CULT15738G
Multicultural Voices: Canadian Immigrant Writers
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  I: Administrative Information   II: Course Details   III: Topical Outline(s)  Printable Version
 
Section I: Administrative Information
  Total hours: 42.0
Credit Value: 3.0
Credit Value Notes: N/A
Effective: Winter 2019
Prerequisites: N/A
Corequisites: N/A
Equivalents: N/A

Pre/Co/Equiv Notes: N/A

Program(s): General Education
Program Coordinator(s): Sarah Sinclair
Course Leader or Contact: Alia Somani
Version:
20190107_00
Status: Approved (APPR)

Section I Notes: This is an online course offered through SLATE. To take this course, students will need reliable access to the Internet. They should have a basic level of comfort using computers as well as self-discipline to work online. This course is taught entirely online and is offered only in an online format.

 
 
Section II: Course Details

Detailed Description
This online distance education course focuses on the writing of migrants to Canada. Students consider how migrants have constructed their identities in the hyphenated space between the culture of their homeland and their new country of settlement. Through online course materials, discussions and written assignments, students examine changes in Canadian migration trends and policies which have given rise to diverse voices from outside the literary mainstream. Students demonstrate their learning by researching and posting a presentation on a writer who has migrated to Canada, writing journal responses on the work of select authors and analyzing the story of their family's migration to Canada. This is a web-based course offered online, using WebCT. To take this course, students will need reliable access to the Internet. They should have a basic level of comfort using computers as well as self-discipline to work online.

Program Context

 
General Education Program Coordinator(s): Sarah Sinclair
This course is part of the General Education curriculum which is designed to contribute to the development of the students' consciousness of the diversity, complexity, and richness of the human experience; their ability to establish meaning through this consciousness; and, as a result, their ability to contribute thoughtfully, creatively, and positively to the society in which they live and work. General Education courses strengthen students' generic skills, such as critical analysis, problem solving, and communication, in the context of an exploration of topics with broad-based personal and/or societal importance.


Course Critical Performance and Learning Outcomes

  Critical Performance:
By the end of this course, students will have demonstrated the ability to identify and analyze diverse perspectives and themes in the writing of migrants to Canada.
 
Learning Outcomes:

To achieve the critical performance, students will have demonstrated the ability to:

  1. Describe changes in Canadian migration trends and policies.
  2. Analyze the impact of demographic and policy shifts on Canadian literary expression.
  3. Compare diverse perspectives and themes in the writing of migrants to Canada.
  4. Apply knowledge of the changing Canadian migration landscape to the life and work of one author who has settled in Canada.
  5. Investigate and analyze their family's migration and settlement experience in Canada.
  6. Use computer technology to develop and post an effective, well-organized online presentation.
  7. Demonstrate respect in journal entries for the voices of the many cultures represented in the assigned course readings.

Evaluation Plan
Students demonstrate their learning in the following ways:

 Evaluation Plan: ONLINE
 5 Quizzes (5 x 5%)25.0%
 3 Journals -Journal 1 - 10% -Journal 2 15% -Journal 3 15%40.0%
 Group Presentation on One Migrant Writer20.0%
 Personal Narrative on Migration15.0%
Total100.0%

Evaluation Notes and Academic Missed Work Procedure:
TEST AND ASSIGNMENT PROTOCOL To encourage behaviours that will help students to be successful in the workplace and to ensure that students receive credit for their individual work, the following rules apply to every course offered within the Faculty of Humanities and Social Sciences. 1. Students are responsible for staying abreast of test dates and times, as well as due dates and any special instructions for submitting assignments and projects as supplied to the class by the professor. 2. Students must write all tests at the specified times. Missed tests, in-class activities, assignments and presentations are awarded a mark of zero. If an extension or make-up opportunity is approved by the professor as outlined below, the mark of zero may be revised by subsequent performance. The penalty for late submission of written assignments is a loss of 10% per day for up to five business days (excluding weekends and statutory holidays), after which, a grade of zero is assigned. Business days include any day that the college is open for business, whether the student has scheduled classes that day or not. 3. Students, who miss a test or in-class activity or assignment or fail to submit an assignment on time due to exceptional circumstances, are required to notify their professor in advance of the class whenever possible. A make-up test may be supplied for students who provide an acceptable explanation of their absence and/or acceptable documentation explaining their absence (e.g., a medical certificate). All make-up tests are to be written at a time and place specified by the professor upon the student's return. Alternately, students may be given an opportunity to earn the associated marks by having a subsequent test count for the additional marks. Exceptional circumstances may result in a modification of due dates for assignments. 4. Unless otherwise specified, assignments and projects must be submitted at the beginning of class. 5. Students must complete every assignment as an individual effort unless, the professor specifies otherwise. 6. Since there may be instances of grade appeal or questions regarding the timely completion of assignments and/or extent of individual effort, etc., students are strongly advised to keep, and make available to their professor, if requested, a copy of all assignments and working notes until the course grade has been finalized. 7. There will be no resubmission of work unless this has been previously agreed to or suggested by the professor. 8. Students must submit all assignments in courses with practical lab and field components in order to pass the course.

Provincial Context
The course meets the following Ministry of Training, Colleges and Universities requirements:

 

Essential Employability Skills
Essential Employability Skills emphasized in the course:

  • Communication Skills - Communicate clearly, concisely and correctly in the written, spoken, visual form that fulfills the purpose and meets the needs of the audience.
  • Communication Skills - Respond to written, spoken, or visual messages in a manner that ensures effective communication.
  • Critical Thinking & Problem Solving - Apply a systematic approach to solve problems.
  • Critical Thinking & Problem Solving Skills - Use a variety of thinking skills to anticipate and solve problems.
  • Interpersonal Skills - Show respect for the diverse opinions, values, belief systems, and contributions of others.
  • Interpersonal Skills - Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
  • Personal Skills - Manage the use of time and other resources to complete projects.

General Education
This General Education course relates to the following themes as specified by the Ministry of Training, Colleges and Universities.

  • Civic Life
  • Personal Understanding
  • Social and Cultural Understanding

Prior Learning Assessment and Recognition
PLAR Contact (if course is PLAR-eligible) - Office of the Registrar

Students may apply to receive credit by demonstrating achievement of the course learning outcomes through previous relevant work/life experience, service, self-study and training on the job. This course is eligible for challenge through the following method(s):

  • Challenge Exam
    Notes:  
  • Portfolio
    Notes:  
  • Interview
    Notes:  

 
 
Section III: Topical Outline
Some details of this outline may change as a result of circumstances such as weather cancellations, College and student activities, and class timetabling.
Instruction Mode: Online
Professor: Multiple Professors
Resource(s):
 TypeDescription
RequiredTextbookPens of Many Colours, A Canadian Reader, Eva C. Karpinski, Nelson, 3rd Edition, ISBN 978-0-7747-3767-8, 2002

Applicable student group(s): General Education Electives
Course Details:

Module 1: Weeks 1-3
______________________________________________________________________

Week 1
Migration:  Early Arrivals
All readings from text, Pens of Many Colours
Margaret Atwood, p.3-5; Lyse Champagne, p.27-35
______________________________________________________________________

Week 2
Canadian Migration Trends
Readings:  Joy Mannette, p.36-52; Denise Chong, p.53-64

Journal 1 - 10%
_____________________________________________________________________

Week 3
Changing Demographics of Migrants
Readings:  Helga Mills, p.65-71; Joy Kogawa, p.82-90; Vinita
Srivastava, p.112-118

Quiz 1 - 5%

Survey 1
______________________________________________________________________

Module 2 - Weeks 4-5
______________________________________________________________________

Week 4
Settlement Challenges
Readings:  Mehri Yalfani, p.174-177; Isabel Vincent, p.178-181;
Yeshim Ternar, p.274-281
_____________________________________________________________________

Week 5
Race and Identity
Readings:  Himani Bannerji, p.182-187; Henry Martey Codjoe, p.96-111

Journal 2 - 15%

Quiz 2 - 5%
_____________________________________________________________________

Module 3: Weeks 6-7
______________________________________________________________________

Week 6
Language and Culture
Readings: Eva Hoffman, p.123-129; Genni Gunn, p.130-138; Garry
Engkent, p.139-146

Personal Narrative Assignment - 15%
______________________________________________________________________

Week 7
Poverty and Work
Readings:  Maxine Tynes, p.270-273; Denny Hunte, p.282-288; Salwa
Mohareb Said, p.289-295

Quiz 3 - 5%

Stop Start Continue Survey
______________________________________________________________________

Module 4: Weeks 8-9
______________________________________________________________________

Week 8
Migration and Families - Continuity and Change
Readings:  Mordecai Richler, p.199-210, Frank Paci, p.218-224,
Michael Ondaatje, p.301-304
______________________________________________________________________

Week 9
Gender Roles in Migrant Families
Readings: Anne Jew, p.234-239; Katherine Vlassie, p.258-269

Quiz 4 - 5%
_____________________________________________________________________

Module 5: Weeks 10-11
______________________________________________________________________

Week 10
The Idea of Home
Readings:  Austin Clarke, p.225-233; Gabrielle Roy, p.311-320; Dionne
Brand, p.328-334
______________________________________________________________________

Week 11
Preserving Cultural Heritages
Readings:  Guy Bedard, p.344-349; David Suzuki, p.367-371

Journal 3 - 15%
______________________________________________________________________

Module 6: Weeks 12-14
______________________________________________________________________

Week 12
Hyphenated Canadians
Readings:  Sun-Kyung Yi, p.357-360; C. Hernandez-Ramdwar, p.377-382

Group PowerPoint Presentation on One Migrant Writer Due - 20%
______________________________________________________________________

Week 13
Multiculturalism: Canada's Future?
Readings:  Cyril Dabydeen, p.341-343

Quiz 5 - 5%

Final Course Evaluation
_____________________________________________________________________

Week 14
Course Summary:  Final Thoughts and Comments
______________________________________________________________________
Resources:

Black, Ayanna. (1994) Fiery Spirits: Canadian Writers of African
Descent. Toronto: Harper Collins.

Ciatu, Angelina Nzula et al. (1998). Curaggia: Writing by Women of
Italian Descent. Toronto: Women s Press, 1998.

Hutcheon, Linda and  Richmond, M. eds. (1990). Other Solitudes.
Canadian Multicultural Fiction. Toronto: Oxford University Press.

James, Carl. Ed. (2000). Experiencing Difference. Halifax: Fernwood
Publishing.

James, Carl & Adrienne Shadd, eds. (2001). Talking about Identity:
Encounters in Race, Ethnicity and Language. Toronto: Between the
Lines.

Kamboureli, Smaro, ed. (1996). Making a Difference: Canadian
Multicultural Literature. Toronto: Oxford University Press.

Selvadurai, Shyam (ed.). (2004) Story-Wallah! A Celebration of South
Asian Fiction. Toronto: Thomas Allen Publishers.


Sheridan Policies

All Sheridan policies can be viewed on the Sheridan policy website.

Academic Integrity: The principle of academic integrity requires that all work submitted for evaluation and course credit be the original, unassisted work of the student. Cheating or plagiarism including borrowing, copying, purchasing or collaborating on work, except for group projects arranged and approved by the professor, or otherwise submitting work that is not the student's own, violates this principle and will not be tolerated. Students who have any questions regarding whether or not specific circumstances involve a breach of academic integrity are advised to review the Academic Integrity Policy and procedure and/or discuss them with the professor.

Copyright: A majority of the course lectures and materials provided in class and posted in SLATE are protected by copyright. Use of these materials must comply with the Acceptable Use Policy, Use of Copyright Protected Work Policy and Student Code of Conduct. Students may use, copy and share these materials for learning and/or research purposes provided that the use complies with fair dealing or an exception in the Copyright Act. Permission from the rights holder would be necessary otherwise. Please note that it is prohibited to reproduce and/or post a work that is not your own on third-party commercial websites including but not limited to Course Hero or OneNote. It is also prohibited to reproduce and/or post a work that is not your own or your own work with the intent to assist others in cheating on third-party commercial websites including but not limited to Course Hero or OneNote.

Intellectual Property: Sheridan's Intellectual Property Policy generally applies such that students own their own work. Please be advised that students working with external research and/or industry collaborators may be asked to sign agreements that waive or modify their IP rights. Please refer to Sheridan's IP Policy and Procedure.

Respectful Behaviour: Sheridan is committed to provide a learning environment that supports academic achievement by respecting the dignity, self-esteem and fair treatment of every person engaged in the learning process. Behaviour which is inconsistent with this principle will not be tolerated. Details of Sheridan's policy on Harassment and Discrimination, Academic Integrity and other academic policies are available on the Sheridan policy website.

Accessible Learning: Accessible Learning coordinates academic accommodations for students with disabilities. For more information or to register, please see the Accessible Learning website (Statement added September 2016)

Course Outline Changes: The information contained in this Course Outline including but not limited to faculty and program information and course description is subject to change without notice. Any changes to course curriculum and/or assessment shall adhere to approved Sheridan protocol. Nothing in this Course Outline should be viewed as a representation, offer and/or warranty. Students are responsible for reading the Important Notice and Disclaimer which applies to Programs and Courses.


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