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CDNS 1000 to December 2011

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Carleton University
Canadian Studies
CDNS 1000
Peter Thompson

Syllabus September-12-11 10:11 PM School of Canadian Studies Carleton University CDNS 1000 B Introduction to Canadian Studies Fall term 2011 Lecture: Tuesday 8:05-9:55 Plus a one-hour discussion group Instructor: Peter Thompson Office: 1221 DT Office Hours: Wednesday 2:30-4:30 or by appointment Email: [email protected] Twitter: @12thdunton Course Description: This is the syllabus for the first half of CDNS 1000, which will be taught in the fall term by Peter Thompson. Your instructor for the winter term, Tim Di Leo Browne, will provide a separate outline. This course introduces students to Canadian Studies as an intellectual movement, briefly examining its origins in 1960s identity politics but paying particular attention to current developments in this field. Instead of promoting the study of Canada and attending to ways to keep the country united, contemporary Canadian Studies is aimed at understanding difference in Canadian society and examines such things as the way in which the state includes and excludes certain groups, the role of popular culture in articulating Canadian identity, and whether or not “the nation” is a concept that even applies any more. The core question that Canadian Studies asks is: what drives people to come together as a national community? Is it a shared language, history, or ethnic background? Is it a set of symbols or narratives? Is it the rights and responsibilities that being part of a nation entails? Is it the political boundaries or the country’s physical landmass? This course looks to make sense of some of these questions by examining some of the ways that identity is produced and maintained in Canada. Course Objectives: 1. To introduce students to Canadian Studies, particularly the second wave that emerged in the 1990s. 2. To interrogate the extent to which Canadian Studies has successfully responded to changes in Canadian society that have taken place during the last 30 years. 3. To encourage students to critically engage with theoretical concepts through group discussions in order to further develop their critical reading abilities. 4. To assist students in developing their oral and written communication, research skills and ability to think critically. Readings: Unless I’ve noted otherwise, the readings for this course are available online in PDF. I’ve uploaded them to the course’s WEBCT page. Course Schedule: September 13 (Class 1): Introduction to the First Half of the Course (no readings) September 20 (Class 2): Thinking Canadian Studies I Anderson, Benedict. “Imagined Communities.” Imagined Communities: Reflections on the Origin and Spread of Nationalism. 6-7. Nimijean, Richard. 2005. “The Paradoxical Nature of the Canadian Identity.” Teaching Canada . Vol. 23: 25-31. September 27 (Class 3): Thinking Canadian Studies II Hodgins, Peter. “The Future of Canadian Studies: A Gen Xer’s Perspective.” Canada Watch (Fall 2007): 20-22. Francis, Daneil. “Introduction: The Story of Canada,” in National Dreams: Myth, Memory, and Canadian History. 9-15. 20Story%20of%20Canada&pg=PA10#v=twopage&q&f=false October 4 (Class 4): Post-Colonialism and the Narrative of Canada Syllabus Page 1 October 4 (Class 4): Post-Colonialism and the Narrative of Canada Grace, Sherrill, et al. “Constructing Canada: An Introduction.”ainting the Maple: Essays on Race, Gender, and the Construction of Canada. Ed Grace et al. Vancouver: University of British Columbia Press 1998, 3–15. Available as an e-book through Carleton library. Barnsley, Paul. “OKA: 10 Years Later.” Windspeaker 18.3 (2000): 2-10. October 11 (Class 5): Landmarks and Landscape Kaufman, Eric. “Naturalizing the Nation: The Rise of Naturalistic Nationalism in the United States and Canada.” Published online, 1-33. October 18 (Class 6): Midterm (discussion groups cancelled) October 25 (Class 7): Reading the Rural and Urban in Contemporary Quebec Loiselle, Andre. “Popular Genres in Quebec Cinema: The Strange Case of Horror in Film and Television” How Canadians Communicate III: Contexts of Canadian Popular Culture. Edmonton: Athabasca University Press, 2010. 141-159. November 1 (Class 8): Consumption and National Culture Carstairs, Catherine. “Roots Nationalism: Branding English Canada Cool in the 1980s and 1990s” Histoire Sociale/Social History 39 (2006): 235-255. November 8 (Class 9): Reality Television and Nationalism Foster, Derek. “Chasing the Public: The CBC and the Debate over Factual Entertainment on Canadian Airwaves.” Canadian Journal of Communication 34 (2009): 61-77. November 15 (Class 10): The Surveillance State OTTAWA REFLECTION DUE Lyon, David. “Surveillance Studies: Understanding Visibility, Mobility, and the Phenetic Fix.” Surveillance and Society 1.1 (2002): 1-7. Malla, Pasha. “The Question Remains.” The Walrus November 27, 2010. November 22 (Class 11): Digital Identities Wagman, Ira. “Log on, Goof Off, and Look Up: Facebook and the Rhythms of Canadian Internet Use.” How Canadians Communicate III: Contexts of Canadian Popular Culture. Edmonton: Athabasca University Press, 2010. 55-77. Rosen, Jeffrey. “The Web Means the End of Forgetting.” New York Times Magazine July 21, 2010. November 29 (Class 12): Concluding Thoughts/Course Review (no readings) EVALUATION Nationalism connects us to the Midterm (25%): The midterm for this course will consist of a 2-hour sit-down exam that will take place past and the future. You can during regular class time onOctober 18 . apply these ideas to the Parliament Buildingsfor example. Ottawa Reflection (25%): For this essay, find an academic article we haveot gone over in class (just Find an article that says one), summarize its main ideas and its theoretical position. Then, write a 6 page paper reflecting on how these ideas relate to a monument/cultural space in Ottawa. Some questions to guide your reflections can something about Canadian identity and then make a include: How does this space express or help us to understand national/regional/personal identity? What monument in Ottawa a things do these spaces leave out/exclude? How are these spaces managed/constructed/maintained by the metaphor for it. state or by people who use them? Why do people feel a connection to these spaces? Please note that I will talk in more detail about this assignment and academic writing in general in class a couple of weeks before it is due. Possible spaces you can choose include:  The Parliament buildings  An exhibit at the National Gallery, the Ottawa City Art Gallery, the Carleton Art Gallery, or an independent gallery in the city  The Byward Market  The War Museum  The National War Memorial The Museum of Civilization  The Rideau Canal  Library and Archives Canada or the Supreme Court  Chinatown, Little Italy, the Glebe, Hintonburg, etc.  Rideau Hall The Aviation Museum (just kidding – that’s the lamest museum in town) Not handing in a hard copy….just web CT This assignment is due on November 15. Please submit your essay through the assignment drop-box on WEBCT. Your essay should be double-spaced, using a 12-point font, and should be in either .doc or .docx format. Syllabus Page 2 or .docx format. Participation (15%): This mark will be based on your attendance at, preparation for and participation in discussion groups. I expect that all students will have done the readings assigned for the day and have come to class with questions and issues to discuss. Final Exam (35%): This will be a 2-hour sit-down exam that will cover all of the assigned course material, including lectures and readings. This exam will take place during the exam period (December 8-21, 2011). LATE ASSIGNMENTS ARE NOT ACCEPTED EXCEPT FOR OFFICIALLY DOCUMENTED REASONS. For medical reasons, students must produce a Doctor's Certificate A doctor's certificate does not allow for an unlimited extension. The extension is limited to the length of the period of illness specified in the doctor's certificate.or legal reasons such as jury duty, court appearance, imprisonment or deportation, students must produce official documentation from legal authorities. UNIVERSITY DEADLINES: Final submission of assignments is governed by the deadlines imposed by the University. All assignments are due no later than the deadlines set by the University Senate for each semester. Instructorsare not allowed to grant extensions beyond these dates. Students who cannot meet these deadlines must request a deferral from the Registrar’s Office. University deadlines are as follows: Fall 2011:ecember 5. Plagiarism: Plagiarism is defined as the passing off of anyone else’s work as one’s own. The Faculty of Arts and Social Sciences has enacted that plagiarism has occurred when a student either: a) directly copies more than one or two sentences of another’s written work without acknowledgment; or b) closely paraphrases the equivalent of a short paragraph or more without acknowledgement; or c) borrows, without acknowledgment, any ideas in a clear and recognizable form in such a way as to present them as the student’s own thought, where such ideas, if they were the student’s own, would contribute to the merit of his or her work. You may need special arrangements to meet your academic obligations during the term. For an accommodation request the processes are as follows: Pregnancy obligation: write to me with any requests for academic accommodation during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist. For more details visit the Equity Services website Religious obligation: write to me with any requests for academic accommodation during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist. For more details visit the Equity Services website Students with disabilities requiring academic accommodations in this course must register with the Paul Menton Centre for Students with Disabilities (PMC) for a formal evaluation of disability-related needs. Documented disabilities could include but are not limited to mobility/physical impairments, specific Learning Disabilities (LD), psychiatric/psychological disabilities, sensory disabilities, Attention Deficit Hyperactivity Disorder (ADHD), and chronic medical conditions. Registered PMC students are required to contact the PMC, 613-520-6608, every term to ensure that I receive your Letter of Accommodation, no later than two weeks before the first assignment is due or the first in-class test/midterm requiring accommodations. If you only require accommodations for your formally scheduled exam(s) in this course, please submit your request for accommodations to PMC by the deadlines published on the PMC website: Syllabus Page 3 Lecture One September-13-11 8:03 PM -What makespeople come together as a country? Ethnicity? Sports? Commonactivities? -What are the things that create identity? -What do we mean when we say critical CanadianStudies? Originallythe study was supposed to promote the study of Canada as a political project. Now, we look at Canada'schallenges, faults and why we do things -What isthe role of the state In promoting/managingidentity? -Is the Nation a relevantconcept? Nationalism isan important idea because our Canadianidentity is sometimesthreatened (ieQuebec Referendum, NAFTA). We must study it and understand why citizens feel the need to protect it. What's with labellinga product as "Canadian"? Does this compel peopleto buy it? He would like to create a googledocsaccountfor the class -he goes over readingsin detail in class, it isimportant to do the readingsand he supplements his lectures with them. -he is here to support us in our first year. There is a lounge up there. HE SERIOUSLY wants to see us. - Make the Writing Centre your friend! For appointments or questions call 520-2600 ext 1125 room 404 ML Class two- ThinkingCanadianStudies September-20-11 8:04 PM Discussion group is discussing lecture materialfrom the sameweek. Thursdayis talking about Tuesday's lecture Nationalism: a strongidentification with a state.Every person has a right to belonging to a nation as well as having a right tothe priv ledges of thatnation. Nationalism is all about protecting and promoting a state - Nationalism is the idea thatone stateis superior to all others - One does not need to goout of the state tonot believe this - Some forms of nationalism isabout keeping a country pure in someway by reacting to possible threats - Other forms are revolutionary-they seek to create anidentifiable statewithin the country (ex.Quebec) Primordialism:the argumentthatnations are ancient, naturalformations - A personis born into a nationand stays withthatnation forever - Relatedto language(a key element).Languageis synonymous with thought,therefore each communityhas its own languageand own thoughts. Allpersons in thatcommunityhave the samethoughts. There are core differences within every different community - Eachcommunityis "fixed",which makesnationality a fixed characteristic - We congregatetogetherbecause we shareanethnicity - Canada is NOT primordialism - AnthonySmitharguesthatprimordialism is anintricate force in communitystrength(people gatherwith those who are similar to them) - Primordialismexplains why people feel connected to their ethnic group Problemswith primordialism: - Implies thata personis unable to be acceptedinto a groupif they do not have the samelanguageand ethnicity - Does not work in "settlernations"such as Canada Modernistapproach to nationalism: - Nations are recent phenomena , they only dateback to around the french revolution - Cameabout because we had betterbureaucracyand mass communicationto keep in touch with our people - Print culture directly led to the formationof nations;it connected readers tothe outside world surrounding them (we can re adabout a distantevent and imaginewe experienced it) - Throughprint we can imaginewe are living the same lives as people far awayfrom us. Prior to print culture, our nation was only thatof the people immediatelyaround us - Creates an imagined community - Nation exists inthe intangible space between members - Benedict Anderson: ○ A positive construction that all humans need ○ saysevery nation has borders that are definable (unlike religions) ○ Nation is a legitimateinstitution ○ All need to belong to a nation because it provides them with protection - Always imaginedas a community - Everyone has the sameresponsibility to the nationas everyone else - Renansaysthata nation is like a family ○ Two key elements of a nation are people who can tolerateto live with eachother and thosewho have good memories - Gellner saysthatnations are createdby the elites to exploit society Cultural Roots ofNationalism accordingto Anderson - Develops as religion falters.Nation comes to standin for the idea of eternallife ○ As religion fades we need a secular project that will continue to develop afterwe die ○ Belonging to a nation brings promisefor a greatfuture. It gives us the idea that our impact is going to extendinto a limitless future ○ Nationalism is having impact survive death - Anderson'stheory canbe seenin: ○ Comraderie when Canada wins in hockey. Weall feel connected as one large family ○ We all use the toilets at the sametime during sports games ○ Americansbonding togetherafterSeptember11th ○ The concept of the nation exists inall of the weird sharedexperiences that members have.It is a direct cause of massmedia ○ Think of other examplesand counter examplesto Anderson'stheory that nations are created out of sharedexperiences PrimordialNationalism Modern Nationalism - Similar ethnic group and language Nations ariseout of the spreadof print culture - As far back as time as a responseto industrialcapitalism - Natural People are bound togetherthroughpolitical institutions,industry and -About measurablethings geographicarea (quantifiable ) A nation is what humans arealwaysconstructing An imaginedcommunity In tanglible We are as much a memberof the nation as everyone else Shared political and cultural Lecture 2- Thinking Canadian Studies 1 Page 5 Lecture3- Thinking CanadianStudies2 September-27-11 8:07 PM - In the 1960s Canadian Studieswas lookingfor ways to uniteCanadians. - Canadian Studiesis now thoughtof as an ongoingproject Thinking CanadianStudies-First Wave - Started as a left nationalist movementof somethingthat could antidotecapitalism and americanism. The nation was a shield - "Nationalismis positivebecause it makes us notAmerican" - Pre 1960s no onewas studyingCanada in Canada. If Canadians did notstart studyingCanada thecultureand historywouldbe lost - It started as a multidisciplinarymovementwith limitedtheory,so nationalismbegan creepingintothe field. - Nationalismbecomestheunderlyingthemeof Canadian Studiesand questionsbegin that ask "Why is Canada differentfrom theUS?" - In the 1960s scholars began lookingto see what unitedall Canadians and made us Canadian ○ Is was essentialist.Boileddown to its core so that it is easy to understand This is the first wave. It is ○ Theoriesproposedinclude:fear of wilderness,theSt. Laurence River and a fear of becoming"America North" ○ Project of Canadian StudiesbecomesdistancingCanada from theUS and combattingoppressionput forth by them politically biased Thinking CanadianStudies-Second Wave - What 2nd wave doesis ○ What are theelementsof Canada that make us unique,how are we Canadian, critiquestheidea that Canadians are always repressedby theUS? ○ Canada is industrialised,privledgedand benefitsfrom Capitalism.Capitalismshouldnotbe oppressed ○ examine Canada underthescope of Europe,looksat multiculturalism,immigrationand lookat thepositiveand negative aspects - Jill Vickers argues that 1st wave is dominatedby anti modernism-the rejection of technology, urban culture , a suspicion of progress and prescribing value to tradtion. First wave: ○ It identifiesUS cultureas erratically moderncapitalists ○ Canadians are more authentic,less capitalistic and more value based ○ Vickers says that a person in the 1960s could notbe a nationalistunlesstheywere anti-american and anti modern ○ Doesn'tal.ow us to directlycompare countries ○ Overlooksthat bothare eurocentricwith the same standard values ○ Thiswave providesa core basis for lookingat a whitesettlersocietylike Canada. ○ Her problemswith anti modernism:  The market is bad for Canada-- capitalism opensthedoorfor US corporationstotake over in Canada  Canadian Studiesin its first wave is always anti american; constantlylookingfor core differences  Assumes Canadian identityis anti revolutionary--we donothave a definingmoment,our countryis formedby legislationwheras Americans see what theywant and theytake it  Pessimisticassessmentof technologybecause it was viewedas a way to destrylocal identites.It providedus withaccess to American popculture ○ She says we need a new analysis of modernitywhere thefocus is positiveand its complexitiesare identified.Ultimatelythestudyneedsto be driven by a need to understandit,notbecause of rejection ○ Needs to see Canada as inheritorsof Europeanism  We are marked by heirarchie
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