FYSM 1600 — Contemporary Controversies in Canadian Society<\/strong><\/p>\n Students will explore a broad range of social issues affecting Canadians today. Using an interdisciplinary lens, this course will analyze how these issues are connected to larger global systems and to world histories. Topics may include nationalism, race, language and ethnicity, sexuality, gender, Aboriginal governance, globalization, the environment, and human rights. Course materials are drawn from a broad range of disciplines. Attendance and critical engagement are essential.<\/p>\n 1.0 credit \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lecture: Wednesday 11:35 – 1425<\/strong><\/p>\n Students are introduced to a range of movements for social change in Canada.<\/p>\n \u00a0Thematic units address a set of academic concepts, a social movement that is associated with them, and the experiences of injustice members of these social movements want to challenge. Together, over the fall and winter terms, students examine seven movements whose members have fought for structural and ideological changes within Canada. More specifically, the course will focus in turn on labour rights, anti-racism, feminism, LGBTQ+ identities, Indigenous nationalism, Qu\u00e9b\u00e9cois nationalism, and disability rights. The people involved in these social movements have played important roles in redefining the social and legal parameters of Canadian citizenship and identities. Attendance and critical engagement are essential.<\/p>\n 1.0 credit\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lecture: Thursday 1435 – 1725<\/strong><\/p>\n CDNS 1000 — Introduction to Canadian Studies This full-year course introduces students to the interdisciplinary field of Canadian Studies. We begin by asking basic questions about nations: What drives people to come together as a national community \u2013 not just in Canada, but in any country?\u00a0We also ask tough questions about inclusion and exclusion: Who has been left out of representations of Canada and why? How have these representations changed over the years?<\/p>\n The course allows students to extend their gaze beyond Canada\u2019s borders and consider how Canada presents itself to the world. To what extent does a Canadian identity defined by what Canada is not<\/em> (American, European, \u201cuncivilized\u201d, etc.) hamper acknowledgment of problems that Canada shares with other countries and regions? Where does Canada fit in an increasingly globalized corporate world? We will discuss such issues as mining, immigration, language, and eugenics, highlighting the ways in which public policy has either supported or undermined what many Canadians consider to be key aspects of Canadian identity.<\/p>\n The goal is to help students develop a deeper understanding of Canada from a variety of perspectives and a deeper appreciation of the human experience more generally. Students will also cultivate critical thinking skills and engage in lively class discussions on core topics, many of which<\/p>\n 1.0 credit\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lecture: Monday 1805 – 1955\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Discussion Groups: Tuesday & Wednesday at various times CDNS 2210 — Introduction to the Study of Canadian Culture<\/strong> In this course, we study Canadian culture through advertising, restaurant menus, National Parks, museum exhibits, stories, music, television, painting, film, and cultural policy. We talk about the central myths and metaphors in Canadian nationalist discourse and how these have been contested. Canada is a socially-stratified settler nation-state in which the unifying time-space of the national culture overwrites very different geographies, histories, and experiences. Culture is where struggles over identity, power, memory, and belonging take place. The course introduces the study of culture in different forms–as representation, as commodity, as collective memory, as place, as resistance, as everyday practice.<\/p>\n 0.5 credit\u00a0 \u00a0 Lecture: Wednesday 1435 – 1625\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Discussion Groups: Wednesday 1635 or 1735 ~~~~~~~~~~~~~~~~~~~~~~<\/p>\n Students will do a survey of geographical, historical, demographical, cultural, political and social developments in Qu\u00e9bec, from the colonial period to the present. \u00a0Course themes include the evolving structures and values of Quebec society, cultural production and policies, relations with English Canada,\u00a0Indigenous\u00a0peoples,\u00a0and debates on identity and nationalism.<\/p>\n This course will provide students with a firmer understanding of Quebec society\u2019s development from New France and\u00a0the Patriots\u2019 Rebellions of 1837-1838, to the period of terrorism in the 1960s leading to the October crisis of 1970, and the subsequent referenda on sovereignty.\u00a0 Students will be able to contribute to debates about federalism, national identity, m\u00e9tissage<\/em>,\u00a0Quebec\u2019s distinctiveness, and multiculturalism.<\/p>\n 0.5 credit\u00a0 \u00a0 No classroom component CDNS 3000\/GEOG 3001 — Producing Knowledge\/Doing Qualitative Research How do we produce ethical, useful knowledge? This small seminar course investigates the theory and methods used in qualitative inquiry, offering students both hands-on experience as knowledge producers and rigorous discussion of the beliefs and claims that shape what counts as knowledge and who counts as knowledge-holders.<\/p>\n The course content will include a mix of engaging and challenging experiential activities, small group discussions, readings, and written reflections, designed to help students learn about qualitative methods and put them to work.<\/p>\n 0.5 credit\u00a0 \u00a0Lecture: Tuesday 1135 – 1425 ~~~~~~~~~~~~~~~~~~~~~~~<\/p>\n CDNS 4403\/5403 — Heritage Conservation & Sustainability<\/strong> How are historic places evolving in response to changing ideas of how we care for the land and important places? Can heritage conservation contribute more to the circular economy, to resource scarcity, and to environmental justice? What are new contexts for heritage and roles for conservation in climate adaptation and resilience? How can Indigenous ideas of reciprocity and human environmental relations inform processes and practices for meaningful change?<\/p>\n This advanced seminar explores a shift in heritage conservation discourse that embraces related objectives of environmental, sociocultural, and economic sustainability. 0.5 credit\u00a0 \u00a0 Lecture: Thursday 1135 – 1425<\/strong> ~~~~~~~~~~~~~~~~~~~~~~~<\/p>\n CDNS 4901 — Speculating Futures\/Imagining Otherwise<\/strong> Academics excel at critiquing the past and present. But can we imagine otherwise? As a class, this exploratory interdisciplinary 4th year course will research how we might begin to imagine (and create) alternative ways of thinking, acting, and being that move beyond the limits of our present social condition. How might we build on our critiques to imagine and reflect on the creative possibilities of as yet unimaginable worlds and relationships, including those that may reflect innovative forms of justice and decolonization. How can we ensure that our imaginaries do not unintentionally reproduce inherited and deeply problematic patterns and assumptions? Building on selected critical essays and theories in numerous fields, this class examines diverse examples and genres of \u201cimagining otherwise\u201d–including speculative fiction, sci-fi, cli-fi, visual media, popular culture and art, etc. We do so to explore the possibilities and limitations of how we may think and perceive differently, outside of our given imaginaries. Can we imagine what might seem impossible? How do our preconceptions and socially ingrained habits of 0.5 credit\u00a0 \u00a0 Lecture: Thursday 1435 – 1725<\/strong> ~~~~~~~~~~~~~~~~~~~~~<\/p>\n CDNS 5003 C\/ CLMD 6102 — Issues in Transnationalism Transnationalism and transculturation are terms that are often used in cultural and literary studies. Are they interchangeable? How are they different? 0.5 credit\u00a0 \u00a0 Lecture: Thursday 0835 – 1125 In this interdisciplinary graduate seminar, we explore the possibilities and limitations of the concept of \u201cdecolonization\u201d in what is now known as Canada. We begin by addressing Canada as a settler-colonial nation, and discuss what is meant by \u201cdecolonization.\u201d We then interrogate the continuities and differences between the colonial origins\/development of Canada and contemporary \u201cmulticultural\u201d society — specifically in terms of the construction, reification, and management of collective identities and territories. The second half of the course focuses more explicitly on resurgence, resistance and decolonization, exploring emerging debates about de-colonizing identities and practices.<\/p>\n 0.5 credit\u00a0 \u00a0 \u00a0Lecture: Wednesday 1135 – 1425 ~~~~~~~~~~~~~~~~~~~<\/p>\n INDG 1010 — Introduction to Indigenous Peoplehood Studies<\/strong> This course begins by looking at Creation Stories of different Indigenous peoples and builds to discuss Indigenous worldviews, ways of living, ecological relationships, inter-Indigenous relations and diplomacy among Indigenous peoples. Course materials are rooted in self-situated and collective understandings of Indigenous peoples. This course centres around stories, with a particular emphasis on reading and interpreting Indigenous stories of Creation. Students will also be offered the opportunity to tell their own stories through various course evaluations that honour diverse modes of learning and being.<\/p>\n 0.5 credit\u00a0 \u00a0 \u00a0 \u00a0Lecture: Monday 1135 – 1325\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Discussion Groups: Friday afternoon<\/strong> ~~~~~~~~~~~~~~~~~~<\/p>\n INDG 4011 — Indigenous Representation in Contemporary Canada<\/strong> This course will explore the work and film making styles of several Canadian First Nations, M\u00e9tis and Inuit film directors, screen writers and producers. National Film Board documentaries, independently produced shorts, experimental videos, and commercial ventures will be examined.<\/p>\n No previous knowledge of film studies or film making is required. Students are encouraged to approach this course from an interdisciplinary perspective, noting similar themes, issues and concerns emerging in other disciplines, and other Indigenous creative genres such as literature, music, theatre and the \u201cfine arts.\u201d Students invariably find themselves compiling \u201cfilm playlists\u201d to share with friends, family, youth groups and instructors in other courses.<\/p>\n
\nFYSM 1409 —\u00a0<\/strong>Social Change in Canada<\/strong><\/p>\nFull year CDNS course:<\/h3>\n
\nTim Browne<\/strong><\/p>\n
\nT Browne CDNS 1000 2019-20<\/a>
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\nFall 2019<\/strong><\/h3>\n
\nProfessor Jennifer Henderson<\/strong><\/p>\n
\nJ Henderson CDNS2210 Fall 2019 poster<\/a><\/strong><\/p>\n
\nCDNS\/FINS 2510 R (exclusively online) — Introduction to Qu\u00e9<\/em>bec Society
\nProfessor Anne Tr\u00e9<\/em>panier<\/strong><\/p>\n
\nA Trepanier CDNS 2510 F 2019<\/a>
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\nProfessor Sophie Tamas<\/strong><\/p>\n
\nS Tamas CDNS 3000 Fall 2019<\/a><\/strong><\/p>\n
\nProfessor Susan Ross<\/strong><\/p>\n
\nThrough readings discussion and analysis of Canadian and international research, policy and projects, the course introduces theory, principles and practices that help bridge diverging ideals.<\/p>\n
\nS Ross CDNS 4403-5403 F F 2019<\/a><\/p>\n
\nProfessor Eva Mackey<\/strong><\/p>\n
\nseeing and imagining get in the way? Can we imagine otherwise? What do we learn in the process of trying?<\/p>\n
\nE Mackey CDNS 4901 F 2019<\/a><\/strong><\/p>\n
\nProfessor Catherine Khordoc<\/strong><\/p>\n
\nThrough a variety of readings, and case studies (mostly literary, but also cinematographic), we\u2019ll consider how these terms may be used productively to discuss
\nand analyse contemporary cultural\/literary works.<\/p>\n
\nC Khordoc CLMD 6102 CDNS 5003<\/a>
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\nCDNS 5501 — Decolonizing Canada:Cultural Politics and Identities<\/strong>
\nProfessor Eva Mackey<\/strong><\/p>\n
\nE Mackey CDNS 5501 F 2019<\/a><\/strong><\/p>\n
\nGeraldine King<\/strong><\/p>\n
\nG King INDG 1010 Fall 2019<\/a><\/strong><\/p>\n
\nProfessor Allan Ryan<\/strong><\/p>\n