final grade. If you are late for a general class session, simply slip in as quietly as possible.
PARTICIPATION – 25 points
Informed and constructive participation in class discussion is also expected. The course outline lists readings for each week. Please read and/or prepare all materials prior to the class period for which they are assigned. It is also helpful if you approach this class with an open mind and a sense of enthusiasm for learning. Participation is awarded for your voluntary involvement in in-class activities, exercises, discussions, and so on. Please note that participation points are awarded based on your active involvement and genuine participation, NOT for mere attendance (which is expected as a minimal requirement and is addressed above).
STUDENT RIGHTS AND RESPONSIBILITIES for students of Deconstructing Colonization in Canada SOC 350.1
The following are a list of expectations you the student can have of me the professor for this course, and expectations I have of you during the course. If you have any questions or concerns about these expectations, then it is your responsibility to bring these to my attention during the first two weeks of classes. Otherwise it is understood that you agree to abide by these rights and responsibilities.
Your rights:
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course syllabus will be followed, and sufficient notice will be given if any changes will take place |
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clear explanations of written work including assessment |
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respect from myself and from other students |
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office hours are scheduled and appointments can be made |
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reasonable assistance individually in understanding the course material if necessary will be provided during office hours or scheduled appointments |
Your responsibilities:
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this is your education so take it seriously and make it a priority |
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be organized and do not procrastinate |
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show up to class on time |
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attend all classes |
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hand in all written work on time |
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do readings of assigned chapters prior to each week’s class (you need to allocate at least 2 hours for this each week) |
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contribute to class discussions and activities voluntarily and when called upon |
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provide valid reasons for absences and in a timely manner |
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seek out me if you are having difficulties and doing poorly early on and not towards the end of the semester |
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respect the opinions of others and put yourself in the shoes of others to better understand them |
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if having learning challenges or other issues which will affect your learning, inform me in advance |
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know what is taking place each week with regard to readings and assignment of written work and due dates |
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turn off all cell phones and pagers during class |
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seek out explanation of assessment of written work during office hours or scheduled appointments, not directly after class upon return of graded written work |
As your professor, I am responsible for facilitating learning and serving as a resource for you in this class. It is my job to challenge you, to consider your work against the standards I set forth, and to evaluate your efforts based on my years of training and my years of teaching in the field of Sociology. As students, you are responsible for being here, for participating in class, for completing assignments in an appropriate and timely fashion, and for learning. Staying on top of things, being self-motivated, and putting forth adequate effort are all a part of the equation for you to earn a good grade in this course.
That said, I'd like to remind you that it is best if you do not equate your self worth with your grade in this class or on any assignment. You may be an "A+ person" who happened to perform at a C+ level on a given assignment. Remember that grades are an indication of your performance in mastering the material at hand at one point in time. They do not condemn you to a life of doom and drudgery. Nor are they an indicator of my views of you as a person. Reflect on your grade in an honest and realistic fashion before flying off the handle. Remember that I am hired to offer constructive criticism of your speeches, papers, and so on. Digest that criticism and then ask yourself questions like: Did I put in the preparation time that would've been necessary to receive a better grade?, Did I understand the assignment as fully as I could have?, Did I turn in all the required paperwork?, Did I do an adequate job of proofreading, running a spell check? If you find that you still have questions about how you can improve or about course content, come see me and we will talk about additional ways for you to work on your mastery of the subject matter.
A few thoughts about attitude... It has been my experience that students who approach their education with a sense of excitement and a willingness to learn are more productive students. Holding on to the belief that you HAVE TO take this course prevents you from embracing the point of view that you GET TO take this course. This course may be outside your major area of interest, but the content will still relate to your daily activities at home, work, and school. We will laugh, we will experience nervousness, we will think critically, we will speak, we will listen, and we will learn. Most importantly, we will do these things together. There is no room for negative criticism of others and there is no room for laughter at the expense of another in this class. Enjoy the class and look for the concepts to be applicable in your daily life and I think you'll be surprised at what you can accomplish this semester.
PLAGIARISM, ACADEMIC DISHONESTY, AND DISRUPTIVE BEHAVIOR
See Academic regulations 19 b) in Academic calendar
Cheating and plagiarism are unacceptable. Plagiarism is quoting from, paraphrasing, or using specific ideas contained in any published work, e.g. books periodicals, public documents, internet, etc…, or using another person’s ideas without providing an appropriate citation or recognition which credits the author and/or origin of the work or idea, and presenting them as if they are your own. Academic dishonesty can refer to a range of inappropriate and unethical behaviours including but not limited to cheating on exams, falsification of sources, and so on. As in other courses at the University, students in this class are expected to do their own work and conduct themselves in a fair, honest, and ethical manner. Those who plagiarize or engage in academic dishonesty of any kind may minimally expect to fail the assignment at hand and perhaps the entire course. In addition, instances of academic dishonesty and plagiarism may be dealt with through proper University channels for investigation and disciplinary action.
"Disruptive behaviour" includes but is not limited to talking when someone else has the floor, being rude to other people, destructive (rather than constructive) criticism of another, arriving late repeatedly, sleeping during class, belligerent or aggressive behaviour, and so on. These behaviours have no place in a college classroom. You have a right to maintain your own opinions and to disagree with others, but you must do so in a fashion that is conducive to learning and does not take the form of a personal attack on others. Minimally, you are expected to treat your classmates and your professor in a respectful fashion and they will return the favour. Any behaviour that obstructs or disrupts the classroom teaching and learning environment will be addressed. Serious or repeated breaches in appropriate behaviour may result in a reduction of your final grade in the course and may be referred to additional University authorities.
GRADING SCALE
A+ 96 - 100%
A 90 – 95
A- 80 – 89
B+ 77 – 79
B 74 – 76
B- 70 – 74
C+ 67 – 69
C 64 – 66
C- 60 - 63
D 50 – 59
F 0 – 49
Refer to the SMU Catalogue for a description of what a letter grade represents in terms of GPA.
Remember an "A" denotes exceptional work. All assignments and policies indicated above and below must be completed and/or carried out in a satisfactory manner in order to receive a passing grade in this class. . To calculate your grade in the course as we go along, simply calculate the percentage of points you have earned from the total thus far in the class.
You are responsible for knowing and understanding the contents of
this course syllabus and for carrying out the requirements of this course.
If there is any dispute, all university and departmental policies will apply.
CLASS SCHEDULE
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TUESDAY |
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Week 1 – May 12th |
Introduction to course, professor & students |
Topic: Race & Ethnic Rel’ns concepts Readings: BC - Chapters 1 & 2 |
Topic: Race & Ethnic Rel’ns concepts & theories cont’d Reflection report #1 assigned |
Topic: Mi’kmaq of NS Reading: WWNTS – Chapters 1-4 |
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Week 2 – May 19th |
NO CLASS – HOLIDAY |
Topic: Mi’kmaq of NS Reading: WWNTS – Chapters 5-9 Reflection report #1 due |
Topic: First Nations Peoples Reading: WWNTS – Chapters 10-14 |
Topic: First Nations Peoples cont’d Reflection report #2 assigned |
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Week 3 – May 26th |
Topic: Black Canadians Reading: BC – Chapters 3 & 4 Reflection report #2 due |
Topic: Employment and Education Reading: BC – Chapter 6 |
Topic: Stereotypes Reading: BC – Chapter 7 |
Topic: Government & race rel’ns Readings: BC – Chapters 8 & 9 Reflection report #3 assigned |
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Week 4 – June 2nd |
Project presentations Reflection report #3 due |
Project presentations |
Project presentations Last class Evaluations |
Research project papers due by 12 noon.
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NOTE: The instructor reserves the right to change the course syllabus. The students will be given sufficient advanced notice of any changes should they arise.
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Deconstructing Colonization in Canada course documents |
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Revised: May 10, 2003 .