GEND 4205 Syllabus

Honours Seminar

2017-2018 | FIND WEBNOTES HERE
Mondays 12:30-3:20
Office hours: before or after class (A310)

Course overview: When can research be empowering?  When can it be oppressive? How is knowledge constructed? Who is considered an “expert” and why? What is the purpose of research? What does the research process involve?  How do different methods and methodologies work?  In the first semester of the honours seminar, we explore these questions with a view toward (a) developing a robust sense of qualitative research methodologies (b) developing your own research question and proposal. We engage various case studies that help us to understand the construction of the “other” in research processes.  The second semester of the course is dedicated to working on your honours seminar papers, individually and through group work.

Learning Objectives

By the end of the course students will be able to:

  1. Demonstrate a considerable familiarity with the key theories and methodologies informing social justice and equality analyses particularly in the West, and particularly over the 20th century
  2. Understand and use an intersectional approach/methodology in written and oral analyses of injustice and inequality
  3. Clearly articulate to a lay person how the central identity categories of sex, gender, race, class and sexuality continue to operate to mediate power and privilege across global and local contexts and in relation to the specific theme of the chosen topic
  4. Demonstrate a sophisticated ability to apply the conceptual and theoretical lexicon of the discipline to ‘real world’ examples of injustice and inequality.
  5. Develop a clear, coherent thesis proposal and abstract.
  6. Construct and sustain well reasoned analytical arguments in consistent, coherent and grammatical prose and express these analyses both in a substantial written project/essay and in verbal analyses

Learning Outcomes

Successful graduates of this course will demonstrate:

  1. Significant depth of knowledge and familiarity with the key issues, methodologies and theoretical concerns critical to developing a sophisticated understanding of the social and political production of inequality and injustice
  2. A significantly enhanced ability to apply complex theories—such as feminist and anti-racist approaches to interlocking oppressions—to the research and examination of the effects of power on everyday life in local, national and global contexts.
  3. A comprehensive ability to assess, critically reflect upon, and critically engage complex theory and arguments both individually and collaboratively with others.

Overall Expectations: Students are expected to attend every class having read and thought about all the articles assigned for that week. Students are expected to make meaningful contributions to classroom discussion. Students are expected to start thinking about their research paper from day one and to work consistently on it, rather than leaving related assignments to the last minute. For the roundtable discussion of proposed topics in December, students are expected to have a strong sense of the topic and where and how they want to focus.  The better formed your ideas, the better faculty and classmates can provide feedback.

If you want to conduct research with human participants, you will need to complete the ethics process 6-8 weeks in advance of when you want to start the research. I (Rosemary) will work with you on the ethics process.  I would budget a full week of work to get the ethics submission ready: this includes the reading the Tri-Council Policy Statement (TCPS2) on research ethics, completing the training module, and filling out the ethics protocol.  It is a lot of work, but it forces you to set up your project quite strongly from the outset and the research itself will be a great experience.

Required text:

Brown, L. & Strega, S. (Eds.) Research as Resistance: Revisiting Critical, Indigenous and Anti-oppressive approaches. Toronto, ON: Canadian Scholars’ Press / Women’s Press, 2005. [Available at the Campus Bookstore.  You can download the first edition but you will be missing new and updated chapters].

Evaluation Scheme:

Attendance and participation   20%  (10% per semester)
First Term Posts and Comments    10%  Rolling deadlines (4 posts and 8 comments)
300 word abstract    5%   Due January 8 2018
Research proposal    15%  Due January 8 2018
Conference paper & presentation   15%  Due April 9 2018
Final research essay    35%  Due April 11 2018

AccessAbility: Students with a range of learning styles and needs are welcome in this course. In particular, if you have a disability / health consideration that may require accommodations, please feel free to approach me and / or the Disability Services Office as soon as possible. The Disability Services staff (located in A201) are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations at ext. 4331. The sooner you let us know your needs the quicker we can assist you in achieving your learning goals for this course.

Late penalties will be applied in this class. If your assignment is submitted after the deadline without an extension, you will be penalized 10% per day, up to a maximum of one week late. You may not submit any assignments more than one week after the original deadline unless you have been granted an extension. Extensions will be considered in advance of the deadline. Extensions are not available for the final research essay.

All term work must be submitted by the last official day of classes, except with written permission of the Dean of Arts and Science.

Fall Schedule

Sept 11 2017

Introduction

Strega and Brown, Introduction, “From Resistance to Resurgence,” in Research as Resistance, pp. 1-16.

  • What are some of the responsibilities and ethical obligations of research?
  • Is critical reflexivity on the part of outside researchers sufficient to protect marginalized communities?
  • Do you agree with the authors’ claim that research is inherently political (p.7)? Is objective, neutral research possible?  Why or why not?
Sept 18 2017

Research for Social Justice

Potts, K. & Brown, K, ch. 1, “Becoming an anti-oppressive researcher.” In Research as Resistance, pp. 17-42.

M. Moosa-Mitha, ch. 3, “Situating Anti-Oppressive Theories within Critical and Difference-Centred Perspectives,” in Research as Resistance.

  • What questions do you want to explore?  What does the process of inquiry look like for you?
  • What do the authors mean by research design?  What considerations are necessary for anti-oppressive research design?
  • What is the objective or purpose of your research (besides credit for the course!)  What is the difference between extractive and insurgent research?
  • What sorts of theoretical frameworks appeal to you, and why?
  • Does figure 3.1 on page 67 assist you in thinking about how to approach a research project?  How so, or if not, why is it not helpful?
  • What sorts of venues for dissemination might one consider in addition to or instead of a formal written paper?

 

Sept 25 2017

Interrogating the Production of Knowledge

Marcias, Teresa.  ““On the Footsteps of Foucault”: Doing Foucauldian Discourse Analysis in Social Justice Research,” ch. 9 in Research as Resistance.

Peters, W. (forthcoming). Patient Stories: Re-narrating Illness and Learning from the Rejected Body. In Batacharya, S. & Wong, R. (Eds.) Sharing Breath: Embodied Learning and Decolonization. Under contract with Athabasca University Press. (to be provided) 

Golnaraghi, Golnaz and Kelly Dye. 2016. “Discourses of Contradiction: A postcolonial analysis of Muslim women and the veil.” International Journal of Cross Cultural Management 16 (2): 137-152.

  • What is meant by “discourse”?
  • What methodologies and theories are being used to challenge the production of Western knowledge?
  • What intersections of privilege and oppression are at work in the production of knowledge?
  • Do any of these approaches appeal to you for your own work?
Oct 2 2017

Decolonization and Indigenous ways of knowing 

Kovach, Margaret. “Emerging from the Margins: Indigenous Methodologies.” In Research as Resistance, pp. 19-36.

Gaudy, A. “Researching the Resurgence: Insurgent Research and Community-Engaged Methodologies in 21st-Century Academic Inquiry.” Ch. 10 in Research as Resistance, pp. 243-266.

Wildcat, Matthew, Mandee McDonald, Stephanie Irlbacher-Fox, and Glen Coulthard. “Learning from the land: Indigenous land based pedagogy and decolonization.” Decolonization: Indigeneity, Education & Society 3, no. 3 (2014): I-XV.

  • How do “epistemology,” “methodology” and “methods” relate and compare?
  • What is your experience with Indigenous ways of knowing?
  • What kinds of challenges and barriers do Indigenous scholars face in the mainstream academy?
  • How much space is there within the academy and mainstream culture for Indigenous knowledge and ways of knowing?
  • How might “making space” risk assimilation?  Consider this question from the perspective of the Indigenous resurgence movement. What kinds of settler reckonings need to occur?

Additional sources:

McGuire, Patricia D. (Kishebakabaykwe). “Exploring Resilience and Indigenous Ways of Knowing.” Pimatisiwin: A Journal of Aboriginal & Indigenous Community Health 8, no. 2 (2010): 117-31.

    Oct 9 2017 READING WEEK
Oct 16 2017

Anti-oppressive research from positions of privilege 

Deliovsky, Katerina, “Whiteness in the Qualitative Research Setting: Critical Skepticism, Radical Reflexivity, and Anti-Racist Feminism.” Journal of Critical Race Inquiry 4, no. 1 (2017): 1-24.

Boler, Megan. “The Risks of Empathy: Interrogating Multiculturalism’s Gaze.” Cultural Studies 11, no. 2 (1997): 253-73.

Tuck, Eve, and K. Wayne Yang. “Decolonization is not a Metaphor.” Decolonization: Indigeneity, Education & Society 1, no. 1 (2012): 1-40.

  • What are the limits of anti-oppressive research taken from a position of relative privilege?
  • What does is needed to be a good anti-oppressive ally?  (How) can the privileged outside researcher best contribute to social justice struggles?
  • What are your motivations for anti-oppressive research?
  • How might your own positionality and experiences impact the ways that you research and know?
  • “Put yourself in someone else’s shoes” –  What cautions, challenges and potential benefits would you advise with respect to this saying?
  • What are the implications of understanding research as a relationship?  A relationship between what or whom?

Guest speaker: Dr. Leslie Thielen-Wilson (12:30-2)

Additional Sources

Ahmed, Sara. “The Politics of Bad Feeling.” Australian Critical Race and Whiteness Studies Association Journal 1, (2005): 72-85.

 

Oct 23 2017

 

Anti-oppressive research from the margins

Manning, E. “AIDS, Men and Sex: Challenges of a Genderqueer Methodology”, ch. 8 in Research as Resistance.

TBD

Recommended

Strega, S. “The View from the Poststructural Margins: Epistemology and Methodology Resistance.”  Ch. 5 in Research as resistance. 119-154.

  • How do ontology and epistemology affect research and the production of knowledge?
  • To what extent do you think the University (or your education) is entrenched in the modernist, Enlightenment tradition?  How so?
  • What is truth?
  • Try to explain what “discourse” means using examples.
  • What do we mean when we talk about “subjectivity” or “subjectivities”?
  • Why might a feminist poststructuralist refrain from using the concept of “patriarchy”?
  • What is the relationship between lived experience and theory in Manning’s work?  How might this compare to other uses of theory?
Oct 30 2017

Interviews as Discourse: Analyzing the Reproduction of Privilege

 

Heron, B. (2007). Desire for Development: Whiteness, Gender, and the Helping Imperative. Waterloo, ON: Wilfred Laurier Press.  Chapters 1-2.  (pages 1-54; endnotes, pages 157-168). [available as an e-book in library catalogue] 

  • How would you explain/defend discourse analysis to a positivist who wants you to point to specific “evidence” to “prove” overarching claims?
  • Macias points out that FDA prompts to ask not whether something is true, but rather how it “becomes truth” (225).  How does Heron establish and defend this line of pursuit through the use of narratives?
  • How does Heron’s understanding of power inform her methodology?
  • Why does she use the term “bourgeois” as part of her challenge to whiteness?
Nov. 6 2017

Participatory Action Research

Reid, Colleen, Allison Tom, and Wendy Frisby. “Finding the ‘action’ in feminist participatory action research.” Action Research 4, no. 3 (2006): 315-32.

Northeastern Ontario Research Alliance on Human Trafficking (NORAHT).  Project proposal for the SSHRC Partnership Development Program.  (I will provide this to you).

NORAHT “Welcome Presentation”, “Best Practices Presentation” and Agenda for community engagement sessions (to be provided – read them with the notes pages open).

Please look at NORAHT’s website (http://noraht.nipissingu.ca)

Recommended:

Holder, Jenny. “Our Community Action Project: A Blueprint for Resistance,” ch. 4 in Research as Resistance, pp.97-118. 

Guest speakers: Brenda Quenneville, Executive Director of Amelia Rising Sexual Assault Centre of Nipissing and Kathleen Jodouin, HIV Education/MSM Outreach Coordinator, AIDS Committee of North Bay and Area.

Nov 13 2017

Untangling Intersections: Socio-legal Studies 

Razack, Sherene H. 2016. “Gendering Disposability.” Canadian Journal Of Women & The Law 28, no. 2: 285-307.

Sarah Hunt, “Decolonizing Sex Work,” in Selling Sex: Experience, Advocacy, and Research on Sex Work in Canada, eds. van der Meulen et al (2013 UBC Press).  Available at https://www.antiviolenceproject.org/wp-content/uploads/2014/12/Hunt_Selling-Sex.pdf

  • What is the “evidence” for Razack’s argument? How would you characterize her method and methodology?
  • Think about how this paper is put together – how does theory inform and drive the paper?  How successfully does Razack relate Gladue’s specific case to broader discourses, experiences, and histories of oppression?
Nov 20 2017

Participant-Observation: Pipelines, Power and Knowledge

Dokis, C. Where the Rivers Meet: Pipelines, Participatory Resource Management, and Aboriginal-State Relations in the Northwest Territories. (UBC Press, 2015).  Introduction and Ch.1, pp. 3-62. ISBN:978-0-7748-2846-8.

*On Reserve in the Library

Guest speaker: Dr. Carly Dokis (12:30-2)

Nov 27 2017

Story-telling as Methodology

Hargreaves, Allison. “Finding Dawn and Missing Women in Canada: Story-Based Methods in Antiviolence Research and Remembrance.” Studies in American Indian Literatures 27, no. 3 (2015): 82-111.

Qwul’sih’yah’maht (Robina Anne Thomas).  “Honouring the Oral Traditions of my Ancestors.”  In Research as Resistance, pp.237-54.

TBD

12.  Dec. 4

Proposal Discussion

Please come to class prepared to talk about your thesis ideas.  Which text(s) or practice(s) do you intend to analyze? Give us some sense of what kinds of questions you intend to explore in relation to it. Often, the more specific your project is, the easier it is to accomplish. Generate possible research questions. Remember that research projects often change in process, so you are setting a course for your research but the ideas that you present today may not be exactly where you end up. 


Winter Schedule

Jan 8 2019  GESJ faculty visit the Honours Seminar

Research Proposals with Annotated Bibliography due – Value 15%

PLUS Abstract and Brief Presentation – Value 5% 

The detailed expectations for the Research Proposal can be found in the syllabus under “Assignments.”

In addition to your proposal, craft a 300 word abstract that summarizes your research project. A good abstract “will clearly and succinctly identify several key elements:
1) The scholarly context of the paper’s thesis and/or intervention. How does this paper forward previous understanding? Why is it important? This means mentioning previous work in the area and discussing how scholars have framed the issue before.
2) The methodology of the research/analysis. How will this paper accomplish its goals? This latter point might entail identifying new evidence or a new methodology.
3) The thesis of the argument or research to be presented. What is your argument?” (http://c.ymcdn.com/sites/www.cmstudies.org/resource/resmgr/2017_Conference/2017Submitting-a-Proposal.pdf accessed August 23, 2017). Email your abstract to me no later than the night before this class. I will project them onscreen in class and we will review them together, along with the invited GESJ faculty.

Also, in order to introduce your abstract come to class having prepared a 5 minute (max) talk that will cover:

  1. what you are passionate about (what inspired you)
  2. the problem you are thinking of addressing
  3. a couple of theories you are thinking of using to address it
  4. a couple of reasons the theories may or may not be useful
  5. a problem you are having in thinking through the project

From now on, the time that you would have spent reading for this course should now be spent developing your thesis. You are all expected to contribute meaningfully to each other’s research projects. The final presentations should be representative of all our hard work. To attend only to your own research is unhelpful and will harm your overall mark.

 Jan 15 2018 I will aim to mark and return your proposals by today. As soon as I have marked your proposal, I will email my feedback to you individually. This week you will have one-on-one meetings in my office (A310) to discuss the feedback that you received on your proposal and where your research and writing will go from here. Contact me to schedule a specific time. If your feedback in generally positive then we may not need to meet. I will also determine peer-editing groups this week and email you with this information.
 Jan 22 2018 This week, you are required to email 3 double-spaced pages of your work to the others in your group by a mutually determined time (whatever gives everyone enough time to read and edit everything). You will read each other’s work in advance and during class time you will meet in small groups to discuss each piece of writing. You are expected to make suggestions regarding form and content (everything from spelling, to sentence structure, to paragraphs, to citations, to argumentation), and ask academic questions about each other’s work. Make an effort to find a balance between eviscerating and offering only compliments. Constructive criticism will help your fellow students and aid in their learning. Finding typos and writing errors will improve their grade overall. You do not need to take all of the suggestions that are offered to you. This process is meant to help you hone and clarify your own thinking and argumentation. 
Jan 29 2018

Just like last week, you will email 3-4 new or substantially revised pages of your work to at least two other students. We will repeat the group work that we did last week.

 

Feb 5 2018 Just like last week, you will email 3-4 new or substantially revised pages of your work to at least two other students. We will repeat the group work that we did last week. This week, your writing must touch on your methodology.
 

Feb 12 2018

 

Research essay drafts due today

The expectations for the draft can be found in the syllabus under “Assignments.” 

I will email your feedback as soon as I have completed it. The feedback on your draft is intended to give you a sense of how you are doing and how much improvement needs to be made in the next few weeks. In this class we will discuss the practice of cutting a large research project to create a 10 minute presentation. If relevant, we will discuss the Undergraduate Research Conference, March 23-24 2018.

Feb 19

READING WEEK

 

Feb 26 2018 Where are you at with your research? What would be most beneficial to the group? We will decide together and in advance what to do with this class. We need to balance honing your arguments, finishing your thesis and developing a final presentation.

 

Mar 5 2018

 

Report on individual thesis progress.

Come to class prepared to tell us what you plan to cover in your final presentation. Ideally, your final presentation will offer your audience a sense of the focus and scope of your thesis, butbecause it is only 10 minutes long you will only be able to cover one or two additional points that communicate and demonstrate the essence of your research. These points should showcase at least one example of the original research / insights that you are bringing to your topic. Keep in mind that it is good to have a narrative in mind for your presentation. You are looking to hook the listener and get them interested in, and excited about, your project. You also need to be able back up what you are saying so that the listener is convinced by your argument / analysis. Remember, the writing adage: “Show, don’t tell.” (Google this phrase if you have no idea what I’m talking about). If you want to send me some points in advance of class, I will happily look them over and give you feedback. You need to come up with panel titles, so we can dedicate some time in class to that. Feel free to discuss this with your fellow panelists outside of class time as well.

Mar 12 2018

In class this week you will give a 10 minute presentation based on your final research essay. This is the dress rehearsal for the final public presentation. Come prepared to offer and receive constructive commentary. Make sure that your presentation provides an outline of the primary argument/s made in your paper and offers your listeners a few excellent and original examples that clearly support and develop this argument. In these examples your analysis should be clear, detailed and supported by theory. Anything else in your presentation is there to set up your argument/s and examples (i.e. necessary context, concepts defined, theories employed). Your presentation should look like the culmination of four years of study in Gender Equality and Social Justice and should address a listener who is knowledgeable in anti-oppression scholarship. It should be rigorous, insightful, convincing and engaging. Make every sentence count and really show off your arguments and analysis. Come to class ready to deliver your well-timed and organized 10 minute presentation, but be prepared to make some changes as necessary. We will make concrete suggestions for changes on visual aids, content and the order of the information.

In this class, you will organize the research papers into theme-based panels, determine the order the papers will be given in on each panel, and provide me with a final title for the panel. This week you can also figure out the best order for the panels based on the content of each paper. If you do not do a dress rehearsal presentation you will not be permitted to do the final public presentation.

Mar 19 2018 I am building some flexibility into the syllabus here. We will decide as a group what to do on this date. The undergraduate research conference is this weekend, March 23 and 24.
Mar 26 2018

Final run-through of presentations

 

April 2 2018 UNIVERSITY CLOSED

 

April 9 2018

 

Final Presentation – Value 15%

On this day, you will give a 10 minute public presentation based on your final research essay. It will be awesome. You are all so clever. You will need to coordinate your visual aids (Prezi / PowerPoint) within your panels. Send me your final paper titles and I will make a program for the faculty and guests.

April 11 2018

(not a seminar day—just the official last day of classes)

Final Honours Thesis Due – Value 35%

Final research essays due by noon via email. It is very important that your writing be near perfect in this final draft and that your argument is polished and well-supported. Please note that I cannot accept any late papers after April 11 2018. This deadline is firm. To submit beyond this date requires permission of the Dean of Arts and Sciences. To submit before this deadline is welcome and encouraged.

______________________________________________________________________________

ASSIGNMENTS

Participation 20%

Participation is absolutely central to the success of the Honours Seminar. In the first term, you must come to class having completed the readings and ready to actively discuss them. In the second term you will be expected to offer thoughtful questions and constructive suggestions to shape and develop the work that each student is developing. The final research essays produced by this class should be a reflection of all the hard work that we will collectively put into improving our research and writing. You will have to earn this 20%. Please keep in mind that if we are ever to write a letter of reference for you in the future, we will be asked to comment on your academic abilities (written and verbal), but also commitment, reliability, punctuality, leadership and engagement with other students.

Weekly posts and comments responses 10%

For 4 separate classes, you will post an approximately 300-word critical reflection on the readings for that day.  Your post can respond to one of the questions posed in the syllabus or take up an issue or theme that intrigues you.  You should be referencing readings in your post.  You may also reference previous readings in the course or your own project in order to draw connections.  The deadline for your post is 3:00 p.m. on Sunday.  That way everyone has time to read and comment on the post(s).  The deadline for comments is 9:00 a.m. before class on Monday. Please sign up for specific days to do the lead post.  You can do the comments whenever you want and it is your responsibility to ensure that 8 comments are completed by the end of term.  Everyone should come to class having read the post(s) and comments. Posts and comments will be done on Blackboard.  Posts (2 pts each) and comments (1 pt each) are graded on a pass/fail basis.

 Proposal 15% 

On January 8 2018 you must submit a double-spaced 4 page research proposal.  Your thesis proposal should include (in any order):

– Proposed section outlines for your thesis with brief descriptions of their content and purpose. In general, a final thesis will include an introduction that is often written very late in the writing process. Do not worry about the introduction at the proposal stage. You will likely end up cutting and pasting your research question (from Part 2 below) into your introduction. Typical sections of a thesis include (page numbers are estimates):

PART 1: LIT REVIEW AND THEORY (3 pages) — What have others written on this subject and what is the original perspective / problem that you are identifying? Which concepts are central to your analysis? Define and explain them.

PART 2: RESEARCH QUESTION AND METHOD/OLOGY (3 pages) — A thesis should display a high degree of focus and make a point that is interesting and fresh in relation to the existing literature. Include the “so what?” in this section by explaining why this research matters. What does your research tell us about racial / gendered / economic power today? What “texts” are you examining? Why these texts? Explain the method you are using and why this is the method of analysis that you have chosen (e.g. I have chosen to create a critical textual analysis of media / law. A critical textual analysis means x and is best because of y). 

PART 3: ANALYSIS (10 pages) —This is where you make your argument and link all evidence / examples to the argument and context. Use evidence / examples that work together to provide a strong cumulative impression; Draw out subtext and explain unapparent points.

PART 4: CONCLUSION (4 pages) — forcefully bring together the main points to make a compelling argument that adds a new dimension to the original thesis.

In your proposal, aim to “rough out” these sections and what they will look like.

Make sure that you include:

– A clear statement of your research question/s or topic;

– A background statement contextualizing the question/s with which you are engaging and the primary theories you will draw upon (i.e. feminist / postcolonial / postmodern / critical race / human rights);

– A brief review of the literature that summarizes how others have engaged with the same or similar question/s and their conclusions, as well as works that you will draw upon in your own analysis (must refer to works in your annotated bibliography);

– A clear statement of how your work will be similar to, and different than, the literature you have reviewed;

– A clear statement of the theoretical implications your work has for the field/s you are drawing from and a clear statement of the practical implications your work may have;

– Optional: A preliminary reflexive statement of how you locate yourself in relation to your research project. This is not meant to be a list of your many identities, but rather a critical look at the frameworks and conceptual schemes that comprise your social location which, in turn, influence the creation and understanding of the research question/s.

300 word abstract and brief presentation 5%          

In addition to your proposal, craft a 300 word abstract that summarizes your research project including a description of the methodology used (i.e. discourse analysis; socio-legal analysis). Email it to me the night before the January 8 2018 seminar. I will project them onscreen and we will review them together. Also, in order to introduce your abstract come to class having prepared a 5 minute (max) talk that will cover:

1. what you are passionate about (what inspired you)

2. the problem you are thinking of addressing

3. a couple of theories you are thinking of using to address it

4. a couple of reasons the theories may or may not be useful

5. a problem you are having in thinking through the project

Research Essay Draft

draft of your thesis must be submitted on February 12 2018. This should be a polished 12 page draft—edited and free of typos. You will get a “guiding grade” for your draft, but it will not count toward your final mark. The feedback and the “guiding grade” on your draft are intended to give you a sense of how you are doing and how much improvement needs to be made before the final deadline. I will assess and return this assignment to you within two weeks.

Final presentation 15%

You will be graded on how well you have captured your overall research project, the complexity and relevance of your ideas, your use of GESJ-related concepts and literature, whether your presentation was engaging and comprehensible, facility in answering questions and, to some extent, your presentation skills (e.g. if you go over time you will be penalized). Being able to summarize and present your original research to an audience unfamiliar with this material is a very important skill. If you struggle with public speaking please talk to me.

Final research essay 35%

Your final research paper is worth 35% of your final grade and due on the official last day of classes. It must be 20 pages plus bibliography, double-spaced, and must include relevant use of at least 10 academic readings. Your research essay must engage meaningfully with academic literature and frameworks related to Gender Equality and Social Justice, while being more than an overview of articles you have read. You are expected to take up the conceptual tools learned in GESJ and apply them in an area that is of interest to you. You must endeavor to create original research and theory that will put concepts and content together in new ways.

Important notes for written assignments:

– On the title page please include your name and always keep a copy of your paper in print or computer file.

– All assignments must be double-spaced, in 12 point font (not a fancy font please), with1 inch margins and page numbers, unless otherwise noted.

– All assignments should be submitted in the lecture period.

– Assignments will not be accepted over email, unless otherwise noted.

– Only under truly extraordinary circumstances will an extension be considered by the instructor. Time management is essential and must be cultivated.

– Remember to provide a title, preferably one that highlights your thesis or central concerns.

– Avoid lengthy, overly general introduction; state your intentions concisely and engagingly.

– Each paragraph is to be a unit of thought and should develop an idea.

– Provide transition between topics. Your essay should have continuity; it should “hang together.”

– Support or illustrate your assertions; be as specific and precise as possible.

– Quoted materials (see “plagiarism” below) belong in quotation marks and a page number should be supplied. See syllabus for complete APA references for readings in the course reader. Use a style guide for references and be consistent. Ideas or passages that are paraphrased (written in your own words) also need to be referenced.

– Avoid over-use of quoted materials. Passages that are quoted need to be contextualized and require comments that directly forward your own argument.

– You may use the word “I” in your work for this class.

– Proofread to avoid errors of spelling, grammar and punctuation.

______________________________________________________________________________

Academic Integrity

Plagiarism and academic dishonesty are serious offences. It is your responsibility to be familiar with Nipissing’s policies on academic dishonesty. Please make yourself familiar, here: http://www.nipissingu.ca/calendar/studentpolicies_academicdishonesty.asp

Any instances of students plagiarizing or cheating will be dealt with according to this policy.

Statement of what grades mean:

80-100% indicates EXCEPTIONAL PERFORMANCE: comprehensive in-depth knowledge of the principles and materials treated in the course, fluency in communicating that knowledge and independence in applying material and principles.

70-79% indicates GOOD PERFORMANCE: thorough understanding of the breadth of materials and principles treated in the course and ability to apply and communicate that understanding effectively.

60-69% indicates SATISFACTORY PERFORMANCE: basic understanding of the breadth of principles and material treated in the course and an ability to apply and communicate that understanding competently.

50-59% indicates MINIMALLY COMPETENT PERFORMANCE: adequate understanding of most principles and materials treated in the course, but with significant weakness in some areas and in the ability to apply and communicate that understanding.

0- 49% indicates FAILURE: inadequate or fragmentary knowledge of the principles and materials treated in the course or a failure to complete the work required in the course” (Faculty handbook,

http://www.nipissingu.ca/academics/faculties/arts-science/Pages/Faculty-Handbook.aspx, accessed July 11, 2016).