1 HUMA 3694 Contemporary Childhoods: Stereotypes, Theories & Policies Course Director: Dr. Kabita Chakraborty Founders College, 227 Email: [email protected]Office Hours: Tuesday 5:30pm Course Description: This is an in-depth course that will explore contemporary theories of childhood. It will use these theories to understand dominant stereotypical discourses and representations about youth, children and childhood, as well as to understand policies impacting children around the world. The course will focus primarily on the lived experiences of children in the Majority World. Stereotypes will be explored primarily through visual texts, while policies will be drawn from local and international sources. The first module of the course explores new and developing childhood theories, with a focus on theoretical application in the Majority World. The theories will be drawn from the fields of children’s geographies, the anthropology of childhood, the sociology of childhood, children in international development, and within international children’s rights discourse. Reviewing these ideas allows students to understand how children are conceptualized and how various social, political, economic and cultural contexts impact upon their worlds and unique cultures. The second module explores how dominant discourses about children intersect with the creation, implementation and enforcement of policies about and for children. We will explore how much of these public discourses about children in the Majority World, in particular, is rooted in a stereotypical understanding of these children and their realities, and in an ethnocentric view of their experiences. We will explore how policies concerning children, including policies on child labour, children’s education, and child protection, impact children in different ways. The policy module will ask students to think critically about how stereotypes about children and childhoods intersect with global policy, and impact upon the lives of children worldwide. Course Goals: Expand your knowledge about theories in the relatively new field of Children’s Studies, and use these theories to understand the lived experiences of children in the Majority World. Learn and develop skills needed to critically analyze visual text, policies and news media in relation to Majority World childhoods. Understand the complexity of policy making and its impact on children/childhoods.
Thisisanin-depthcoursethatwillexplorecontemporarytheoriesofchildhood. It will use these theories to understand dominantstereotypical discourses and representations about youth, childrenandchildhood,aswellastounderstandpolicies impactingchildrenaround the world. The course will focus primarily on the livedexperiences of children in theMajorityWorld. Stereotypeswill beexploredprimarilythroughvisualtexts,whilepolicieswillbedrawnfromlocalandinternationalsources.The first module of the course explores new and developingchildhood theories, with a focus on theoretical application in theMajority World. The theories will be drawn from the fields ofchildren’sgeographies,theanthropologyofchildhood,thesociologyof childhood, children in international development, and withininternational children’s rights discourse. Reviewing these ideasallowsstudentstounderstandhowchildrenareconceptualizedandhowvarioussocial,political,economicandculturalcontextsimpactupontheirworldsanduniquecultures.The second module explores how dominant discourses aboutchildren intersect with the creation, implementation andenforcementofpoliciesaboutandforchildren.Wewillexplorehow
muchofthesepublicdiscoursesaboutchildrenintheMajorityWorld,inparticular,isrootedinastereotypicalunderstandingofthesechildrenandtheirrealities,and inanethnocentricviewoftheirexperiences.Wewillexplore how policies concerning children, including policies on child labour, children’s education, and childprotection,impactchildrenindifferentways.Thepolicymodulewillaskstudentstothinkcriticallyabouthowstereotypesaboutchildrenandchildhoods intersectwithglobalpolicy,and impactuponthe livesofchildrenworldwide.CourseGoals:
Eachclassmeetingwillfocusonspecificreadingsand/orassignments.Thesereadingsand/orassignmentsmustbecompletedBEFOREclassbegins and students should be prepared to discuss and answerquestionsaboutthereadingsand/orpresenttheirassignmentstotheclass.
Each student is expected to actively participate in classroomdiscussions and research assignments, and participation will begraded.
Students are expected to work cooperatively together to create asupportenvironmentforlearning.
RequiredTexts/Readings/Websites:Journal Articleswhich are listed in this syllabus can be found at YorkUniversity Librarywebsite, and are e-resources.Thosethatarenote-resources,willbeupinmoodleoralinkwillbeprovided.TheUnitedNationsConventionontheRightsoftheChild.AvailableonUNICEF’swebsite:http://www.unicef.org/crc/Accesstothecoursemoodle:http://moodle.yorku.ca
Regularclassattendanceandparticipation.Eachstudent isexpectedtoattendeveryclass.Materialswillbecovered inclass thatwillnotbecoveredelsewhere.Therewillbe in-classassignments thatwill factortowards your participation and in-class assignment grades and these willNOT be available for makeup(excusedorunexcused).Thisincludesdailyreadingsummaries,whichmustbehandedinhardcopythedaytheyaredue,andareworthlittleindividually.Theaimofthisassessmentistoencourageattendance.Thisisthetypeofclasswhereabsencescanputyoufarbehindotherstudentsandabsenceswillnegativelyaffectyourfinalmark.
Participation/AttendanceGrading
Ø A studentwith exceptional attendance (nomore than twoabsences, excusedor unexcused)whoalsodemonstratescompletepreparationandparticipatesindiscussionandexerciseswillreceivethefull10%towardstheirtermgrade.
Reading, listening,viewing,fieldworkandwrittenassignments.SeetheCourseScheduleforspecific assignments and due dates. Each assignment should be completed before the date
3
underwhichitisscheduled.Someassignmentswillbedoneinclassandothersareassignedtobecompletedindividually. Weekly reading assignments will behanded out as the course progresses. Submission ofBOTH reading summaries and weekly assignmentswill onlybeaccepted inhard copy theday theyaredue. No excused or unexcused absences will beaccepted.
D
ClassPolicies,ProceduresandResources:
Late work. Late assignments are penalized 5% per day (1 daylate:90%becomes85%etc).
Participation. Active participation is a crucial aspect of thiscourse. Knowledge production and successful classroomexperiences depend on engagementwith the coursematerial,informeddiscussion,andopenexchangeofthoughtsandideas.Effectiveclassparticipationcanonlybereachedifstudentsreadand critically examine the assigned course materials. All students are expected to respect the ideas,opinions, and commentsofother students and theprofessor. Successful participationmeans listeningand responding – with questions, additional thoughts, suggestions, and connections – to yourclassmates’thoughtsandcontributions.
orbyclassattendance. Iwillnotrespondtoemailsthataskwhatwecoveredinaclassyoumissed,orthatrequireinformationthatcanreadilybefoundthroughothersources. Ifyouhavequestionspleasemake an appointment or come tomy office hours.Wewill also have amoodle discussion forum forpeerstoaskandanswerquestions.
AcademicSupport:Ifyouexperiencedifficultyinthiscourseforanyreason,pleasedonothesitatetoconsultwiththeprofessor.Inaddition to the resources of the department, awide range of services are available to support you in youreffortstomeetthecourserequirements:
4
AcademicSupportCenter.
(http://www.yorku.ca/yorkweb/currentstudents/academicsupport/index.html)Offers studyskillsworkshops, individual instruction, tutor referrals,andservices for studentswith learning disabilities.Writing support is available for free individual consultations at anystageofapaper.
Offers technical and practical support and assistance with accommodations for students inneed of physical or psychological support. Offers counseling and consultations regardingpersonal concerns, self-help information, and connections to off-campus mental healthresources.Ifyouhaveanydisabilityandmightrequireaccommodationsinthiscourse,pleaseprovidealetterfromCDSasearlyinthetermaspossiblesothatwecanmakearrangementstosupportyourneeds.All information,documentation,anddiscussionsarestrictlyconfidential.Noaccommodationswillbegrantedwithoutproperdocumentation.
AcademicIntegrity:Standards of academic conduct are set forth in the University’sAcademicIntegrityCode.Byregistering,youhaveacknowledgedyourawarenessoftheAcademicIntegrityCode,andyouareobligatedtobecome familiar with your rights and responsibilities as defined bythe Code. Violations of the Academic Integrity Code will not betreated lightly, as disciplinary actions will be taken should suchviolations occur. Because the research we are undertaking is withchildrenandourethicsandmethodologyhighlyvalued,anyacademicviolations will be met with ZERO tolerance and the student willautomaticallyfailthecourse.Pleaseseetheprofessorifyouhaveanyquestions about the academic violations described in the Code ingeneralorastheyrelatetoparticularrequirementsforthiscourse.Ifyouareeverindoubt–Ask!Moredetailedinformationcanbefoundat:http://www.yorku.ca/academicintegrity/students/beware-document.htmhttp://www.yorku.ca/acadinte/students/index.htmhttp://www.yorku.ca/secretariat/policies/document.php?document=69Evaluation:Finalgradeswillbebasedonalloftheaboverequirements,weightedasfollows:ClassParticipationandAttendance:10%Weeklyclassassignments:15%Weeklyreadingssummary:15%-mustbehandedinpersoninclass(noexcusedorunexcusedexceptions)AfricaforNorwayAnalysis:10%
Anti-AidPoster November3,2015 You will work independently onthis project. You will create ananti-aid poster, which disruptsideas of ‘help’ and ‘need’, andpurposely moves away fromdiscoursesofchildrenandpovertyintheMajorityWorld.
“Saving”Childrenresearchreport December1,2015 You will work independently onthis project. You will thoroughlyinvestigate “one” campaignfocusing on “saving” MajorityWorld children. You will conducttextual analysis of the campaign,and you will write a criticalresearch report about yourfindings drawing on theorieslearnedovertheterm.
FinalPresentationofindependentproject
November 21 and December 1,2015
Over lasttwoweeksofterm,withfinalpaperdueonDecember1.
AfricaforNorwayAnalysis:10%AnimportantresourceforourclassarescholarsandsocialjusticeadvocateswhoactivelydisruptdominantstereotypicaldiscoursesaboutchildrenandchildhoodsintheMajorityWorld.Oneoftheseresourcesisthe“AfricaforNorway”campaign,whichconsistsofawebpage,videos,publicawardsandsocialmediaactivism.InthisassignmentyouaretocriticallyanalyzetwofacetsofAfricaforNorwayactivism.Atextualanalysismustbeperformedonthesefacets,andyoumustdrawontheliteraturewehavecoveredinclasstosupportyouranalysis.Anti-AidPosterandWrite-up:20%YouwillbecreatinganAnti-Aidposter,whichdisruptsstereotypicalideasof‘help’and‘need’,andpurposelymovesawayfromdiscoursesofpovertywhenviewingchildrenintheMajorityWorld.Detailsinclass.AnalysisandCritiqueofChildren’sRights/DevelopmentCampaignFinalPaper:20%+Children’sRights/DevelopmentCampaignFinalPresentation:10%Thisisatwopartassignment:independentresearchandpresentation.Youaretochoose“one”children’srightcampaignanduseyourtextualanalysisandcriticalthinkingskillstounpackthevisualandtextualmeaningsofthiscampaign.Youwillwritearesearchreportregardingyourfindings.Youwillpresentyourdatainanin-classpresentation(10minutes).Forallassignments:ExtensionsareNOTgranted,exceptwithdetailedandofficialdocumentationincludinganAttendingPhysician’sStatement.EXTENSIONSWILLNOTBEGRANTEDFORREADINGSUMMARIES.Allassignmentsshouldbesubmitted inaconsistent format (preferablyAPA,butalsoHarvardorChicago.AslongasyouareconsistentIwillacceptanyformalsystemofreferencing).Grading:In a third-year class, faculty expectations regardingessay structure, appropriate citation (that is,proactivelyavoiding plagiarism), APA/Harvard/Chicago format, grammar & punctuation, and critical analysis are higherthanfor firstandsecondyearcourses.Revisingyourpapers,spellchecking,andallowingtimetodo in-depthresearch and analysis are fundamentally important. Just to reiterate, I have a ZERO tolerance policy forplagiarism–meaning,youwillautomaticallyfailmycourseifyouplagiarize.
7
Iamhappytomeetwithyouatanytimeduringthecoursetochataboutyourstandinginthecourseatanypoint.Beproactive!Gradeswilltypicallybedoneinpercentagesandtranslatedtoalettergradeattheendofthecourse.Fordetailedinformationseehttp://www.yorku.ca/laps/students/grading.html.ImportantDates:November9:Lastdaytodropthecoursewithoutreceivingagrade.CourseOverview:**Thisoverviewisextremelyflexibleandsubjecttochangeatanytime,pleasebepresentinclasstonotechangesastheyoccur**Weeklyreadingassignmentsaregivenbelow.Additionaloralternativereadings/listening/filmsmaybeassignedinsomeweeks.Schedulechangesmaybemadeaswegoalong.Assignmentswillbegivenonaweeklybasisorin-class.Week Date Topic1 Tuesday
![2013-2014 Bill 3694: Timothy Hellaby II - South Carolina ... · Web view[3694]1 South Carolina General Assembly 120th Session, 2013-2014 H. 3694 STATUS INFORMATION House Resolution](https://static.documents.pub/doc/80x56/6138bfb30ad5d206764972f3/2013-2014-bill-3694-timothy-hellaby-ii-south-carolina-web-view-36941-south.jpg)
