In this course we explore the concepts and practices of rights, human rights and social justice in a local, national and global perspective — in both theory and praxisIn reflecting on the ephemeral, socially constructed and constituted discourse of rights and justice, we will consider the manifestations and implications of institutional mechanisms and actions seeking and promoting these notions. We will ask of ourselves a number of questions including: Are rights and justice universal? Are some rights, or some humans, more highly valued than others? Where, in all of this, can I we locate the entry point(s) for our own praxis?
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PS 2B03 PEACE ST 2B03/WOMENS ST 2A03/LABR ST 2W03: Human Rights and Social Justice Course Outline — Term 2, Winter 2010/11 Monday 10:30-11:20am T13 127 Wednesday 10:30-11:20am T13 127 ursday 10:30-11:20am T13 127 Instructor Dr. Colin Salter Office: TSH 302 Phone: (905) 525 9140 | Extension 23722 Email: [email protected]Website: hp://colin.salter.id.au Consultation Time: Mondays 2:30-3:30pm Other times by appointment My TA: Office: Phone: Email: Consultation Time: PS 2B03: Human Rights and Social Justice. Course outline, Term 2 (winter) 2010/11 page 1 of 12
Transcript
PS
2B03PEACE ST 2B03/WOMENS ST 2A03/LABR ST 2W03:
Human Rights and Social JusticeCourse Outline — Term 2, Winter 2010/11
Subject DescriptionIn this course we explore the concepts and practices of rights, human rights and social justice in a local, national and global perspective ! in both theory and praxis
In re"ecting on the ephemeral, socially constructed and constituted discourse of rights and justice, we will consider the manifestations and implications of institutional mechanisms and actions seeking and promoting these notions. We will ask of ourselves a number of questions including: Are rights and justice universal? Are some rights, or some humans, more highly valued than others? Where, in all of this, can I we locate the entry point(s) for our own praxis?
Assessment Summary
Assessment Format Length Due Date Weighting
1 Participation Participation in class discussion & activities n/a weekly 20%
(see notes)
2 Assignment 1 Commentary 750 words January 24 15%
3 Assignment 2 Commentary 1250 words February 17 20%
4 Assignment 3 Essay 2250 words April 4 30%
5 Final exam Formal exam see notes exam period 15%
Reading material, courseware and text books!is course has a high reading load. All set readings are included in the courseware pack available from Titles (the bookstore). Whereas there are no set texts for this course, you may $nd the following two books on human rights very useful.
Reeta Tremblay, James Kelly, Michael Lipson and Jean Francois Mayer (2008) Understanding Human Rights: Origins, Currents and Critiques, Nelson: Toronto.
Michael Goodhart, ed. (2009) Human Rights: politics and practice, Oxford University Press: Oxford.
PS 2B03: Human Rights and Social Justice. Course outline, Term 2 (winter) 2010/11 ! page 2 of 12
Learning Outcomes
PS 2B03 wil l expose you to different perspectives and debates about human rights and social justice. A diverse array of themes are explored, ranging from the individual through to the international level. !ese include debates about the rights of the person, structural violence, gender, ableness and the challenges faced in a period considered by some to be typi$ed by global insecurity.
!e set readings will challenge you, some may confuse you, and you will likely disagree with many. Be prepared for some interesting and lively discussions on a range of issues — some of which you may not have given any thought to.
PS 2B03 includes a lot of small and medium sized group work. !is enables you to be exposed to diverse, challenging and supportive perspectives in a respectful and supportive peer environment.
!e collective experience of questioning ideals and values, of being challenged by key concepts and frameworks, and in being exposed to others can foster a valuable group dynamic.
By the end of this term, the experiences gained should enable you to demonstrate a number of learning outcomes. You will have developed a sound knowledge of human rights and social justice issues through a peace studies lens.
!ese learning outcomes include:
- Demonstrate academic competence (research, writing, etc.) using a peace studies perspective
- De$ne, understand and apply relevant course concepts, terminology and frameworks
- Demonstrate holistic, multi-level and critical thinking (e.g. key issues and
challenges faced by human rights and social justice campaigns)
- Discuss the role of identity, values, culture and ideologies in shaping rights discourse
- Engage with both self directed and collaborative learning activities
!e emphasis on group work will also foster the development of valuable collaborative skills that will assist you in becoming more effective communicators.
PS 2B03 Pedagogy
!is course consists of 3x1hr seminars each week. You will be working in small and medium groups to develop and formulate different analyses of set material, and to complete set tasks.
You may $nd the increased role of peer-directed learning to be quite different to many other subjects. In this course, we aim to encourage you to learn through self-re'ection and group processes in a facilitated and elicitive seminar environment.
By $nding and analyzing examples related to each weeks set material, working in groups and by helping others to learn you will participate in a rich — and at times challenging — learning environment. !is requires you to come to class prepared to discuss key themes and issues. !is will both assist you and your fellow students.
R e'ect ive of the emphasi s on group participation, non-a#endance at class will impact on your $nal grade. !is is unusual and you should familiarize yourself with this — please read the subject outline carefully.
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Timeline
!is course is divided into 4 parts: an introduction to the concept of human rights; transnational issues and approaches; the person, the animal, and the environment; and, rights and justice post 9/11.
Part 1: Introduction to the concept of human rights
Week 1. Introduction, what are human rights I ( January 3)Following an overview of the course, and ge#ing yourself familiarized with the course outline, we explore the origins of and evolution of human rights discourse.
ReadingsReeta Tremblay, James Kelly, Michael Lipson and Jean Francois Mayer (2008) Understanding Human Rights: Origins, Currents and Critiques, Nelson: Toronto. pp. 21-56 (Chapter 2. Human Rights in World Politics).
Further ReadingAnthony J Langlois (2009) ‘Normative and !eoretical Foundations of Human Rights’, in Michael Goodhart (ed) Human Rights: politics and practice, Oxford: Oxford University Press. pp. 11-25.
Reeta Tremblay, James Kelly, Michael Lipson and Jean Francois Mayer (2008) Understanding Human Rights: Origins, Currents and Critiques, Nelson: Toronto. pp. 3-20 (Chapter 1. Introduction: Foundations of Human Rights).
Week 2. W hat are human rights II ( January 10)We continue with an introduction to the origins of and evolution of human rights discourse.
ReadingsRoland Burke (2010) Decolonization and the Evolution of International Human R ights , Philadelphia: University of Pennsylvania Press. pp. 112-144 (Chapter 5. “According to !eir Own Norms of Civilization”: !e Rise of Cultural Relativism and the Decline of Human Rights).
Marie-Bénédicte Dembour (2010) ‘What Are Human Rights? Four Schools of !ought’, Human Rights Quarterly, Volume 32, Number 1. pp. 1-20.
Brian Orend (2002) Human Rights: concept and context, Peterborough: Broadview Press. pp: 191-211 (Chapter 7: ‘History I: Origins to the nineteenth Century’) and pp 213-240 (Chapter 8: ‘History II: Twentieth Century and Beyond’).
Further readingReeta Tremblay, James Kelly, Michael Lipson and Jean Francois Mayer (2008) Understanding Human Rights: Origins, Currents and Critiques, Toronto: Nelson. pp. 85-110 (Chapter 4. Universalist !eories of Human Rights: Origins and Critiques).
Rona K. M. Smith (2009) ‘Human Rights in International Law’, in Michael Goodhart (ed) Human Rights: politics and practice, Oxford: Oxford University Press. pp. 26-43.
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Week 3. Human rights & Social Justice in Canada ( January 17)We shi) to focus on some key issues and debates about rights and justice in Canada
ReadingsCandice Metallic & Patricia Monture-Angus (2004), ‘Domestic Laws versus Aboriginal Visions: An Analysis of the Delgamuukw Decision’, Borderlands e-journal, Vol. 1, No. 2.
Audrey Kobayashi & Brian Ray (2000) ‘Civil risk and landscapes of marginality in Canada: a pluralist approach to social justice’, "e Canadian Geographer, Vol. 44, No. 4. pp. 401-417.
Alyson McCready (2009) ‘Redressing Redress: !e Neoliberal Appropriation of Redress in the anti-Native Backlash at Caledonia’, ESC: English Studies in Canada, Vol. 35. No. 1. pp. 161-190
Further ReadingReeta Tremblay, James Kelly, Michael Lipson and Jean Francois Mayer (2008) Understanding Human Rights: Origins, Currents and Critiques, Toronto: Nelson. pp. 181-217. (Chapter 8. Canada before the Age of Rights) and pp. 219-253 (Chapter 9. Canada and the Rights Revolution).
Part II: Transnational issues and approaches
Week 4. Rights and obligations of and to those seeking asylum ( January 24)!e approach to what is o)en referred to as "e Tampa Crisis has impacted on the way asylum seekers are perceived, and many of the ideas about human rights for refugees.
Undertake your own research on debates surrounding the arrival of the MV Sun Sea in Vancouver in August 2010. Come to class prepared to discuss.
ReadingsCecilia Bailliet (2003) ‘!e Tampa Case and its Impact on Burden Sharing at Sea’, Human Rights Quarterly, Volume 25, Number 3. pp. 741-774.
Michael Pugh (2004) ‘Drowning not Waving: Boat People and Humanitarianism at Sea’, Journal of Refugee Studies, Vol. 17, No. 1. pp. 50-69.
Derrick Silove, Zachary Steel and Richard F. Mollica (2001) ‘Detention of asylum seekers: assault on health, human rights, and social development’, Lancet, Vol. 357. pp. 1436–37.
Further ReadingElizabeth Ferris (2008) ‘Protracted refugee situations, human rights and civil society’ in Gil Loescher, James Milner, Edward Newman & Gary Troeller (eds), Protracted Refugee Situations: political, human rights and security implications, Tokyo: United Nations University Press. pp. 85-107.
** Assignment 1 due at the start of !ursday’s seminar time ( January 24).
Week 5. "e international campaign against landmines ( January 31)International agreement to a treaty banning certain types of anti-personal weapons is o)en looked at as success in the struggle for recognition of human rights. We explore different perspectives on the process leading up to the treaty.
ReadingsK Anderson (2000) ‘!e O#awa Convention banning landmines, the role of international non-governmental organizations and the idea of international civil society’, European Journal of International Law, Vol. 11, No. 1. pp. 91-120.
Lloyd Axworthy and Sarah Taylor (1998) ‘A Ban for All Seasons: !e Landmines Convention and
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Its Implications for Canadian Diplomacy’, International Journal, Vol. 53, No. 2. pp. 189-203.
Bonnie Docherty (2009) ‘Breaking New Ground: !e Convention on Cluster Munitions a n d t h e Ev o l u t i o n o f I n t e r n a t i o n a l Humanitarian Law’, Human Rights Quarterly, Volume 31, Number 4: pp. 934-963.
Valeria Warmington and Celina Tu#le (1998) ‘!e Canadian Campaign’ in Maxwell A. Cameron, Robert J. Lawson & Brian W. Tomlin (eds.), To Walk Without Fear: "e Global Movement to Ban Landmines, Toronto: Oxford University Press. pp. 48-59.
Week 6. Humanitar ian inter vention (February 7)!e approach, politics and implications of humanitarian intervention are o)en hotly debated. Inter vent ions has s igni$cant consequences, both positive and negative. We look at some of the issues.
ReadingsAlan J. Kuperman (2009) ‘Humanitarian Intervention’, in Michael Goodhart (ed) Human Rights: politics and practice, Oxford: Oxford University Press. pp. 335-353.
Amanda Murdie and David R. Davis (2010) ‘Problematic Potential: !e Human Rights Consequences of Peacekeeping Interventions in Civil Wars’, Human Rights Quarterly, Volume 32, Number 1. pp. 49-72.
Chandra Lekha Sriram, Olga Martin-Ortega and Johanna Herman (2010) War, Con#ict and Human Rights: theory and practice, New York: Routledge. pp. 180-194 (Chapter 11. ‘Enforcing human rights transnationally’).
Part III: !e person, the animal, and the environment
Week 7. Rights, class and racialization (February 14)How do structural and cultural violence intersect and shape perceptions of marginalized members of society and access to justice?
ReadingsG r a c e E d w a r d - Ga l a b u z i ( 2 0 1 0 ) ‘ ! e Intersecting Experience of Racialized Poverty and the Criminalization of Poor’, in Diane Crocker & Val Marie Johnson (eds.) Poverty, Regulation & Social justice: Readings on the Criminalization of Poverty, Hal$x: Fernwood Publishing. pp. 75-94.
Todd Gordon (2006) ‘Neoliberalism, racism, and the war on drugs in Canada’, Social Justice, Volume 33, Number 1: pp. 59-78
A. Breeze Harper (2009) ‘Social Justice Beliefs a n d A d d i c t i o n t o Un c o m p a s s i o n a t e Consumption: Food for !ought in A. Breeze Harper (ed.) Sistah Vegan: Black Female Vegans Speak on Food, Identity, Health and Society, Brooklyn: Lantern Press. pp. 20-41.
** Assignment 1 due at the start of !ursday’s seminar time (February 17).
** Mid-term recess commences February 21.
Week 8. Rights, Gender and ableism (February 28)!e social construction of the ‘normal’ body is routinely unmarked and unquestioned. Similarly, the gendered implications of human rights, in theory and practice, are o)en overlooked.
ReadingsJane Freedman (2007) Gendering the International Asylum and Refugee Debate, New York: Palgrave
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McMillan. pp. 45-68 (Chapter 3. ‘Gender Related Persecutions: Why do Women Flee?’).
Fiona A. Kumari Campbell (2008) 'Exploring internalized ableism using critical race theory', Disability & Society, Vol. 23, No. 2, 151-162.
Fionnuala Ní Aoláin (2009) ‘Women, Security, and the Patriarchy of Internationalized Transitional Justice’, Human Rights Quarterly, Volume 31, Number 4: pp. 1055-1085.
Further ReadingJermoe E. Bickenbach (2001) ‘Disability Human Rights, Law, and Policy’, in Gary L. Albrecht, Katherine D. Seelman & Michael Bury (eds) Handbook of Disability Studies, !ousand Oaks: Sage Publications. pp. 656-584.
Lennard J. Davis (2006) ‘Constructing Normalcy: !e Bell Curve, the Novel, and the Invention of the Disabled Body in the Nineteenth Century’, in Lennard J. Davis (ed) "e Disability Studies Reader, second edition, New York: Routledge. pp. 3-16.
Rachel Johnstone (2006) ‘Feminist In'uences on the United Nations Human Rights Treaty Bodies’, Human Rights Quarterly, Volume 28, Number 1. pp. 148-185.
Susan Moller Okin (1998) ‘Feminism, Women's Human Rights, and Cultural Differences’, Hypatia: a journal of feminist philosophy, Vol. 13, No. 2. pp. 32-52.
Niamh Reillt (2007) ‘Seeking gender justice in p o s t - c o n ' i c t t r a n s i t i o n s : t o w a r d s a transformative women’s human rights approach’, International Journal of Law in Context, Vol. 3, No. 2. pp. 155-172.
Week 9. "e case for animal rights (March 7)Do, or should, animals have rights? !is is a controversial question and source of much debate.
ReadingsJosephone Donovan (1990) ‘Animal Rights and Feminist !eory’, Signs: Journal of Women in Culture and Society, Vol. 15, No. 2: 350-75.
Catharine Grant (2006) "e no-nonsense guide to animal rights, Oxford: New Internationalist: pp. 11-20 (Chapter 1: Origins of the animal rights movement).
David Alan Nibert (2002) Animal rights/human rights: entanglements of oppression and liberation, Lanham, Md: Rowmam and Li#le$eld. pp. 195-235 (Chapter 6. !e Social Construction of Speciesist Reality).
John Sorenson (2010) About Canada: Animal Rights, Blackpoint, NS: Fernwood Publishing, pp. 9-21 (Chapter 1. Animals and Social Justice).
Further ReadingTom Regan (1982) All that Dwell "erein, Animal Rights and Environmental Ethics, University of Berkeley: California Press. pp. 1-39 (Chapter 1. !e Moral Basis of Vegetarianism).
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Peter Singer (2002) ‘Speciesism Today’, in Krishna Mallick & Doris Hunter (Eds), An Antholog y of Nonviolence – historical and contemporary voices, Connecticut: Greenwood Press. pp. 153-167.
Week 10. Climate change and human rights (March 14)Is there an obligation to those most directly impacted by climate change? What might these include? What are the implications and potential challenges for the ‘west’?
ReadingsJohn Barry and Kerri Woods (2009) ‘!e Environment’ in Michael Goodhart (ed) Human Rights: politics and practice, Oxford: Oxford University Press. pp. 316-333.
Paul G. Harris and Jonathan Symons (2010) 'Justice in adaptation to climate change: cosmopolitan implications for international institutions', Environmental Politics, Vol. 19, No. 4. pp. 617-636
Lavanya Rajamani (2010) ‘!e Increasing Currency and Relevance of Rights-Based Perspectives in the International Negotiations on Climate Change’, Journal of Environmental Law, Vol. 22, No. 3. pp. 391-429
Part IV. Rights and justice post 9/11
Week 11. Extraordinary rendition, the construction of enemy combatants and a#empts to rede$ne torture (March 21)Following the events of September 11, 2001 many issues and debates have (re)emerged. !ese include what constitutes human rights.
ReadingsDavid Luban (2007) ‘Liberalism, Torture, and the ticking bomb’, in S. P. Lee (ed.), Intervention, Terrorism, and Torture: Contemporary Challenges to Just War "eory, Dordrecht: Springer. pp. 249–262.
Jane Mayer (2005) ‘Outsourcing Torture: the secret history of America’s “extraordinary r e n d i t i o n” p r o g r a m’ " e N e w Yo r k e r , February 14, 2005.
William F Schulz (2009) ‘Torture’, in Michael Goodhart (ed) Human Rights: politics and practice, Oxford: Oxford University Press. pp. 297-315
Further ReadingLance Benne#, Regina G. Lawrence, & Steven Livingston (2006) ‘None Dare Call It Torture: Indexing and the Limits of Press Independence in the Abu Ghraib Scandal’, Journal of Communication, Volume 56, Issue 3. pp. 467-485
Gregory Hooks & Clayton Mosher (2005) ‘O u t r a ge s A ga i n s t Pe r s o n a l D i g n i t y : Rationalizing Abuse and Torture in the War on Terror’ Social Forces, Vol. 83, No. 4. pp. 1627–1646
Week 12. National (in)security (March 28)Dissent, the ‘right’ to criticize one’s government, has emerged as a key issue of contention post September 11, 2001.
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ReadingsHenry Giroux (2010) ‘Higher Education a$er September 11th: "e Crisis of Academic Freedom and Democracy, in Anthony J. Nocella II, Steven Best & Peter McLaren (eds.), Academic Repression: Re#ections %om "e Academic Industrial Complex, Oakland: AK Press. pp. 92-111.
Kent Roach (2007) ‘Freedom and Security in Post-9/11 Canada’, in James L Turk and Allan Manson (eds) Free Speech in Fearful Times: a$er 9/11 in Canada, the U.S., Australian and Europe, Toronto: James Lorimer & Co, pp. 121-161
Ellen Schrecker (2005) ‘!e New McCarthyism in Academe’ "ought and Action, Fall. pp. 103-118
Further readingAllan Manson and James L Turk (2007), ‘Conclusion’, in James L Turk and Allan Manson (eds) Free Speech in Fearful Times: a$er 9/11 in Canada, the U.S., Australian and Europe, Toronto: James Lorimer & Co, pp. 296-304.
John Wilson (2005) ‘Academic Freedom in America a)er 9/11’, "ought and Action, Fall,. pp. 119-131.
Week 13. wrapping up (April 4)Connecting the dots.
!ere are no set readings for this week.
** Assignment 3 due at the start of Monday’s seminar time (April 4).
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A#endance
Assessment and submission- You are not required to pass every
component of assessment to pass the subject.
- Penalty for late submission of work: 10 marks per day out of 100.
- !e subject coordinator reserves the right to hold an additional oral e x a m i n at i o n f o r a ny p i e c e o f assessment.
A#endanceA#endance at class is a key requirement of this course. Non-a#endance will signi$cantly impact on what you can learn from this course. By not participating, you also detract from the ability of others to learn with you.
If you miss more than 5 tutorials, marks will be subtracted from your $nal mark, as follows:
- 0, through 5 absences: no penalty
- 6 absences: 8% subtracted
- 7 absences: 10% subtracted
- 8 absences: 12% subtracted
- 9+ absences: 15%+ subtracted
For example, if your mark is 75% but you missed 6 classes, your $nal mark will be 75% - 8% = 67%. If you are present for only part of a class, that counts as fractional a#endance. For example, 5.5 absences leads to a 4% penalty.
If you will not be able to a#end a class, please contact myself or your TA in advance.
Assignment 1: Commentary #1Due date: At start of !ursday’s seminar in week 4 ( January 24).Weighting: 15% Length: 750 words
Identify and comment on one or two key issues directly related to the readings set for one of the weeks (week 1 through 3). Independent research is central to this assignment, and you must refer to three peer-reviewed sources and at least one of the set readings for the week in question.
You may wish to focus on a case study to explore the issue(s) you identify .
You may work on this assignment as a group (maximum 3 people).
Assignment 2: Commentary #2Due date: At start of !ursday’s seminar in week 7 (February 17).Weighting: 20% Length: 1250 words
Identify and comment on one or two key issues directly related to the readings set for one of the weeks (week 4 through 6). Independent research is central to this assignment, and you must refer to $ve peer-reviewed sources and at least one of the set readings for the week in question.
Focus on a case study to explore the issue(s) you identify .
You may work on this assignment as a group (maximum 3 people).
Assignment 3: EssayDue date: At start of Monday’s seminar in week 13 (April 4).Weighting: 30% Length: 2250 words
Identify and comment on key issues directly related to the focus of one of the weeks (week 1 through 12). Your essay must address a different topic to that addressed in either of your two commentaries.
You can choose to adopt a human rights or a social justice lens, identifying debates, challenges and approaches to promoting human rights and/or social justice. Use one or more case studies to explore these issues, and re'ect on the applicability and appropriateness of human rights concepts or popular notions of social justice.
Independent research is central to this assignment, and you must refer to six peer-reviewed sources and at least one of the set readings for the week in question.
Final ExaminationWeighting: 15%!e $nal examination will occur during the exam period and will address material covered throughout the course.
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Requirements and assessment tasks
!e following criteria will be utilized in the assessment of all wri#en work and will guide the assessment of all other assignments.
Excellent (A+, A, A-) (100% - 80%)!oughtfully develops interesting and original ideas; secondary material and course readings are used intelligently and not as a substitute for the learner’s own thinking; clear indication of conceptual understanding; originality, creativity and enthusiasm; solid organization; convincing/well supported statements; virtually free of errors in grammar, spelling and punctuation; u s e s t h e c o n v e n t i o n s o f s c h o l a r l y documentation correctly.
Very Good to Good (B+, B, B-) (79% – 70%) Competent/accurate treatment of its topic; well wri#en with a clear purpose; may demonstrate weaker conceptual understanding; may lean uncritically on secondary sources; organization is clear and sentences are comprehensible; few errors in grammar and spelling; follows conventions of scholarly documentation.
Good to Fair (C+, C, C-) (69% - 60%)Lack of clarity; triv ial/underdeveloped purpose/thesis and/or arguments; considerable summary and paraphrase, with only occasional analytical commentary; may be characterized by conceptual and research inaccuracies; may rely exclusively on secondary sources; organization is disjointed; some sentences may be convoluted and incomprehensible; mistakes in grammar, spelling and punctuation; carelessness with scholarly documentation.
Problematic (D+, D, D-) (59% - 50%)Serious inaccuracies or inconsistencies; minimal grasp of topic; sources are o)en misused or misinterpreted; expresses opinion, but does not support effectively; lacks coherence/clarity; has errors in grammar, spelling and punctuation.
Failures (F) (49% - 0%)Total misunderstanding; disorganization; considerable grammatical errors; unscholarly presentation. (!is grade is also given for plagiarism/other academic integrity issues)
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Image sourcesMike Konopacki. 2000. ‘If there was justice in the world‘, 2000 — h#p://www.veggies.org.uk/calendar/2000.htm
‘Human Rights Champions’, 2001 — h#p://invisiblecollege.weblog.leidenuniv.nl/2007/03/11/who-wants-to-be-the-new-human-rights-cha
‘Which do you pet, which do you eat?‘ — h#p://www.meatout.org/action/outreach.htm
Shane T. McCoy, ‘Detainees at Camp X-Ray’, 11 January 2002. Image in the domain image — h#p://en.wikipedia.org/wiki/File:Camp_x-ray_detainees.jpg
Submi!ed work Assignments must be submi#ed by due dates. Late submissions will be penalized by 5% of their .value per day (including weekends) unless an extension has been granted by the instructor (only the course instructor may grant extensions). Extension requests will only be granted if appropriate documentation is provided (e.g. a doctor’s note). Late assignments will receive a grade, but no additional comments.
!e instructor cannot accept/grade work a)er the end of term. Under rare circumstances learners who were not able to complete their work during the regular term may apply for an extension by submi#ing an application to the Undergraduate Reviewing Commi#ee before the end of term (see h#p://www.humanities.mcmaster.ca/forms/DeferredTermWork.pdf).
!e instructor and TA are not responsible for any misplaced assignments—always keep an extra copy of your work. Assignments not submi#ed in class may be dropped off in the box outside of TSH 313 (the Interdisciplinary Studies Office). Do not slip assignments under the instructor’s or TA’s doors—these will not be accepted. Electronic/email copies of assignments will not be accepted.
Group Work Participation: It is an issue of academic integrity, closely allied to plagiarism and cheating, to be a “free-loader” in one’s group work and activities. “Free-loading” is providing less than an equal contribution to the work and decision-making of the group, i.e. bene$ting in marks from work done by other members of the group in an unjust way.
To contribute, each learner needs to be present and contribute during all group activities—during and outside of class time. !us, a#endance will be peer monitored and absences may result in a reduction in the grade awarded an individual for group work (amount to be determined on a case-by-case basis). Multiple absences may be taken as negating membership in one’s group. Failure to effectively contribute to the group work may also result in a reduction of the participation grade awarded.
In order to ensure the groups work effectively, group members must maintain open communication with the instructor and teaching assistant regarding their group’s dynamics. Please inform the instructor of any con'icts or cases of uneven workload distribution as soon as possible.
Statement on Academic Integrity: You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.
Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. !is behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.
It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at h#p://www.mcmaster.ca/academicintegrity
!e following illustrates only three forms of academic dishonesty:
- Plagiarism, e.g. the submission of work that is not one's own or for which other credit has been obtained.
- Improper collaboration in group work.
- Copying or using unauthorized aids in tests and examination.
All assignments will be evaluated to ensure academic integrity. Academic dishonesty will be treated as a very serious ma#er in this course and all cases of academic dishonesty will be reported to the Office of Academic Integrity.
Email Communication Policy!e course instructor will only open emails sent from McMaster email addresses. Emails sent from any other email provider (e.g. Hotmail, Gmail, Yahoo) will not be opened and will be deleted immediately. !is policy protects con$dentiality and con$rms your identity.
Assisted Learning!e Centre for Student Development is always available to help students with different learning needs (MUSC B-107; Ext 24711; h#p://csd.mcmaster.ca). If you require special arrangements, you should talk to the course instructor as soon as possible.
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