Department of Global Development Studies

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Indigenous Resurgence and Development Tenure Track Position: Applications due 9Sept2019

Department of Global Development Studies, Queen’s University
Tenure-Track Position
Indigenous Resurgence and Development

The Department of Global Development Studies (DEVS) invites applications for a tenure-track faculty position at the rank of Assistant Professor in the field of Indigenous Resurgence and Development. We welcome applicants addressing any geographical region who examine the relationships between Indigenous social and political movements and the discourses and practices of development. Candidate specialisations might include Indigenous land, food and resource management; domestic and international Indigenous laws and politics; and local and global processes of colonization and decolonization. Experience in Indigenous knowledges and approaches to development would be considered an asset.

Candidates must have a PhD or equivalent degree completed at the start date of the appointment. The main criteria for selection are research and teaching excellence. Candidates’ community involvement, community knowledge production, traditional knowledge, and lived experience would be included in this assessment. The successful candidate will provide evidence of strong potential for outstanding teaching contributions at the undergraduate and graduate levels.  They will be expected to work collaboratively with other members in the department in the area of curriculum design. Methodological innovation and comfort with current and emergent teaching technologies will also be assets.

The successful candidate will provide evidence of high quality scholarly output that demonstrates potential for independent research moving beyond a dissertation and leading to peer-assessed publications. Candidates must provide evidence of strong communicative and interpersonal skills combined with a flexible attitude and ability to work in an interdisciplinary, collaborative environment. The successful candidate will also be expected to make substantive contributions through service to the department, to the Faculty, to the University, and/or to the broader community. Salary is commensurate with qualifications and experience.

The University invites applications from all qualified individuals. Queen's is committed to employment equity and diversity in the workplace and welcomes applications from women, visible minorities, Aboriginal peoples, persons with disabilities, and LGBTQ persons. DEVS is enriched intellectually, socially and culturally by the presence and participation of people from diverse educational backgrounds, including from the Global South. 

All qualified candidates are encouraged to apply; however, in accordance with Canadian Immigration requirements, Canadian citizens and Permanent Residents of Canada will be given priority. 

To comply with Federal laws, the University is obliged to gather statistical information about how many applicants for each job vacancy are Canadian citizens / permanent residents of Canada. Applicants need not identify their country of origin or citizenship; however, all applications must include one of the following statements:

  • “I am a Canadian citizen / permanent resident of Canada”; OR,
  • “I am not a Canadian citizen / permanent resident of Canada”.

Applications that do not include this information will be deemed incomplete.

A complete application consists of: 

  • a cover letter (including one of the two statements regarding Canadian citizenship / permanent resident status specified in the previous paragraph); 
  • a current Curriculum Vitae (including a list of publications); 
  • a sample of academic writing;
  • a statement of research interests; and
  • a teaching dossier or statement of teaching interests and experience (including teaching outlines and evaluations if available). 

Short-listed candidates will be further requested to provide three letters of reference. 

The deadline for applications is 11:59 PM EST on September 9, 2019.

Applications should be addressed to Dr. Marcus Taylor, Department Head, Global Development Studies.  We encourage applicants to send all documents in their application packages electronically (either as PDFs or MS Word files) to Barbra Lalonde at devsmanager@queensu.ca, although hard copy applications may be submitted to:

Department of Global Development Studies
Mackintosh-Corry Hall, B401, Queen’s University
68 University Avenue
Kingston, Ontario CANADA K7L 3N6
Attn:  Barbra Lalonde, Department Manager
Email:  devsmanager@queensu.ca (preferred)

The University will provide support in its recruitment processes to applicants with disabilities, including accommodation that takes into account an applicant’s accessibility needs. If you require accommodation during the interview process, please contact Barbra Lalonde at 613-533-6000 x 77210 or via email at devsmanager@queensu.ca.

Academic staff at Queen’s University are governed by a Collective Agreement between the University and the Queen’s University Faculty  Association (QUFA), which is posted at http://queensu.ca/facultyrelations/faculty-librarians-and-archivists/col... at http://www.qufa.ca.

Click here to view the position posting in PDF format.

Botswana recognizes LGBTQ rights, leading the way in southern Africa (Article by Dr. Marc Epprecht, Published in The Conversation )

Botswana recognizes LGBTQ rights, leading the way in southern Africa


Activists celebrate outside the High Court in Gaborone, Botswana on June 11, 2019. Botswana became the latest country to decriminalize gay sex. (AP Photo)

Marc Epprecht, Queen's University, Ontario

Botswana is a small country by population, but a big one by its role in the history of multi-party democracy and human rights in southern Africa. Botswana, although it did not sacrifice as much as many of the other frontline states, just got bigger. Last month, its High Court determined that the law that criminalized “carnal knowledge of any person against the order of nature” was discriminatory and therefore unconstitutional.

Botswana now joins a select group of African countries that recognizes the rights and dignity of its sexual minorities.

This ruling is a tremendous victory for all LGBTQ people in Botswana. The path is now open to liberate LGBTQ people from fear of arrest and harassment by the police, of shaming and outing by health-care professionals and of extortion by ex-lovers, among other presently common experiences.


Read more: Botswana court ruling is a ray of hope for LGBT people across Africa


It has the potential to liberate LGBTQ people psychologically from the stigma of being criminalized. That stigma often drove men who have sex with men (MSM) to hide their sexuality behind a façade of heterosexual relationships. This ruling provides some hope for a safer and greater dignity as the need to hide from the law is removed.

The ruling has significance far beyond Botswana’s borders.

Botswana is widely respected

Although human rights monitors in South Africa have reported failures by security forces to uphold rights of lesbians and transgender men, it was the first country in the world to enshrine freedom from discrimination on the basis of sexual orientation in its national constitution. It was also one of the first governments in the world to recognize full equality of marriage for sexual and gender minorities.

While Cape Town markets itself as “Africa’s gay capital,” South Africa has been cautious to avoid the accusation of exporting its approach to human rights. Some consider the South African laws an idiosyncrasy linked to white settler colonialism.

But Botswana was never a colony. It was a protectorate in which core aspects of traditional authority and culture were preserved and almost no white settlement was allowed. Botswana, Angola, Mozambique and Zimbabwe are widely respected throughout Africa for their role in the liberation of South Africa from white supremacy.

The Botswana ruling may slightly embolden South African’s Minister of International Affairs. Now that South Africa is just one of four nations in the region to have decriminalized consenting homosexual acts, it may become more forthright in speaking out against gross violations of the human rights of sexual and gender minorities in other African countries.


In this May 2010 photo, women protest against a sentence of 14 years in prison, with hard labour, given to two men in Malawi under Malawi’s anti-gay legislation, in the city of Cape Town, South Africa, (AP Photo/Schalk van Zuydam)

Urbanized and progressive

The common assumption is that traditional culture in Botswana is inimical to gay rights. That assumption is mistaken.

Botswana is one of the most urbanized countries on the continent (more so than South Africa, and not much behind Switzerland). LEGABIBO (Lesbians, Gays, Bisexuals of Botswana, whose CEO testified as a friend of the court in this case), is one of the oldest sexual minority rights associations on the continent outside of South Africa.

While Sotho-Tswana remain strong and integral to national identity, traditional culture is actually more open than commonly assumed. The concept of batho (often translated as “African humanism”) is perhaps relevant to that understanding. How can you be a human being with dignity and meaning if you do not respect your fellow humans — alive, yet-born and ancestral — as equally endowed with dignity and humanness, notwithstanding their (and our own) many differences and flaws? The current president appears to share the same view.

Former president Festus Mogae hinted at this cultural attribute a few years ago when he admitted that, as president, he quietly ordered the police not to enforce the-then law. Why enforce something that humiliates our family members and ourselves, especially when that law is a relic of a colonial, racist system?


Read more: Botswana joins list of African countries reviewing gay rights


Judicial independence

Botswana has a long and proud tradition of judicial independence and of the courts taking a stand against the misuse of power.

The current ruling is actually the culmination of an incremental process of legal victories over the past decade, including winning the rights to non-discrimination in places of employment, change gender identity on official documents and form civil society associations. This process of respect for the rule of law is powerful testimony to the strength of Botswana’s democratic institutions.

But democracy, of course, does not always favour progressive change. Botswana’s Attorney General has already filed an appeal against the new ruling. Although, without providing a strong rationale and running counter to the President’s earlier sympathetic statements toward sexual minorities, it is difficult to see the appeal as much more than a performance of rectitude.


Activists celebrate inside the High Court in Gaborone on June 11, 2019 after Botswana became the latest country to recognize LGBTQ human rights. (AP Photo)

Several African countries have used appeals to democracy to cement majoritarian cultural preference into their constitutions precisely to block sexual minority rights. This was the main argument in the Kenya case, where decriminalization of sodomy theoretically opened the door to a challenge on the constitutional definition of marriage as heterosexual.

In Botswana, a public health crisis clarified that democracy means more than majority preference. Botswana has one of the highest rates of HIV/AIDS prevalence in the world, roughly 100 times that of Canada’s. Botswana was among the first governments on the continent to recognize the imperative of a holistic, science-based approach to fighting the pandemic.

Since men who have sex with men (MSM) and trans people have disproportionately high rates of HIV , it only makes sense to help that “key population” protect itself (and hence the non-key majority, who can now be equipped with honest sexuality education). Rationally, and compassionately, who can oppose this logic on the most basic public health grounds?

Bravo, Botswana, for saying so loudly and clearly that they cannot.

[ You’re smart and curious about the world. So are The Conversation’s authors and editors. You can read us daily by subscribing to our newsletter. ]

The Conversation

Marc Epprecht, Professor of Global Development Studies, Queen's University, Ontario

This article is republished from The Conversation under a Creative Commons license. Read the original article.

DEVS Teaching Assistant Positions 2019-2020 Apply by 29July2019

Teaching Assistantship Vacancies – Department of Global Development Studies

The Department of Global Development Studies has Teaching Assistantships available in the following courses for 2019-2020 academic year.  Please review the application process listed.  Applications will be reviewed starting on July 29, 2019:

DEVS 100/6.0     Canada and the "Third World" – Fall Term and Winter Term 

Instructors: David McDonald (fall) and Karen Dubinsky (winter)  

Introduces basic theoretical concepts of development studies, the history of global inequality, and short histories of alternative development strategies. Case studies of Canada’s ties to the so-called third world will include missionaries, military, business, and aid. Canadian colonialism over First Nations peoples will introduce basic issues in Aboriginal Studies.

DEVS 220/3.0     Aboriginal Studies – Fall Term

Instructor: Rebecca Hall

DEVS 220 will help you develop a foundation for further inquiries into Aboriginal Studies. Students will develop a general knowledge of North American Indigenaity with a focus on Aboriginal peoples in Canada. This course will prepare the student to evaluate written and oral historical/cultural knowledge in regard to Aboriginal people and issues. The student will develop strategies for analyzing primary sources as well as acquire a basic knowledge of secondary resources. Students will challenge pre-conceived ideas acquired as citizens of a colonial culture. Course lectures and material will be presented from an Aboriginal perspective. The instructor will use both Indigenous and Western pedagogies.

DEVS 221/3.0     Topics in Aboriginal Studies – Winter Term

Instructor: Ian Fanning

Students will develop a general knowledge of North American Indigenaity with a focus on Aboriginal peoples in Canada. This course will prepare the student to evaluate written and oral historical/cultural knowledge in regard to Aboriginal people and issues.

DEVS 221/3.0     Topics in Aboriginal Studies – Winter Term ONLINE

Instructor: Ian Fanning

Students will develop a general knowledge of North American Indigenaity with a focus on Aboriginal peoples in Canada. This course will prepare the student to evaluate written and oral historical/cultural knowledge in regard to Aboriginal people and issues.

Position Details

Hours:  75 to 130, depending on enrollment

DEVS 230/3.0     The Global Political Economy of Development – Fall Term

Instructor: Susanne Soederberg

This course introduces students to important debates, concepts and themes in global development. Using a political economy perspective, we examine how different types of power relations are formed around the production, distribution and consumption of goods across local, national and international settings. We also examine how these power relations structure the institutions, processes and outcomes of ‘global development’.  The course proceeds historically starting with an examination of the ways in which post-colonial countries were integrated into the world economy in the decades following the Second World War. Subsequently, we use this as a basis to examine more contemporary issues including good governance, free trade, corporate social responsibility, and the role of NGOs.

DEVS 230/3.0     The Global Political Economy of Development – Winter Term ONLINE

Instructor: Mark Hostetler

This course introduces students to important debates, concepts and themes in global development. Using a political economy perspective, we examine how different types of power relations are formed around the production, distribution and consumption of goods across local, national and international settings. We also examine how these power relations structure the institutions, processes and outcomes of ‘global development’.  The course proceeds historically starting with an examination of the ways in which post-colonial countries were integrated into the world economy in the decades following the Second World War. Subsequently, we use this as a basis to examine more contemporary issues including good governance, free trade, corporate social responsibility, and the role of NGOs.

Position Details

Hours:  75 to 130, depending on enrollment

DEVS 240/3.0     Culture and Development – Winter Term

Instructor: Ayca Tomac

Provides students with a broad overview of debates relating to development and culture, including issues of religion, music, sport, art and literature, and how these interact with economic policy and political change.

DEVS 250/3.0     Global Environmental Transformations – Fall Term

Instructor: Marcus Taylor

Examines  the  relationship  between  development  and  environmental  change  by  introducing  social  science perspectives  on  themes  including energy,  agriculture,  climate,  urbanisation  and  water.  With a focus on combining macro-¬‐ and micro-¬‐ analysis, the course reflects on the meaning of development in an era of global environmental transformation.

DEVS 260/3.0     Globalization Gender and Development – Winter Term

Instructor: Reena Kukreja
DEVS 260 Globalization, Gender, and Development is designed for those interested in undertaking a critical analysis of the gendered impact of the globalization process and development policies with a focus on women in the Global South.

DEVS 260/3.0     Globalization Gender and Development – Fall Term ONLINE

Instructor: Ayca Tomac
DEVS 260 Globalization, Gender, and Development is designed for those interested in undertaking a critical analysis of the gendered impact of the globalization process and development policies with a focus on women in the Global South.

Position Details

Hours:  75 to 130, depending on enrollment

DEVS 280/3.0     Global Engagement – Fall Term ONLINE

Instructor:  Mark Hostetler
This course explores current thinking around the motivations for, and ethical implications of, working with communities on issues of social justice, inequality, and sustainable development. Students will engage in self-reflexive practices and work collaboratively to create tools and action plans for ethical global engagement in the future.

Position Details

Hours:  75 to 130, depending on enrollment

DEVS 293/3.0     Practical Issues in International Development/Winter Term

Instructor:  Robert Aucoin

In addition to the day to day challenges like communications concerns, safety issues, health issues, what are the practical skills a practitioner of international development should possess? This course will explore practical issues in international development with a focus on sub-Saharan Africa and Latin America. Examples will be drawn from lived-experiences working and living in sub-Saharan Africa and Latin America and will use case studies, gaming simulations and lectures to explore applied topics in international development. Topics include: Conducting Needs Assessment, Workshop/Training Development, Monitoring and Evaluation with a focus on measurement, formative evaluation and theory of change, an introduction to Program Planning, Intercultural Communications and Competence, Leadership, Program Funding including public/private partnerships and Entrepreneurialism

Prerequisite Level 2 or above and registration in any DEVS plan or permission of the department

DEVS 300/3.0     Cross-Cultural Research Methods – Winter Term

Instructor: Mark Hostetler

A study of practical issues related to development research and program evaluation in development settings, using a case-study approach. Topics include information retrieval, cross-cultural research methods, basic data analysis, and results-based project evaluation.

DEVS 340/3.0     Theories of Development – Fall Term

Instructor: Paritosh Kumar

Provides students with an overview of theories that underpin the development enterprise, and critiques of development, through the use of primary texts and critical appraisals.

DEVS 352/3.0     Technology and Development – Winter Term

Instructor: Mark Hostetler

An introduction to the socio-economic, cultural and political factors surrounding technology and its relationship to the development process in both advanced industrial societies and developing nations. Student project groups will focus on particular realms of technology in development and the interaction of politics and policy with technological choice and design, including appropriate, intermediate and sustainable technologies.

DEVS 353/3.0     Business and Development – Winter Term

Instructor: Susanne Soederberg

Over the past several decades, business – particularly large multinational corporations - have come to play an increasingly dominant role in global development. This course will interrogate the structures, processes and practices employed by corporations as they forge new partnerships with states, inter-governmental organizations (e.g., the United Nations), non-governmental organizations. In so doing, we will use lectures, tutorials and case studies to learn about the anatomy of corporate power (legal structure, governance and decision making processes) and how this power is brokered across the globe through themes such as: divestment campaigns, microcredit, and shelter loans for slum dwellers, corporate philanthropy, disaster management, the sustainable development goals, and corporate social responsibility.

DEVS 354/3.0     Cities and Urbanization in the South– Fall Term

Instructor: David McDonald

This course examines cities and urbanization in countries in the South, looking at similarities and differences between and across regions, and the extent to which these cities connect (or not) with urban areas in the Nort

DEVS 356/3.0     The Political Economy of Resource Extraction – Winter Term

Instructor:  Rebecca Hall

This course will analyze the political economy of resource extraction, with a focus on Canadian resource extraction, domestically and globally. From early settler colonialism to the present-day, resource extraction has played a central role in the development of Canadian politics, economics, and identity. Today, the majority of the world’s mining companies are Canadian.

Beyond Canada, resource extraction plays a central role in global processes of production. At present, modes of resource extraction are unsustainable, and threaten the well being of lands and communities across the globe. Extractive projects have been linked to colonial, racial and gender violence, and have been met with resistance by local groups – especially Indigenous groups – around the globe. This begs the question: what has made resource extraction what it is today, and how can we imagine alternative extractive futures?

The course begins with the question: “what counts as extraction?” Students will analyze different understandings of resource extraction; its role in economies and livelihoods; and its history (including the relationship between resource extraction and colonialism, imperialism, and migration). Next, students will examine contemporary issues in resource extraction, including gender and violence; Indigeneity and land-rights; and “responsible development”. The final section of the course will look to the future, assessing the boundaries of resource extraction (including extraction of data and the body); and, exploring alternative approaches and new possibilities in resource management and extraction.

DEVS 361/3.0     Policy Advocacy and Field Specific Skills – Winter Term ONLINE

Instructor: Mark Hostetler and Scott Rutherford
The course prepares students for fieldwork in global development. It connects theory with practice through in-depth, skillsbased modules on economic literacy, results-based management (RBM), and policy advocacy. Students will apply core concepts and best practices to effective proposal writing, project management, and policy advocacy.

Position Details

Hours:  75 to 130, depending on enrollment

DEVS 363/3.0     Contemporary Southern Africa: Development Trends and Challenges – Fall Term

Instructor:  Marc Epprecht
This course first provides the historical and regional context necessary to understand urban southern Africa’s contemporary struggles, then examines strategies to address key development challenges and how they may be creating opportunities for new ways of thinking about citizenship in South Africa and the Global South more generally.

DEVS 393/3.0     Migration, Refugees, and Development – Winter Term

Instructor: Reena Kukreja 

In this course, students will examine forced and voluntary migration in the context of contemporary global, regional, and national political and economic changes. Here, they will undertake an investigation of the relationship between globalization, neoliberalism-induced displacements, climate change, conflict, and migration, with particular emphasis on the differential experiences of the migrants and displaced people around the world. They will learn about legal definitions and classifications of migrant populations including: asylum seekers, stateless populations, irregular migrant, economic migrant, refugees, and internally displaced persons (IDPs). The students will also analyse situations where people are forced to move for reasons of famine, poverty, environmental and development - induced displacement, war, or conflict. Underlying the analysis will be an intersectional approach that situates movements of people within matrixes of power such as gender, race, class, caste, ethnicity, location, and other social relations of differences. Lastly, state polices, and humanitarian responses will be studied in response to forced or voluntary movements of people.

DEVS 392/3.0:  Non-Governmental Organisations, Policy Making, and Development Fall Term

Instructor:  Diana Córdoba

Non-governmental organization (NGOs) have become key actors in the world of development influencing both the decision-making process and policy implementation. This course aims to provide students with basic knowledge and skills in preparation for work in the NGOs’ sector and a critical overview of the major issues involved in their interventions. The first part of the course introduces students to critical theories and debates on NGOs’ governance, state-society relationships and democracy. Special attention is given to the role and effectiveness of NGOs to influence the decision-making process and to impact policy implementation. The second part of the course focuses on NGOs’ managerial practices and knowledges and the challenges and constraints associated with their growing dependency on external funding. Thus, students explore aspects such as NGOs’ organisational management, legitimacy and accountability, the way these organisations facilitate capacity development, and NGOs future opportunities. Using a case-based approach, in the third part of the course students analyze the structures, missions and intervention approaches in a variety of international NGO areas such as agricultural development, poverty reduction, climate change adaptation and mitigation, women’s rights, and humanitarian relief. Prerequisite Level 3 or above and registration in any DEVS plan.

DEVS 392/3.0:  Global Development and Social Movements Fall Term

Instructor:  M. Omar Faruque

This course offers students an interdisciplinary perspective on hyper-globalization and social movements in the Global South. Hyper-globalization has created enormous development challenges for many countries in the Global South. Bottom-up responses in the form of social movements, often dubbed ‘globalization-from-below,’ have emerged to contest the rules of hyper-globalization through social-justice oriented interventions. Using lecture materials, case studies, and relevant documentaries, this course dissects both phenomena to emphasize critical aspects of the development-social movement nexus in the era of hyper-globalization. It consists of two parts. Part 1 focuses on thematic issues of contemporary globalization and development. Part 2 looks at how various social movements in the Global South confront the challenges and offer alternative development and policy choices

PREREQUISITE Level 3 or above and registration in any DEVS Plan, or permission of the Department.

DEVS 392-001/3.0:  Rethinking Project Design and Management Winter Term

Instructor:  Andrew Russell

15 years after the Paris Declaration on Development Effectiveness, many development projects are still delivered in a linear, top-down fashion, often in response to donor demands to “fit” within centrally-defined funding categories, results frameworks, and timeframes. Despite commitments made in Paris to strengthen developing country ownership, these projects are not always aligned with local priorities, placing undue burden on those receiving aid. In addition, it is increasingly evident that the government-led approach underpinning the Paris agenda is inadequate to achieve the ambitious 2030 Agenda for Sustainable Development. Against this challenging setting, a variety of innovative methods for project design and management have emerged that seek to foster greater local ownership and relevance, increase flexibility to adapt to changes in the external context, and create alignment and linkages with other change processes at a systems level. This course will introduce students to some of these approaches, including human-centred design, innovation labs, agile, U-process, systems thinking, and participatory evaluation, as well as to innovative finance mechanisms such as social impact bonds and crowdfunding. Students will be provided with opportunities to test out these and other similar approaches in real-life situations.


TAships are filled according to Group Preferences set out in the Collective Agreement between Queen’s University and the Public Service Alliance of Canada (PSAC 901 http://psac901.org/).

First Preference – Group A

Is for qualified graduate students registered as:

  • Students in a department or program in which the TAship will be offered; or
  • Students in an interdisciplinary program with TA budget resources,
  • and for whom the TAship has been granted as part of the funding commitment offered by Queen’s University.

Second Preference – Group B

Is for qualified graduate students registered as:

  • Students in a department or program in which the TAship will be offered; or
  • Students in an interdisciplinary program with TA budget resources, and
  • for whom the TAship will not form part of the funding commitment offered by Queen’s University; or there is currently no funding commitment provided by Queen’s University.                                

Third Preference – Group C

  • Is for qualified graduate students who have previously held a TAship or TFship for Queen’s University.

Fourth Preference – Group D

  • Is for qualified graduate students who have not met the criteria as set out above in Group A, B, or C.

APPLICATION PROCESS

To apply, please forward required information as outlined below to Barbra Lalonde, Department Manager (devsgrad@queensu.ca). 

Applications are being accepted immediately and positions will remain posted until they have been filled (no less than seven (7) calendar days from the date of this posting).  REview of applications will begin on July 29, 2019.

Group A Applicants

  • Please indicate course preference

Groups B, C and D Applicants

  • Please indicate
    • course preference
    • curriculum vitae outlining academic accomplishments and relevant experience
    • unofficial transcript

Click here to view the overview of TA opportunities in PDF format.

Canada closes the a door on Cuban culture

The Conversation

Canada closes the a door on Cuban culture

Originally published at https://www.thestar.com/opinion/contributors/2019/05/19/canada-closes-a-...

By Karen Dubinsky
Opinion;  Toronto Star
Sun., May 19, 2019

Good bye, Cuba.

The Canadian government suspended visa-processing services at its embassy in Havana. No more visiting Cubans to Canada — unless they can get themselves to another country with a functioning embassy. No more Cuban musicians, no more visiting professors, no more family visits, and no more Cuban students studying in Canadian universities.

I got this news while spending two weeks in Havana with 35 Queen’s University students. It’s part of an exchange program Queen’s has had for over 10 years with the University of Havana. Our Havana classroom includes the university, as well as the art galleries, music halls and cultural centres of the city. Here our instructors are a cast of thousands: professors, musicians, curators and the opinionated, verbose people of Havana.

Our program is an exchange; an unequal one but an exchange. We bring students to Havana, and we invite one Cuban professor, musician or artist back to Canada. In this way, Canadian audiences have been able to hear about the latest Cuban research, hear a concert from a top-notch musician, or learn about art directly from an artist or curator.

All this is now suspended.

The Canadian government says this is in response to the reduced staff in the embassy as a result of the curious “sonic attacks” experienced by embassy staff. This — whatever “this” is, no one knows — is a serious thing and has resulted in health problems for Canadian embassy staff in Canada.

But why choose the draconian path of shuttering the embassy and suspending visa services? With this move, the Canadian government has cancelled decades of Canadian-Cuban people to people exchanges, in art, culture and education especially.

Here’s what won’t be happening as a result of this decision: all of these are stories I learned in Havana the day the embassy suspended visa services.

  • The Cuban agronomist who receives thousands of visitors at an innovative co-operative farm won’t be able to accept an invitation she’s received to visit Canada to explain their internationally recognized sustainable farming model.
  • The mother of a recent Cuban PhD graduate won’t be able to attend her daughter’s Canadian graduation.
  • Another Cuban student — a brilliant pianist — can’t take up her offer of admission to a Canadian university.
  • A Canadian/Cuban art exhibition in Montreal might have to go ahead without the Cuban artists they’ve invited.

Meanwhile 1.3 million Canadians visit Cuba annually, enjoying the beaches, culture and music. Doesn’t this just seem a little churlish?

Canada’s Cuba policy has always been independent and measured. Now, at least in the visa department, we are exactly the same as Trump. Don’t pack your Canadian flag T-shirt, visitors. There’s little to brag about here.

Karen Dubinsky is the author of Cuba Beyond the Beach: Stories of Life in Havana. She recently received a Social Sciences and Humanities Research Council award for her next book on Canadian-Cuban cultural relations.

Fall Term Adjunct Position Available: DEVS 260-700 Globalization, Gender, and Development (DUE 29May2019)

TEACHING POSITION AVAILABLE – Fall 2019
DEVS 260-700/3.0 – Globalization, Gender, and Development
Department of Global Development Studies
Queen’s University, Kingston, ON CAN K7L 3N6

The Department of Global Development Studies in the Faculty of Arts and Science at Queen’s University invites applications from suitably qualified candidates interested in teaching a course in Globalization, Gender, and Development (DEVS 260/3.0).  This is an online undergraduate course with an expected enrollment of 95 students.  This is a term appointment for the period September 1, 2019 to December 31, 2019, with course in session from September 5, 2019 to November 29, 2019.

Successful candidates will typically have a Ph.D. and teaching experience at the University level in Global Development Studies or a related discipline.  They will have expertise in the field or fields relevant to the course, appropriate teaching experience including experience working within an Online Learning Management platform (such as onQ).

As this course is being offered online, successful candidates will also:

  • have regular access to high speed internet and a computer that meets current specifications
  • be willing to take an active role in delivering the course and communicating regularly with students
  • be open to learning how to use the new technologies in order to be effective in the virtual environment
  • be flexible in terms of availability, which may include offering online office hours via the web at times outside of the regular 9-5 work week
  • be willing to provide students with timely and constructive feedback
  • be comfortable with working in a partnership with Arts and Science Online in the delivery of the course.

The University invites applications from all qualified individuals. Queen’s is committed to employment equity and diversity in the workplace and welcomes applications from women, visible minorities, Aboriginal peoples, persons with disabilities, and LGBTQ persons.  All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

The University will provide support in its recruitment processes to applicants with disabilities, including accommodation that takes into account an applicant’s accessibility needs. If you require accommodation during this process, please contact:

Department of Global Development Studies
Barbra Lalonde, Department Manager
Telephone:  613-533-6000, ext 77210
Email:  devsmanager@queensu.ca

The academic staff at Queen's University are governed by the Collective Agreement between the Queen's University Faculty Association (QUFA) and the University, which is posted at https://www.queensu.ca/facultyrelations/faculty-librarians-and-archivist...

To comply with Federal laws, the University is obliged to gather statistical information about how many applicants for each job vacancy are Canadian citizens / permanent residents of Canada.  Applicants need not identify their country of origin or citizenship, however, all applications must include one of the following statements: “I am a Canadian citizen / permanent resident of Canada”; OR, “I am not a Canadian citizen / permanent resident of Canada”. Applications that do not include this information will be deemed incomplete.

Applications should include a complete and current curriculum vitae, letters of reference from two referees, course description/outline, and any other relevant materials the candidate wishes to submit for consideration such as a letter of intent, teaching dossier, etc. Please arrange to have applications and supporting letters sent directly to:

Barbra Lalonde, Department Manager
Department of Global Development Studies
68 University Avenue
Mackintosh Corry Hall, B401
Queen’s University
Kingston Ontario Canada K7L 3N6
Email:  devsmanager@queensu.ca (PREFERRED)

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DEVS 260 Globalization, Gender, and Development is designed for those interested in undertaking a critical analysis of the gendered impact of the globalization process and development policies with a focus on women in the Global South. 

Posted: May 15, 2019

 

The Green New Deal is going global

The Conversation

The Green New Deal is going global

Originally published at https://theconversation.com/the-green-new-deal-is-going-global-115961

File 20190503 103063 16f4j2u.jpg?ixlib=rb 1.1
A recent poll suggests many Canadians support the idea of a Green new Deal. Allan Lissner/flickr, CC BY-NC-SA

Kyla Tienhaara, Queen's University, Ontario

It’s the third period of Game 7 of the Stanley Cup playoffs and we’re trailing, badly. It’s time to pull the goalie and send out the top forward line. We don’t know if we can actually win, but we’re going to give it everything we’ve got.

In hockey-obsessed Canada, this is an appropriate metaphor to explain to the public why we need a bold and comprehensive strategy to tackle climate change. We’re running out of time to avoid catastrophic levels of warming and what we have been doing to reduce greenhouse gas emissions hasn’t been working.

It’s time to try something new, like The Pact for a Green New Deal, just launched by a large coalition of youth, workers, Indigenous leaders, artists and scientists. The plan would see Canada cut emissions in half in 11 years — in line with what the world’s scientists have demonstrated is necessary to avoid the worst impacts of climate change — and do so in a manner that will “leave no one behind.”

A growing movement

In proposing a Green New Deal, the Canadian coalition joins a growing movement that aims to dramatically shift the scope and speed of action to address the current ecological crisis.

While many will associate the Green New Deal with Rep. Alexandria Ocasio-Cortez, the freshman United States congresswoman from New York, the idea has actually been floating around for more than a decade. It’s also not an exclusively American idea.


Read more: Green New Deal critics can't see the forest for the trees


The framing obviously draws on American history and the original New Deal. However, President Franklin D. Roosevelt’s plan was heavily influenced by British economist John Maynard Keynes.

It is, therefore, quite appropriate that the Green version was born in the U.K. with the formation of the Green New Deal Group in 2007. More recently, the shadow treasury minister, Clive Lewis (Labour), and U.K. Green Party MP Caroline Lucas jointly tabled a Green New Deal private member’s bill in British Parliament.


Students in participate in a climate march in Bonn, Germany in March 2019. Unsplash

The European Greens also have a longstanding Green New Deal manifesto. Last month, the Democracy in Europe Movement 2025 (DiEM25) launched a Green New Deal proposal that would see €500 billion invested per year to transform Europe’s infrastructure and energy systems. And Spain’s Socialist Party was just re-elected on a Green New Deal Platform.

Further afield, Korea launched a Green New Deal in 2009. In the same year, the United Nations Environment Program proposed a Global Green New Deal that largely focused on how G20 countries could maximize the environmental benefits of fiscal stimulus packages rolled out in the wake of the global financial crisis.

Recent calls for a Global Green New Deal are more ambitious in their suggestions for overhauling existing multilateral institutions that govern the global economy and making reparations to less developed countries.

What’s new about the Green New Deal?

If the idea of a Green New Deal has been around since 2007, why all the fuss about it now? And is everyone who is using the term actually talking about the same thing?

Ocasio-Cortez deserves much of the credit for making the Green New Deal both exciting and accessible. But there has also been an important shift in the scope of Green New Deal proposals, which may account for some of their increased popularity.


Read more: Canada needs its own Green New Deal


The main element that all Green New Deals share is that they are government-led. As noted in the Canadian proposal, “the federal government, in collaboration with all other levels of government and Indigenous Nations, has the capacity to pull this off.”

The focus on government leadership distinguishes Green New Deals from the neoliberal approaches such as creating markets or voluntary industry standards that have been the dominant response to the ecological crisis in most countries for the past 30 years.


Rep. Alexandria Ocasio-Cortez speaks during the Women’s March Alliance in January 2019. AP Photo/Mary Altaffer

While Green New Deal proposals share a Keynesian interventionist economic model, they differ in other respects. Most of the Green New Deals proposed and implemented immediately following the global financial crisis in 2009 were based on the theory of ecological modernization and accordingly focused on investments in technological solutions.

Today’s proposals have a stronger focus on environmental justice; they call for investments in technology and infrastructure, but also highlight the structural inequality that is endemic in the current economic system and seek to address it.

For example, the U.S. Green New Deal includes universal health care and a job guarantee. The Canadian proposal has a strong focus on upholding the rights of Indigenous peoples, many of whom are at the front line of the resistance to contentious resource projects.

The idea of a strong role for government and justice-focused outcomes may get the neoliberal commentariat all hot and bothered, but their “Eek, socialism,” scaremongering doesn’t appear to be resonating with the public.

Arguably, supporters of the Green New Deal should be less concerned about the influence of the right-wing pundits railing against the idea and more about the real intentions of some industry leaders who are eager to get involved. The fossil fuel industry has recently shifted from a focus on manufacturing uncertainty about climate change to qualified support for carbon pricing and could change tactics again if there is an opportunity to secure public handouts through a Green New Deal. The nuclear industry is already positioning itself to benefit.

Keeping the Green New Deal both green and just will be an uphill battle. But it is one worth fighting.

The Conversation

Kyla Tienhaara, Canada Research Chair in Economy and Environment, Queen's University, Ontario

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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