Course Description
This course examines decolonizing cultural politics and theory with an emphasis on racism and its connection to other forms of social inequality and oppression. It explores the historical emergence and social currency of colonial and racial formations in their various ideological, systemic and institutional contexts. The ways in which the politics of race and ethnicity shape and inform social policies and institutional change are also examined along with forms of cultural production that both reinforce and problematize race and ethnic categories. The course has three main overlapping and interconnected areas of focus. The first focus will be on sociological theories and perspectives on colonialism, racialization and decolonization. The second focus will be on an examination of how race/ethnicity, racialization and racism have been incorporated into institutions and organizations. The third focus will consider the decolonizing politics of resistance and alternative representations created by ethnically and racially minoritized people. In addition to examining race/ethnicity categories and diverse forms of racism/s, other related topics such as multiculturalism, nation-statism, Eurocentrism, Orientalism and imperialism are also explored.
University of Alberta Faculty of Arts Department of Sociology
SOC 370 - B1 Racism and Decolonization Winter 2021
Territorial Statement: “The University of Alberta acknowledges that we are located on Treaty 6 territory, and respects the histories, languages, and cultures of the First Nations, Métis, Inuit, and all First Peoples of Canada, whose presence continues to enrich our vibrant community.”
Course Instructor: Dr. Alireza Asgharzadeh e-mail: [email protected] Virtual Office Hours (Live Chat-participation optional): Tuesdays 14:00-15:00
Lectures: Online/pre-recorded, posted each Tuesday by 14:00
Please note that this is an online course offered by the Department of Sociology for all eligible students at the University of Alberta. The entire course, including the submission of assignments, participation/discussion, presentations, exams and lectures, will take place on the course’s e-class site.
Prerequisite: SOC 100 or consent of instructor
Course Objectives
1. to examine and evaluate the key sociological concepts, ideas and categories around indigeneity, race, ethnicity, colonialism and decolonization;
2. to investigate how ideas of race and racism are produced and reproduced in historically shifting multiple ways;
3. to explore different forms and kinds of racisms in their historical, ideological, institutional and socio-cultural contexts;
4. to examine how indigeneity, race and ethnicity intersect with other categories such as nation, nation-state, gender, sexuality, language, religion, class, disability, citizenship and so forth.
5. to explore various strategies of decolonization and resistance to racism, racialization and ‘othering’;
6. to develop students' critical thinking and research skills in analyzing complex sociological processes regarding colonialism, decolonization, racism and other forms of oppression.
Course Learning Outcomes After completing the course, the students will be able to:
critically examine a number of important theoretical and empirical approaches taken to study racism and decolonization within capitalist formations;
understand and discuss the historical and social construction of indigeneity, race and ethnicity;
understand and discuss how indigeneity, race and ethnicity have been studied in Canada and globally;
identify some of the major debates that have dominated the study of colonialism and racism in sociological discourse;
consider how the study of indigeneity, race and ethnicity is connected to social policy and activism.
Assignments and Evaluation
1. Participation (via Discussion Board Activities)……...…...………..15%
2. Class Presentation………....…...20%
3. Mini-assignments (3) (Jan 19-April1)... ...…...………...………...20%
4. Take-home Exam (due March 11) ………..…………...…….…...…...20%
5. Research Paper (due April 15)…………...…..….…..…..……….…...25%
Total………..………100
Participation (via Discussion Board Activities)
All students are expected to fully participate in discussion board activities. Your contributions to Module/Week-specific Discussion Forums will determine your attendance/participation mark for the course (15%). Each student is required to contribute a minimum of 2 posts for each Discussion Board: one original thread and one response to your peers’ postings. The length of each post may be 2 paragraphs or more. Discussion Forums are located under specific module or week’s readings. For regular weeks, each module starts from 14:00 Tuesday and ends at 14:00 of the following Tuesday, giving you a full week to complete and submit your posts for that module (see page 18 for the rubric).
Presentation
As seen from the course readings listed below, we will consider and discuss up to 4 readings per week. All students are expected to have done at least 2 of the required readings before engaging in Discussion Board Activities. Each student in the course will be assigned one reading to present and will be responsible for preparing a 3-pages summary of the presentation. In addition, each presenter is also responsible for developing relevant discussion questions to engage other class members. Group presentations are highly encouraged (2-3 persons for 1 reading; 4-6 people for 2 readings)... Please sign up for your presentation via ‘Signing up for Class Presentation’
Forum on the course website. The presenters will need to do the following:
1- Submit a copy of your slides and written summary (3 pages, double-spaced) to the ‘Presentations’ dropbox located on the course website;
2- Post your discussion questions (about 4 questions) to relevant Discussion Forum;
3- Be prepared to engage comments or questions that may be posted regarding your presentation topic.
Your presentation will be evaluated based on the above 3 factors (see page 19 of the syllabus for rubric and guidelines).
Note: the reading for presentation should be different than the readings that you choose for your mini-assignments.
Mini-assignments
Each student will write a total of 3 (three) short summary papers. Each one of these short papers is worth 6.6 marks and should be 3 pages long. The assignments are critical appraisals of the readings that are assigned for each class and should reflect what you find most interesting, important, critical or problematic about the readings. Each student is expected to identify at least 2 questions of interest at the end of their paper. Each assignment is to cover 2 of the readings for ONE module or week. The completed assignments are to be submitted to the turnitin & regular drop-boxes on the course website. Please note the following steps in completing your mini-assignments:
Step 1: Choose any two articles from the list of readings for one module/week and read them carefully;
Step 2: Summarize the main ideas of each article (focusing on their main arguments, concepts, theoretical framework, findings, etc);
Step 3: Offer your critical appraisal of the articles (do you agree with the authors?
Why and why not? What are their points of strength and/or weakness?);
Step 4: Develop relevant discussion questions and include them at the end of your text (at least 2 questions);
Step 5: Be sure to provide full citation/bibliography of any work utilized in your text;
Step 6: Submit the assignment to the appropriate drop-boxes (turnitin and regular).
See page 20 of the syllabus for rubric and guidelines.
Note: the readings for your mini-assignments should be different than the reading that you choose for your presentation.
Take-home Exam (distributed Feb 18/21, due March 11/21)
This assignment will have several major essay questions from which you will choose TWO to answer. The length of this essay exam will be 8 pages (4 pages per
question), double-spaced, plus a Works Cited page (see page 21 for rubric). More details will be given on the e-class and representative exam questions will be discussed via lectures (e.g., see our first intro lecture).
Final Essay/Research Paper (due April 15/21)
This assignment will test the students’ ability to apply their sociological knowledge to an analysis of issues emerging from the fields of racism and decolonization in Canadian Society or other contexts. Using a relevant sociological perspective covered in the course as their theoretical framework (e.g., anti-colonial theory, critical race theory, intersectionality), students will focus on a topic of their choosing for the final paper.
Students must use a minimum of 8 scholarly sources (3 from course readings, 5 outside sources) that are relevant to their topic. The length of this final essay will be 7 pages double-spaced, plus a Works Cited page (see page 22 for rubric). More details will be given on the e-class.
Assignment Submission
Assignments are submitted in soft copies to relevant drop-boxes on the course website.
Two copies of each written assignment are required: one to the Turnitin box, the other to regular assignment dropbox.
Evaluation & Grading
The University of Alberta, Faculty of Arts, uses a letter grade system. This course’s letter grades will be determined based on the scale described below:
Grade % Description GPV A+ (90-100) Excellent: original, exceptional outstanding in all respects 4.0 A (86-89) Excellent: distinctly outstanding work 4.0 A- (82-85) Excellent: careful, thorough and insightful work 3.7
B+ (78-81) Good: insightful work in most respects 3.3
B (74-77) Good: very good, solid work 3.0 B- (70-73) Good: good work in most respects 2.7 C+ (66-69) Satisfactory: good work in some respects 2.3 C (62-65) Satisfactory: satisfactory work 2.0 C- (58-61) Satisfactory: satisfactory but significant flaws 1.7 D+ (54-57) Poor: Substantial incomprehension of course material 1.3 D (50-53) Minimal Pass 1.0 F (0-49) Fail 0
Course Policies
Academic Responsibility: Enrolment in this course means that you hereby agree to conduct yourself according to the following statement on academic responsibility:
Students' academic responsibility consists of the following: (i) Preparedness. (ii) Respect for the learning needs and processes of others. (iii) In debate and discussion, criticisms and commentary are to be directed at ideas and arguments, not persons. (iv) That you accept the contributions of others in a generous spirit, understanding them to be directed at ideas and arguments, not your person. (v) That you are always responsible for what
you say and this responsibility goes beyond merely expressing your opinion to include a generous contribution to the creation of a positive environment for learning for everyone in the class.
Plagiarism and Fraud: Plagiarism, cheating and fraud (including misrepresentation of reasons for missed exams and assignments) will be considered a serious violation of academic responsibility and can result in expulsion from the university. I will strive to protect the integrity and value of your work from being undermined by cases of plagiarism. If you are unsure of how to appropriately cite the ideas, work, arguments of others in an academic context, please ask me for assistance.
Re-evaluation of submitted course work: The following conditions apply for students requesting that their course work be re-evaluated. (1) You must present an argument explaining why your work should be reevaluated. (2) You must make your request for re- evaluation within one week of having your work returned or marks posted. (3) Once final grades are posted, there is also faculty policy regarding procedures for grade appeals from students that needs to be taken into account.
Late Work—All written assignments are due on the specified deadline, or they will be considered late. You may lose 5% on an assignment for each calendar day the paper is late. This includes weekends. No course work will be accepted beyond two weeks past the last day of classes. If you are ill, or have other extenuating circumstances, and are unable to complete your work by the due date, you must contact the course instructor immediately and at most within 2 days after the due date.
Missed Term Work: If you miss any of the assignments due to illness or other extenuating circumstances, it is your responsibility to convince the course instructor that this is an excusable issue, and provide the instructor with one of the following documents within two working days of the scheduled exam or course assignment:
For medical illnesses, students can present one of the following: "University of Alberta Medical Statement” signed by a doctor; “Request for Deferral of Termwork" (for all students); "Statutory Declaration" (for all students, to be obtained from home Faculty or the Office of the Registrar): https://www.ualberta.ca/arts/student- services/undergraduate-student-services/forms-for-students.html
For other acceptable absences, provide documentation appropriate to the situation. For example: for a death in the family- a copy of the death certificate; for a car accident- a copy of the accident report; for other serious afflictions- consult with Instructor or Department about appropriate documents. Note that I, as your instructor, am not allowed to grant you a deferral for a missed final exam or essay. If you need to defer the final exam or essay, you will have to apply to your home Faculty to be granted a deferral.
Registered?: Make sure you are correctly and accurately registered in the courses you are taking by checking your Class Schedule on Bear-Tracks.
University Services for Students
"Students who require accommodations in this course due to a disability affecting mobility, vision, hearing, learning, or mental or physical health are advised to discuss their needs with Accessibility Resources (AR) located in 1-80 Students' Union Building, 492-3381 (phone) or 492-7269 (TTY)."
Required Official University Policy Notices
1. Re: Plagiarism, once more:
"The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.governance.ualberta.ca) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.”
2. "“Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).”
3. "Policy about course outlines can be found in Course Requirements, Evaluation Procedures and Grading of the University Calendar":
https://calendar.ualberta.ca/content.php?catoid=33&navoid=9816#evaluation_procedures _and_grading_system
More Official University Notices:
Learning and working environment: The Faculty of Arts is committed to ensuring that all students, faculty and staff are able to work and study in an environment that is safe and free from discrimination and harassment. It does not tolerate behaviour that undermines that environment.
Sexual Violence Policy: It is the policy of the University of Alberta that sexual violence committed by any member of the University community is prohibited and constitutes misconduct. Resources and more information can be found at https://www.ualberta.ca/campus-life/sexual-violence
Resources for Students:
https://www.ualberta.ca/current-students.
All students should consult the Academic Integrity website. If you have any questions, ask your instructor: https://www.ualberta.ca/current-students/academic-
resources/academic-integrity/index.html
The best all-purpose website for student services on campus is here:
https://www.ualberta.ca/current-students.
Textbooks and Readings
All the readings for this course are accessible through the university’s E-resources.
Additional readings, relevant news items, reports, etc., will be regularly posted on the course website: https://eclass.srv.ualberta.ca/course/view.php?id=66102
Supplementary textbooks (not required):
1. Delgado, Richard and Jean Stefancic. (2012). Critical Race Theory: An Introduction . New York: New York University Press.
2. Henry, F. and C. Tator. (2009). The Colour of Democracy: Racism in Canadian Society. Toronto: Thomson Nelson, 4th Edition.
3. Andersen, M.L. and P. Hill Collins. (Eds.) (2016). Race, Class, and Gender: An Anthology. Belmont, CA: Wadsworth, 9th Edition.
4. Fleras, Augie. (2012). Unequal Relations: An Introduction to Race, Ethnic, and Aboriginal Dynamics in Canada, 7th Ed. Toronto: Pearson Education Canada.
5. Tania Das Gupta, Carl E. James, Chris Andersen, Grace-Edward Galabuzi &
Roger C. A. Maaka. (2018). Race and racialization: essential readings (Second edition). Canadian Scholars.
Weekly Schedule of Topics and Readings
1. January 12 & 14 Module 1: Introductions; Key Concepts & Definitions This session will be devoted to a description of the course, its purpose, philosophy and objectives. We will briefly introduce ourselves via “Introductions” forum located on our e-class; Students will also sign up for their class presentation. To get things started and give an insight to the course’s subject matter, I am listing the following pieces as readings for this introductory module. Students are expected to read (and comment on via the discussion board) at least 2 of the listed readings for each module.
Hiller, C., & Carlson, E. (2018). THESE ARE INDIGENOUS LANDS:
Foregrounding Settler Colonialism and Indigenous Sovereignty as Primary Contexts for Canadian Environmental Social Work. Canadian Social Work Review, 35(1), 45–
Sobo, E., Lambert, H., & Heath, C. (2020). More than a teachable moment: Black lives matter. Anthropology & Medicine, 27(3), 243–248.
Winant, H. (2000). Race and Race Theory. Annual Review of Sociology, 26,169-185.
Henry, F. (2009). Race and Racism in 21st Century Canada: Continuity, Complexity, and Change (review). Canadian Ethnic Studies, 41(1), 238–240.
Supplementary readings:
Ghebreghiorgis, A., & Gelman, E. (Aug. 2020). Watered-Down “Anti-Racism Training” in Schools Is Perpetuating Racism. Truthout, Online:
https://truthout.org/articles/watered-down-anti-racism-training-in-schools-is- perpetuating-racism/
Muir, Donal E. (1993). Race: The Mythic Root of Racism. Sociological Inquiry, 63(3), 339-350.
Sriskandarajah, A. (2020). Race, space, and media: The production of urban neighbourhood space in east-end Toronto. Canadian Ethnic Studies, 52(1), 1-22.
Hango, D. (July 2020). Fear of COVID-19 related stigmatization. Statistics Canada, Online: https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00051- eng.htm
2. January 19 & 21 Module 2: Indigeneity
Gebhard, A. (2017). Reconciliation or racialization? Contemporary discourses about residential schools in the Canadian Prairies. Canadian Journal of Education, 40(1), 1- 30.
Henry, F., Dua, E., Kobayashi, A., James, C., Li, P., Ramos, H., & Smith, M. S.
(2017). Race, racialization and Indigeneity in Canadian universities. Race, Ethnicity and Education, 20(3), 300-314.
Schaefli, L., Godlewska, A., Korteweg, L., Coombs, A., Morcom, L., & Rose, J.
(2018). What do first-year university students in Ontario, Canada, know about First Nations, Métis, and Inuit peoples and topics? Canadian Journal of Education, 41(3), 688-725.
Berger, B.L. (2020). Review of the book Canadian Justice, Indigenous Injustice: The Gerald Stanley and Colten Boushie Case, by Kent Roach. Canadian Journal of Law and Society 35(1), 137-142.
Supplementary readings:
Roach, K. (2019). Chapter 10, Can we be better? Canadian justice, Indigenous injustice: The Gerald Stanley and Colten Boushie case. McGill-Queen's University Press (pp.169-193).
Chan, Wendy and Kiran Mirchandani. (2002). Chapter 2, Settler Capitalism and the Cnstruction of Immigrants and "Indians" as Racialized Others. Crimes of Colour:
Raialization and the Criminal Justice System in Canada (pp.25-44). (E-Book, avilable through Library, e-resources).
Sitar, K. L. (2016). Gladue as a sword: Incorporating critical race perspectives into the Canadian criminal trial. Canadian Criminal Law Review, 20(3), 247-262.
VIDEO: Barton, R., Findlay, G., MacIntosh, C., Pauls, K., Serapio, M., &
Stefanovich, O. (2018). Missing, Murdered, Mishandled: Systemic Racism in Canada’s Justice System? Canadian Broadcasting Corporation.
Films Media Group. (2017). Stacey Dooley investigates: Canada's lost girls.
https://fod-infobase-
com.login.ezproxy.library.ualberta.ca/p_ViewVideo.aspx?xtid=145446&tScript=0
3. January 26 & 28 Module 3: Sociological Perspectives
Delgado, Richard and Jean Stefancic. (2017). Chapter 1, Introduction. Critical Race Theory: An Introduction (pp.26-43). New York: New York University Press. (E- Book, available through library e-resources).
Greene, Kyra R. (2011). Why We Need More Marxism in the Sociology of Race.
Souls, 13 (2), 149-174.
Ali, N. G. (2015). Reading Gramsci through Fanon: Hegemony before dominance in revolutionary theory. Rethinking Marxism, 27(2), 241-257.
Dei, G., & Asgharzadeh, A. (2001). The Power of Social Theory: The Anti-Colonial Discursive Framework. Journal of Educational Thought, 35(3), 297-325.
Film: The House We Live In: Race—The Power of an Illusion https://fod-infobase-
com.login.ezproxy.library.ualberta.ca/p_ViewVideo.aspx?xtid=49736 Supplementary readings:
Foster, J. B., Clark, B., & Holleman, H. (2020). Marx and the indigenous. Monthly Review, 71, 1-19.
Hylton, K. (2012). Talk the talk, walk the walk: Defining Critical Race Theory in research. Race Ethnicity and Education, 15 (1): 23-41.
Chong, N.G. (2014). Human Trafficking and Sex Industry: Does Ethnicity and Race Matter? Journal of Intercultural Studies, 35(2): 196-213
Wong, L., & Guo, S. (2018). Canadian ethnic studies in the changing context of immigration: Looking back, looking forward\. Canadian Ethnic Studies, 50(1), 1-9.
Roberts, D.E. (2015). The Politics of Race and Science: Conservative Colorblindness and the Limits of Liberal Critique. Du Bois Review: Social Science Research on Race, 12(1):199-211.
Darian-Smith, Eve. (2012). Re-reading W. E. B. Du Bois: the global dimensions of the US civil rights struggle. Journal of Global History, 7(3): 483-505.
Paul, J. (2014). Post-racial futures: imagining post-racialist anti-racism(s). Ethnic and Racial Studies, 37(4): 702-718.
Dua, E., Razack, N. and J.N. Warner. (2005). Race, Racism, and Empire: Reflections on Canada. Social Justice, 32(4), 1-10.
Wallerstein, Immanuel. (2009). Reading Fanon in the 21st Century. New Left Review, 57: 117-125.
Levine, Philippa. (2000). Orientalist Sociology and the Creation of Colonial Sexualities. Feminist Review, 65, 5-21.
Khalid, Maryam. (2011). Gender, Orientalism and representations of the 'Other' in the War on Terror. Global Change, Peace & Security, 23(1), 15-29
Editorial. (2020). Trump’s nationalism, “the end of globalism”, and “the age of patriotism”: “the future does not belong to globalists. The future belongs to patriots.”
Educational Philosophy and Theory, 52(13), 1341–1346.
Anthony, L. Brown, A.L. and N. De Lissovoy. (2011). Economies of racism:
grounding education policy research in the complex dialectic of race, class, and capital. Journal of Education Policy, 26 (5), 595-619.
4 February 2 & 4 Module 4: Colonialism & Postcoloniality
Radcliffe, S. A., & Radhuber, I. M. (2020). The political geographies of
D/decolonization: Variegation and decolonial challenges of /in geography. Political Geography, (78), 1-12
Kwet, M. (2019). Digital colonialism: US empire and the new imperialism in the Global South. Race & Class, 60(4), 3–26.
Virmani, T. (2020). Textual geographies of caste: local, institutional and national- symbolic spaces in Dalit archives. Gender, Place & Culture, 27(4), 502–523.
Aouragh, M. (2019). ‘White privilege’ and shortcuts to anti-racism. Race & Class, 61(2), 3–26.
Supplementary readings:
Hage, G. (2014). Continuity and Change in Australian Racism. Journal of Intercultural Studies, 35(3), 232-237
Lazarus, Neil. (2011). What postcolonial theory doesn't say. Race and Class, 53(1), 3- 27.
Tam, D. M., Y., Tutty, L. M., Zhuang, Z. H., & Paz, E. (2016). Racial minority women and criminal justice responses to domestic violence. Journal of Family Violence, 31(4), 527-538.
Razack, Sherene H. (2013). Timely Deaths: Medicalizing the Deaths of Aboriginal People in Police Custody. Law, Culture and the Humanities 9(2) 352-374.
Levine-Rasky, C. (2014). White fear: analyzing public objection to Toronto’s Africentric school. Race Ethnicity and Education, 17(2), 202-218
Choudry, A. (2010). What's left? Canada's 'global justice' movement and colonial amnesia. Race and Class, 52 (1), 97-102.
5 February 9 & 11 Module 5: Micro-aggressions
Fleras, A. (201 ). Theorizing micro-aggressions as racism .0: Shifting the discourse.
Canadian thnic Studies tudes thniques Au Canada, 48(2), 1-19.
Lee, S., Bernstein, M. B., Etzel, E. F., Gearity, B. T., & Kuklick, C. R. (2018).
Student-athletes' experiences with racial microaggressions in sport: A Foucauldian discourse analysis. The Qualitative Report, 23(5), 1016-1042.
Delgado, Richard and Jean Stefancic. (2017). Chapter 3, Legal storytelling and narrative analysis. Critical Race Theory: An Introduction (pp.69-82). (E-Book, available through Library, e-resources).
Kubota, R. (2015). Race and language learning in multicultural Canada: Towards critical antiracism. Journal of Multilingual and Multicultural Development, 36(1), 3- 12.
Supplementary readings:
Kikulwe, D. (201 ). Racialization, silences and the negotiation of power within child welfare institutions in Ontario. Canadian thnic Studies tudes thniques Au Canada, 48(3), 109-127.
Lyman, S.M. (1998). Gunnar Myrdal's ‘An American Dilemma’ after a Half Century:
Critics and Anticritics. International Journal of Politics, Culture and Society, 12(2), 327-389.
Stetsenko, A. (2018). Confronting biological reductionism from a social justice agenda: Transformative agency and activist stance. Literacy Research: Theory, Method, and Practice, 67(1), 44-63.
Reading Week February 16-19
6. February 23 & 25 Module 6: Constructions of Identity
Tessler, H., Choi, M., & Kao, G. (2020). The Anxiety of Being Asian American: Hate Crimes and Negative Biases during the COVID-19 Pandemic. American Journal of Criminal Justice, 45(4), 636–646.
Giroux, H. A. (2017). White nationalism, armed culture and state violence in the age of Donald Trump. Philosophy & Social Criticism, 43(9), 887-910.
Kazemipur, A. (2019). Securitized citizens: Canadian Muslims’ experiences of race relations and identity formation post-9/11. Canadian Ethnic Studies, 51(2), 187-189.
Dei, G. (2018). “Black like me”: Reframing Blackness for decolonial politics.
Educational Studies: A Journal of the American Educational Studies Association, 54(2), 117-142.
Supplementary readings:
Allen, W. (2020). Learning to become white girls in a settler colonial context:
exploring the racial socialization of white Euro-Canadian women. Settler Colonial Studies, 10(3), 378–402.
Mahtani, Minelle. (2002). Interrogating the hyphen-nation: Canadian multicultural policy and 'mixed-race' identities. Social Identities: Journal for the Study of Race, Nation and Culture, 8(1), 67-90.
Li, M. (2018). Presenting diversity and negotiating identity: Narratives of the Chinese in Newfoundland. Journal of Folklore Research, 55(3), 51-85.
Coloma, Roland Sintos. (2013). ‘Too Asian?’ On racism, paradox and ethno-
nationalism. Discourse: Studies in the Cultural Politics of Education. 34(4): 579-598.
Wells, K. (2017). Sexual minority teachers as activist-educators for social justice.
Journal of LGBT Youth, 14(3), 266-295.
Storm, P., Braedley, S., & Chivers, S. (2017). Gender regimes in Ontario nursing homes: Organization, daily work, and bodies. Canadian Journal on Aging, 36(2), 196- 208.
7. March 2 & 4 Module 7: Multiculturalism, Race & Culture
Ghosh, R. (2018). Multiculturalism in a comparative perspective: Australia, Canada and India. Canadian Ethnic Studies, 50(1), 15-36.
Crosset, V., Tanner, S., & Campana, A. (2019). Researching far right groups on twitter: Methodological challenges 2.0. New Media & Society, 21(4), 939-961.
Tal, D., & Gordon, A. (2018). Anti-Semitism and Islamophobia: What does a bibliometric study reveal? Scientometrics, 117(3), 1349-1359.
Nakhaie, R. (2018). Muslims, socio-cultural integration, and pride in Canadian democracy. Canadian Ethnic Studies, 50(3), 1-26.
Supplementary readings:
Sears, D.O., and P.J. Henry. (2003). The Origins of Symbolic Racism. Journal of Personality and Social Psychology, 85(2): 259-275.
Blaut, J. M. (1992). The Theory of Cultural Racism. Antipode, 24(4), 289-299.
McIntosh, Peggy. (2004). White privilege: Unpacking the invisible knapsack. In Paula S.
Rothenberg, (ed.), Race, Class, and Gender in the United States. Sixth Edition. New York, NY: Worth Publishers, pp. 188-192.
Gordon, M. K. and D.M. Zinga. (2012). "Fear of Stigmatisation": Black Canadian Youths' Reactions to the Implementation of a Black-Focused School in Toronto.
Canadian Journal of Educational Administration and Policy, 131,1-37.
Shin, H. (2015). Everyday racism in Canadian schools: ideologies of language and culture among Korean transnational students in Toronto. Journal of Multilingual and Multicultural Development, 36(1), 67-79.
Gerlach, A., Browne, A., & M. Greenwood. (2017) Engaging Indigenous Families in an Indigenous Early Childhood Programme in British Columbia, Canada: A Cultural Safety Perspective. Health and Social Care in the Community, 25(6),1763-1773
8. March 9 & 11 Module 8: Intersectionality
Allen, S. (2020). Book review: Intersectionality as Critical Social Theory. SAGE Publications, 23(4), 649–653.
Miller, R. A. (2018). Toward intersectional identity perspectives on disability and LGBTQ identities in higher education. Journal of College Student Development, 59(3), 327-346.
Beagan, B., Mohamed, T., Brooks, K., Waterfield, B., & Weinberg, M. (2020).
Microaggressions experienced by LGBTQ academics in Canada: “just not fitting in...
it does take a toll.” International Journal of Qualitative Studies in Education, 1–16.
Eisen, D. (2020). Combating the “Too Sensitive” argument: A demonstration that captures the complexity of microaggressions. Teaching Sociology, 48(3), 231–243.
Supplementary readings:
Holvino, Evangelina. (2010). Intersections: The simultaneity of race, gender and class in organization studies. Gender, Work and Organization, 17(3), 248-277.
Cho, S., Williams, K. and M. Leslie. (2013). Toward a Field of Intersectionality Studies: Theory, Applications, and Praxis. Signs: Journal of Women in Culture &
Society, 38(4), 785-810.
Tomlinson, B. (2013). Colonizing intersectionality: replicating racial hierarchy in feminist academic arguments. Social Identities, 19 (2), 254-272.
Wane, Njoki Nathani. (2009). Black Canadian feminist thought: Perspectives on equity and diversity in the academy. Race, Ethnicity and Education, 12(1): 65-77.
Roy, Olivier. (2012). The color of gayness: Representations of queers of colour in Quebec's gay media. Sexualities, 15(2), 175-190.
de Vries, K. M. (2015). Transgender people of color at the center: Conceptualizing a new intersectional model. Ethnicities, 15(1), 3-27.
Snapp, S.D. Hoenig, J.M., Fields, A. and S.T. Russell. (2015). Messy, Butch, and Queer: LGBTQ Youth and the School-to-Prison Pipeline. Journal of Adolescent Research, 30(1), 57-82
9. March 16 & 18 Module 9: Migration & Nation-building
Kysel, T. (2020). The Contested Boundaries of Emerging International Migration Law in the Post-Pandemic. AJIL Unbound, 114, 349–353.
Tazreena, S. (2018). What’s in a name? ‘Refugees’, ‘migrants’ and the politics of labelling. Race & Class, 60(2), 40-62.
EL-Habib, Y. (2015). The Inadmissible “Other”: Discourses of Ableism and Colonialism in Canadian Immigration. Journal of Progressive Human Services, 26, 209-228.
K Madut, K. (2019). Experiences of disadvantaged African Canadian migrants in Ontario, Canada. Human Geographies – Journal of Studies and Research in Human
Supplementary readings:
Mayor, C., & Suarez, E. B. (2019). A scoping review of the demographic and contextual factors in Canada’s educational opportunity gaps. Canadian Journal of Education, 42(1), 42-87.
Durrheim, K., Greener, R. and K.A. Whitehead. (2015). Race trouble: Attending to race and racism in online interaction. British Journal of Social Psychology, 54(1), 84- 99.
Chan, Wendy and Kiran Mirchandani. (2002). Chapter 2, Settler Capitalism and the Construction of Immigrants and "Indians" as Racialized Others. Crimes of Colour:
Racialization and the Criminal Justice System in Canada (pp.25-44). (E-Book, available through the library e-resources).
Perry, J.A. (2012). Barely legal: racism and migrant farm labour in the context of Canadian multiculturalism. Citizenship Studies, 16(2), 189-201.
10 March 23 & 25 Module 10: Racialization & Media
Tobias, H., & Joseph, A. (2020). Sustaining Systemic Racism through Psychological Gaslighting: Denials of Racial Profiling and Justifications of Carding by Police Utilizing Local News Media. Race and Justice, 10(4), 424–455.
Bindra, V., & DeCuir-Gunby, J. (2020). Race in Cyberspace: College Students’
Moral Identity and Engagement with Race-Related Issues on Social Media. The Urban Review, 52(3), 541–561.
Vila, P., & Avery-Natale, E. (2020). Towards an affective understanding of processes of racialization. Ethnicities, 20(5), 844–862.
Navarro, J. (2016) WORD: Hip-Hop, Language, and Indigeneity in the Americas.
Critical Sociology, 42(4-5), 567–581 Supplementary readings:
Sian, K.P. (2015). Spies, surveillance and stakeouts: monitoring Muslim moves in British state schools. Race, Ethnicity and Education, 18(2),183-201.
Soguk, Nevzat. (2007). Indigenous peoples and radical futures in global politics. New political science, 29(1): 1-22.
Gosine, K. and G. Pon. (2011). On the Front Lines: The Voices and Experiences of Racialized Child Welfare Workers in Toronto, Canada. Journal of Progressive Human Services, 22 (2): 135-159.
Noble, S.U. (2018). Critical Surveillance Literacy in Social Media: Interrogating Black Death and Dying Online. Black Camera, 9(2), 147-160
11 March 30 & April 1 Module 11: Linguistic Racism
Dovchin, S. (2020). Introduction to special issue: linguistic racism. International Journal of Bilingual Education and Bilingualism, 23(7), 773–777.
De Costa, P. (2020). Linguistic racism: its negative effects and why we need to contest it. International Journal of Bilingual Education and Bilingualism, 23(7), 833–
837.
Adams, M., & McCarthy, D. (2020). Race and parenting in the context of youth incarceration. Ethnic and Racial Studies: ERS Open, 43(16), 175–192.
Schroeter, S. and C. . James. (2015). ‘We’re here because we're Black': the schooling experiences of French-speaking African-Canadian students with refugee backgrounds.
Race, Ethnicity and Education, 18(1), 20-39.
Supplementary readings:
Warner, O. S. (2006). Encountering Canadian Racism: Afro-Trini Immigrants in the Greater Toronto Area, Canada. Wadabagei: A Journal of the Caribbean and Its Diaspora, 9(1): 4-37.
Razack, S. (2007). "Your Client has a Profile:" Race and National Security in Canada After 9/11. Studies in Law, Politics, and Society, 40, 3-40.
Lamoureux, Sylvie A. (2012). "My Parents May Not Be French Sir, but I Am":
Exploration of Linguistic Identity of Francophone Bilingual Youth in Transition in Multicultural, Multilingual Ontario. International Journal of Multilingualism, 9(2):
151-164.
Whitinui, P. (2014). Indigenous Auto-Ethnography: Exploring, Engaging, and xperiencing “Self” as a Native Method of Inquiry. Journal of Contemporary Ethnography, 43(4), 456-487.
Han, H. (2014). “Westerners,” “Chinese,” and/or “Us”: xploring the Intersections of Language, Race, Religion, and Immigrantization. Anthropology & Education
Quarterly, 45(1), 54-70.
12 April 6 & 8 Module 12: Racialized Capitalism
Virdee, S. S. V. (2019). Racialized capitalism: An account of its contested origins and consolidation. Sociological Review, 67(1), 3–27.
Charisse Burden-Stelly. (2020). Modern U.S. Racial Capitalism: Some Theoretical Insights. Monthly Review (New York. 1949), 72(3), 8–20.
Pacino, N. (2020). Five Hundred Years of Political Struggle: New Research on Indigenous Peoples in Bolivia and Mexico [Review of Five Hundred Years of Political Struggle: New Research on Indigenous Peoples in Bolivia and Mexico].
47(6), 141–146.
Alfonso, D. A. (2020). Bolsonaro’s take on the ‘absence of racism’ in Brazil. Race &
Class, 61(3), 33–49.
Fekete, L. (2020). Reclaiming the fight against racism in the UK. Race & Class, 61(4), 87–95.
Supplementary readings:
Robinson, W. I. (2018). The next economic crisis: Digital capitalism and global police state. Race & Class, 60(1), 77-92.
Asgharzadeh, A. (2015). Methodological Nationalism, Subalternity and Critical Race
Achankeng.(Ed.). Nationalism and Intra-State Conflicts in Postcolonial Societies (pp.
301-325). Lexington Books: An imprint of Rowman & Littlefield.
Skey, M. (2013). Why do nations matter? The struggle for belonging and security in an uncertain world. The British Journal of Sociology, 64 (1): 81-98.
Banting, K. and S. Soroka. (2012). Minority nationalism and immigrant integration in Canada. Nations and Nationalism, 18 (1): 156-176.
Nelson, J.K. (2015). 'Speaking' racism and anti-racism: perspectives of local anti- racism actors. Ethnic and Racial Studies, 38(2): 342-358.
Gozdecka, D., Ercan, S., and M. Kmak. (2014). From multiculturalism to post- multiculturalism: Trends and paradoxes. Journal of Sociology, 50(1): 51-64
Razack, Sherene H. (2014). Racial terror: torture and three teenagers in prison.
Borderlands E-journal, 13(1), 70-97.
13 April 13 & 15 Module 13: Possibilities and Challenges
Note: There’ll be no presentation this week. Please don’t sign up for presentation on this week’s readings.
Frengs, J. (2020). Anticolonial ecofeminisms: Women’s environmental literature in French-speaking Oceania. French Cultural Studies, 31(4), 293–303.
Gibney, M. (2020). Denationalisation and discrimination. Journal of Ethnic and Migration Studies, 46(12), 2551–2568.
Potvin, L. (2019). The need for political will to reduce poverty in Canada. Canadian Journal of Public Health, 110(4), 383-385.
Seabrook, J. (2020). Human resourcefulness in a time of diminishing resources. Race
& Class, 62(1), 5–16.
Supplementary readings:
van Barneveld, K., Quinlan, M., Kriesler, P., Junor, A., Baum, F., Chowdhury, A., Junankar, P., Clibborn, S., Flanagan, F., Wright, C., Friel, S., Halevi, J., & Rainnie, A.
(2020). The COVID-19 pandemic: Lessons on building more equal and sustainable societies. The conomic and Labour Relations Review : LRR, 1(2), 1 –157.
Rubric for Participation (15%)
Criteria for Weekly Participation: Value
Outstanding contribution of own ideas, opinions and information demonstrating integration and comprehension of relevant concepts on a consistent basis. Reflects exceptional preparation.
Responds constructively to the ideas, opinions and information contributed by others. Consistently builds on others’ comments.
Demonstrates a strong ability to analyze, synthesize and make critical and insightful evaluation.
Shows genuine concern and interest in others’ views, work and discussion.
Actively encourages others to express their views.
Asks insightful questions.
12-15%
Good contribution of own ideas, opinions and information demonstrating integration and comprehension of relevant concepts on a regular basis.
Reflects thorough preparation.
Responds substantively to the ideas, opinions and information contributed by others demonstrating good ability to analyze, and make critical and insightful evaluation.
Shows genuine concern and interest in others’ views, work.
Makes important contributions to discussions.
Allows others to express their views.
Asks good questions.
8-11%
Occasional/poor contribution of own ideas, opinions and information with some integration and comprehension of concepts.
Responds inconsistently to the ideas, opinions and information contributed by others.
Demonstrates some ability to analyze, and make critical and insightful evaluation.
Does not allow others to express their views.
Asks some questions.
5-7%
Little contribution to discussions.
Poor ability to integrate and comprehend concepts.
Little response to the ideas, opinions and information contributed by others.
Demonstrates weak ability to analyze, and make critical and insightful evaluation.
Little concern and interest in others’ views, work, and discussion.
Does not ask questions.
0-4%
Rubric for Class Presentation (20 points)
CATEGORY A+/A- Range B+/B- Range C+/C-
D+/D-
F Slides &
Content
12 points
Shows a full understanding of the topic
(comprehensive summary of article/s; excellent critical appraisal
& questions)…
Shows a good understanding of the topic (good summary of article/s;
positive critical appraisal)…
Shows a good understanding of parts of the article/s and the topics discussed in them…
Does not seem to understand the topic very well.
Does not understand or address any topic explored in the
reading/s.
Audience Engagement
3 points
Makes great use of the
presentation to engage the audience's attention:
formulating interesting questions;
engaging the Discussion Forum…
Makes fair use of the
presentation to engage
audience attention.
Makes some use of
presentation to engage
audience attention.
Makes little or no use of medium, or does not attempt to engage audience attention.
Makes no real attempt to engage the audience.
Presentation Summary:
3 pages to be submitted to
“Presentation s” Box ahead of the
presentation 5 points
Makes precise references to important parts of the article/s;
offers great summary and critical appraisal of the reading/s
Makes good references to important parts of the article/s;
offers fair summary of the
presentation
Makes some references to important parts of the article/s;
offers adequate summary of the
presentation
Makes vague references to important parts of the article/s;
offers inadequate summary of the
presentation
Does not hand in any
summary of the
presentation
Rubric for Mini-assignments (20 points)
A+/A- Range B+/B- Range C+/C- D+/D-
F Shows a full
understanding of the topic: comprehensive summary of articles;
excellent critical appraisal…
Very well developed introduction and thesis statement.
They engage the reader and create interest.
They cover both readings and the authors’ points for the comparison or the contrast….
Introduction and thesis statement create interest and are fairly well developed. But while they cover both readings, they are not very engaging.
Shows a good understanding of the topics (good summary of articles; positive critical appraisal)…
Introduction and thesis statement introduce the articles for comparison or contrast, but they either do not give accurate and complete
information, or they do not emphasize the authors’ points for the comparison or contrast.
Shows a good understanding of parts of the articles and the topics discussed in them…
Introduction and thesis statement do not introduce both readings for comparison or contrast…
Does not seem to understand the topics very well.
Introduction and thesis statement do not introduce both readings for comparison or contrast…
No comprehensive point about the topics is evident.
Does not understand or address any themes explored in the articles.
Take-home Exam Rubric (20 points)
Level of Achievement General Presentation Reasoning, Argumentation
Exemplary (18-20 points)
Provides a clear and thorough introduction and background
Addresses the question thoroughly
States relevant arguments clearly
Presents arguments in a logical order
Demonstrates an accurate and complete understanding of the question
Demonstrates an accurate and complete understanding of the concepts, theories or ideas
Uses several arguments and backs arguments with examples, data that support the conclusion
Quality
(15-17 points)
Combination of above traits, but less consistently represented
Same as above but less thorough, still accurate
Demonstrates a general understanding of the question
Demonstrate a general
understanding of the concepts, theories or ideas
Uses only one argument and example that supports conclusion
Adequate
(10-14 points)
Provides an introduction and background but is unclear and unorganized
Does not address the question explicitly, though does so tangentially
States a somewhat relevant argument
Presents some arguments in a logical order
Demonstrates minimal understanding of question,
Demonstrates minimal
understanding of the concepts, theories or ideas
Uses a small subset of possible ideas for support of the argument.
Needs improvement (8 points)
Does not provide an introduction and background
Does not address the question
States no relevant arguments
Is not clearly or logically organized
Does not demonstrate
understanding of the question;
inaccurate
Does not demonstrate an understanding of the concepts, theories or ideas
Does not provide evidence to support response to the question
Research Paper/Final Essay (25 points)
Content:
15 points
Discussing the topic from a critical, analytical and sociological perspective.
Exploring the topic in the context of the Sociology of Racism &
Decolonization, and critical analysis that considers the strengths and the weaknesses of the research sources in light of the paper’s main research argument. Avoid relying too heavily on summarizing and/or describing your research sources, or simply describing a problem. You must engage the sources and critically apply them to your argument (i.e., thesis). Your analysis should address why and how this social problem/issue occurs. In other words, you need to examine the social process by which this social issue occurs and is legitimated in our society as normative. Make sure to draw on a relevant sociological perspective covered in the course as your theoretical framework (e.g., Critical Race Theory, Intersectionality, Conflict Theory, Anti-colonial & Post-colonial Theories, etc)…
Structure and Organization
5 points
Paper should include the following components:
1) Title page: A topic of our own choice- within the context of the course subject matter: the Sociology of Racism & Decolonization …
2) Introduction: introducing the topic; stating your thesis/research argument and the specified points (objectives) you will be exploring in the paper;
3) Body of Paper: where you develop your argument with support from your reference sources;
4) Conclusion: links your main ideas together;
5) Bibliography/List of references: Minimum of 8 scholarly sources (3 from course readings, 5 outside sources); use of proper referencing style such as APA…
Proper referencing
style and grammar 5 points
Both direct quotes and an author’s ideas must be referenced in your paper.
The paper should primarily be written in your own voice with social science citations crediting the scholars to whom those ideas belong. APA is the preferred referencing style. Your references in your bibliography must include the author’s name, the year of the publication, the exact and complete title of the article/book, the publisher’s name, the city of publication, and (in the case of a journal article or book chapter) page numbers.
