General Studies (GNST) 201 Seminar 03
Inquiry Seminar in Communication and Culture
Activism and Protest in Canada
Fall 2007
Tuesday, Thursday 9:30-10:45

Course Description

This course examines the theoretical and practical applications of activism and protest as processes of change, and as intensely powerful, intimate, and direct forms of social communication that touch on all issues and arguments in Interdisciplinary Studies. Starting with broad theoretical discussions of western democracy, the state, revolution, language, and power, the class will tackle numerous contextual definitions of activism and popular protest as oft-time neglected expressions of voice in modern societies. Activism and protest can take many forms - textual, oral, rhetorical, intellectual, and physical - and this course asks where they intersect or diverge from dominant social, economic, corporate, political, and institutional discourses. Activism and protest will be studied using micro- and macro-analytical perspectives, broadly defined as ideas that frame and galvanize both organized and capricious social acts that move towards specifically-delineated objectives, whether pro-status quo or anarchic. Larger developments in the expression of voice will be explored as an integral basis for culture, and will also be detailed in individual historical and contemporary movements and developments. The course will proceed from the assumption that activism and protest have been major forces in the shaping of multiculturalism, regionalism, communities, economy, social mores and values, laws, educational and health systems, nationalism, and political (small and large "p") environments.

Effective approaches to Interdisciplinary Studies rely on the understanding that Canada is a fluid temporal idea that is conceptualized through various historical, social, intellectual, political, demographic, religious, cultural, ethnic, and economic forces. Canada is perceived by individuals and agencies according to discourses and perspectives, and this course will discuss these variant and often-times discrepant outlooks through interdisciplinary study. When we look at interpretations of activism and protest, we can more readily ask about the definitions of Canada, and how these definitions have changed over the course of history. How are the ideas of Canada and Canada's identity shaped according to contextual nuances of activism and protest? Do we hold assumptions and beliefs about Canada that may be erroneous or prejudiced? More specifically, what is the connection of the individual and popular will to these approaches to Canada? How foundational is community and institutional voice on how we perceive Canada in today's globalized world?

Objectives of the Course

1. to provide an academic forum through lectures and discussion for the study of activism and protest in as ideas using interdisciplinary perspectives;

2. to engage students in critically analyzing identities in fluid and temporal contexts;

3. to discuss and analyze important issues and discourses in the concept of Canada, and the crucial role of activism and protest in shaping themes in Interdisciplinary Studies such as regionalism, the evolving voice of women and ethnicities, rural versus urban perspectives, industrialization, labour, and unionization, issues of science and technology, multiculturalism, immigration, secularization, influence of media, international relations, institutions, education, communications, environmentalism, and popular cultures;

4. to help equip the student with the academic tools and background knowledge necessary to critically, clearly, objectively, and effectively study activism and protest as tangible and intangible, and practical and theoretical, entities;

5. to encourage curiosity into the bases of reality, opinion versus argument, and judgment in the context of Interdisciplinary Studies. The intellectual foundations of this course require the participants to constantly and critically challenge their own pre-conceived notions, ideas, conceptions, perspectives, biases, predispositions, paradigms, and proclivities related to people, cultures, ethnicities, communities, classes, and gender in Canada and elsewhere;

6. to help promote an understanding of historical and interdisciplinary methodologies that are critical for more broadly and effectively analyzing Canada and the world, along with human behaviour and motivations; and

7. to promote an individual and collective mindset of the embracement and respect of alternative viewpoints, opinions, arguments, and perspectives. The course participants must consider the larger goal of constructing and promoting a critical mind and altruistic and humane perspective towards people, society, and cultures nationally and globally.

Instructorial And Course Philosophy:

The instructor is to be considered a facilitator, discussant, resource, and lecturer of Interdisciplinary Studies argument and discussion. The instructor may be approached on any and all questions or comments related to course content and procedure, or to broad academic concerns or issues which pertain to your intellectual reflection and growth. The course philosophy is heuristic and holistic: as a group, we will tackle pertinent topics and arguments in Interdisciplinary Studies, and strive to challenge foundational assumptions of the subject matter in debate and discussion.

Further, the course proceeds from the assumption that all researchers in this class are progressing towards graduate (Master's, Doctoral) and/or professional (e.g., professorial, legal, mechanical or trade, social roles and parenting, medicine, engineering, business, etc.) work in universities or society, and this course is intended to offer possible intellectual guidelines and routes towards future success in all efforts to improve the human condition.

Textbooks and Readings

These texts are necessary for the course and are available in the university bookstore. Note that both texts are essential parts of this course.

1. "GNST 201, Inquiry Seminar in Communication and Culture: Activism and Protest in Canada Book of Readings (2007)."

2. Paul Stortz, "Inquiries Into Canadian Studies" (sixth edition, 2007; 58pp.).

Non-Required but Highly Recommended Tools

1. Formatting manuals available in the bookstore. Chicago, MLA, or APA are acceptable. Note that a consistent and accurate formatting style is fundamental to the writing components of this course.

2. Funk and Wagnalls Canadian College Dictionary. Toronto: Fitzhenry and Whiteside; Oxford English Dictionary (latest editions).

3. Chapman, Robert L., ed. The Original Roget's International Thesaurus, fifth edition. New York: Harper Collins, 1992.

4. The Globe and Mail

5. Journal of Canadian Studies and other applicable disciplinary peer-reviewed journals. Referring to works in academic journals is required in this course.

6. The Canadian Global Almanac; Canadian Encyclopedia

Selected Recommended Texts and Instructive Optional Reading:

Keeping an open and critical mind is essential in the study of activism and protest in Canada. Any good, informative, and critical reading material will have pertinence in this course. If we proceed from the assumption that all knowledge is inter-related, any authoritative academic text is applicable.

Assignments and Evaluation

Students must keep a copy of each submitted assignment and be able to produce the copy immediately if requested. Please return assignments directly to the instructor if possible. If it is not possible to do so, a daytime drop box is available in SS110; a date stamp is provided for your use. A night drop box is also available for after-hours submission. Assignments will be removed the following morning, stamped with the previous day's date, and placed in the instructor's mailbox.

All assignments and any examinations will be based on the material covered in lectures, assigned readings, and in-class discussion. Demonstrated knowledge of the topics covered will be graded according to depth and breadth of analysis, perception, research, and expression of the material. In all long and short answer and essay components of the assignments and examinations, an understandable and clearly-presented argument is necessary for an acceptable grade. Following the research and writing guidelines discussed in "Inquiries Into Canadian Studies" (available in the bookstore and a required component of this course) and in an accepted formatting/style manual (APA, MLA, or Chicago/Turabian) are necessary for structuring and arguing all qualitative responses throughout the course. Not following the instructions and details of these reference materials will result in a negative assessment on the any course component or assignment.

Evaluation will also take into consideration clarity of thought and presentation. The final mark on the assignments and any examination will be affected negatively by improper grammar and organization, lack of clarity, poor spelling and presentation, incomplete or faulty sentence and paragraph structures, and lack of proper argumentation. All of these items are the sine qua non for expressing thoughts and analysis on concepts discussed in General Studies.

All assignments are due on the due date (see Policy for Late Assignments, below).

Evaluation Breakdown

• Class and discussion participation, classroom collegiality, and attentiveness: 10%

Participation is an extremely important component of this course. Participation includes the expression of knowledge and discussion of all assigned readings for each class, as well as insight and arguments pertinent to discussion and lecture topics. Adherence to lecture-room etiquette is vital. Talking in class while the lecture and related discussions are conducted will reflect negatively on the participation mark. Among the main arguments for this is that it disrupts the intellectual culture of the class and disturbs your student colleagues. Food and (non-alcoholic) drink are allowed, cell phones must be turned off. Audio or visual recording devices are not allowed in the classroom.

Critical Reflection Assignment: 10%

Due Date: October 16. Details of the Critical Reflection Assignment will be discussed in class.

• Research Report: 30%

Due Date: November 8. Details of the Research Report will be discussed in class.

Argument Paper: 30%

Due Date: December 6 (last day of class). Details of the Argument Paper will be discussed in class.

Presentation and Discussion of Readings and Issues: 20%

Due Date: Presentations and associated discussions are throughout the term depending on the presentation schedule that will be constructed in class.

Registrar-scheduled Final Examination: No

Policy for Late Assignments: Assignments submitted after the deadline will be penalized with the loss of a grade (e.g.: A- to B+) for each day late. Assignments submitted more than 7 days after the due date will be assigned a "F." Weekends count as 2 days. If the paper is not submitted in class, ensuring that the late paper is delivered to the department and date stamped is the sole responsibility of the student.

If ALL assignments are NOT completed in the course, the final grade will be assessed a "F."

Note that course or personal/professional workload, or computer problems, are not acceptable reasons for late submissions. Late assignments due to health reasons must be accompanied by a stamped physician's note explaining clearly the reasons for missed deadlines. Assignments submitted after the stipulated due date will be graded without written comments.

Writing Skills Statement

Thinking and Writing Skills

Students are required to concentrate on their thinking and writing skills while engaged in the contextual and academic analysis of the idea and foundations of Canada. The instructor may be consulted on questions relating to writing, presentation, critical thinking, and argumentation skills. Course participants must become familiar with "Inquiries Into Canadian Studies" (required reading in this course). All assignments require the use of informal argumentation and argumentative structure, and must follow "Inquiries" precisely. Resources for improving writing and presentation skills are also available at the Effective Writing Centre, first floor, Social Science Building. Visit the website for more details: http://www.efwr.ucalgary.ca/.

Grading System (Faculty Wide)

Plagiarism

Using any source whatsoever without clearly documenting it is a serious academic offense. Consequences include failure on the assignment, failure in the course and possibly suspension or expulsion from the university.

You must document not only direct quotations but also paraphrases and ideas where they appear in your text. A reference list at the end is insufficient by itself. Readers must be able to tell exactly where your words and ideas end and other people's words and ideas begin. This includes assignments submitted in non-traditional formats such as Web pages or visual media, and material taken from such sources.

Please consult your instructor or the Writing Centre (SS110) if you have any questions regarding how to document sources.

Students with Disabilities

If you are a student with a disability who may require academic accommodation, your responsibility is to register with the Disability Resource Centre (220-8237) and discuss your needs with your instructor no later than 14 days after the start of the course.

Students' Union

For details about the current Students' Union contacts for the Faculty of Communication and Culture see www.comcul.ucalgary.ca/su.

"SAFEWALK" Program - 220-5333

Campus Security will escort individuals day or night -- call 220-5333 for assistance. Use any campus phone, emergency phone or the yellow phone located at most parking lot booths.

Ethics

Whenever you perform research with human participants (i.e., surveys, interviews, observation) as part of your university studies, you are responsible for following university research ethics guidelines. Your instructor must review and approve of your research plans and supervise your research. For more information about your research ethics responsibilities, see the U of C Research Ethics "Information for Applicants," sections 3.0 to 9.0, inclusive: http://www.ucalgary.ca/UofC/research/html/ethics/info_undergrad.html.

Schedule of Lectures and Readings

The schedule of lectures and readings will be handed out in class. IMPORTANT: the formal lecture component of the schedule is TENTATIVE, and is dependent upon class size, student interests and discussions, and the intellectual proclivities and culture of the class. Discussion ALWAYS takes precedence over lecture material as researcher individual and collective feedback and reflection in class are of paramount importance.