2022-23 Special Topics Courses Info

Fall Term 2022 

INDG 301/3.0 Indigenous Ways of Knowing:
Biskaabiiyang: Hope (vision), Belonging (relationship), Meaning (knowledge) and Purpose (action) (section 001)
Instructor:  Melanie Manitowabi

In this course we will explore Indigenous education from a wholistic lifelong learning model through the lens of Biskaabiiyang. Biskaabiiyang is looking back to Indigenous ontologies and epistemologies that ground Indigenous people in their culture and traditions and bringing them forward to this new situation. Biskaabiiyang as a methodology will include other ways of learning such as learning from the land, people, oral stories, spirituality, languages and natural laws. Throughout the course we will explore how Biskaabiiyang applies as a new emergence of thinking about our ways of being and doing within an Indigenous educational context and how Indigenous people are re-creating the cultural and political flourishment of the past to support the well-being of our present and future generations of learners today in innovative ways. Biskaabiiyang will be applied within assignments and presentations as we explore the past, present and future of Indigenous education. 

INDG 301/3.0 Indigenous Ways of Knowing:
Indigenous Heavy Musics (section 002)
Instructor:  Jennifer Leblanc

This course foregrounds Indigenous heavy musics, asking questions about the role of ‘heavy musics’ in negotiations of Indigenous contemporary subjectivities. What do heavy sounds and music do to and for Indigenous listening bodies? Following an overview of theoretical frameworks related to Indigenous listeners and heavy musics including timbre, density, spectrality, whiteness/white supremacy, “critical listening positionalities” (Robinson 2020) and non-binary noise framework (Thompson 2017), we will consider the ways in which Indigenous heavy music listeners and musicians experience visceral encounters/collisions/entanglements with heavy music timbres, and what the results of these engagements are for individual and collective listening bodies.

The course will explore how heavy music timbres such as those in metal music (raw vocal growls, screams, guitar distortion, heavy metal drumming) enmesh with Indigenous listening bodies in generative ways, both politically and socially. We will close read selected music together in class, and students will engage heavy music and sounds through personal journaling, reading and group discussions, and creative writing and assignments. We will examine how affects including disgust, abjection, jouissance, pleasure/desire, hope, political depression/melancholy, and loneliness, arising from Indigenous listening bodies encountering the intensities and forces of heavy music timbres, can be generative and productive. Close readings will include diverse “genres” of music, from metal (doom, drone, death etc.), experimental and minimal music (techno, electronic) and other selected sound and music pieces.

INDG 395/3.0 Indigenous Special Topics:
Learning Together from the Land (section 001)
Instructor: TBA

Description TBA

LLCU 295/3.0 Special Topics:
Girlhood Studies (section 001)
Instructor:  Renee Whitaker

This course will investigate the multitude of ways that Black girls practice and engage with modes of care. Care that reaches both inward and outward, in other words, care for the self and that attends to others such as family, friends and the community. Through engagement with Black Feminist theorists such as bell hooks, Patricia Hill-Collins, and Audrey Lorde and theories currently being developed by Black girls, we will engage with how Black girls create and maintain spaces of care for themselves and others. In addition, we investigate the many ways that Black women endeavour to encourage Black girls by creating space for Black girls to practice care. This course critiques and de-centers a materialistic understanding of care and provides a method of departure from a capitalistic understanding of caring practices. 

LLCU 395/3.0 Special Topics:
Culture and Communication in Global Perspective (section 001)
Instructor:  Hannah McElgunn

What makes communication cultural? To answer this question, this course brings together texts that focus on social aspects of language and interaction across the world. We will read about Warao speakers in Venezuela, evangelical singers in South Korea, and Chickasaw speakers and learners in what is currently Oklahoma. Our discussion will focus on the interactions described in these texts, and the act of writing ethnographically about language.




Winter Term 2023   (updated August 16, 2023)

INDG 301/3.0 Indigenous Ways of Knowing:
Indigenous Education:  Decolonizing Teaching Pedagogy Centering Indigenous Thought, and Reimaging Curriculum (section 001)
Instructor:  Michelle Kennedy
 
In this interactive course, the instructor will model best practices in Indigenous education, focusing on Anishinaabe and Haudenosaunee thought. By critically examining the literature on decolonization education and Indigenous ways of knowing, students will understand how past and present education curricula affect Indigenous students’ wellbeing and Nationhood. Students will demonstrate a fundamental understanding of how the struggle to address the legacy of settler colonialism is linked to the struggle toward decolonization. This course will require students to be highly engaged and creative in organizing and presenting knowledge for final assignments.

LLCU 295/3.0 Special Topics:
Introduction to Arabic Culture (section 001)
Instructor:  Amal Eldiaby Mahmoud

This course seeks to introduce students to an overview of some cultural concepts in the Arab society in a traditional and modern frame work. Aspects of Arabic culture are presented through media such as film, documentaries and music as well as selected literary material. Readings are posted or handed to students in advance to prepare for class discussions and reflections. 

LLCU 295/3.0 Special Topics:
Manifestos (section 002)
Instructor:  Deneige Nadeau

Manifestos as a literary genre combine what Breanne Fahs calls “the romantic quality of dreamers and artists imagining something new and whimsical together with the crushing power of a Mack truck bulldozing over established traditions, trashing accepted modes of thought and eradicating the past” (4). As texts of immediacy and urgency, they rail against the world as it is and imagine modes of crafting the world otherwise. This course examines a range of contemporary feminist manifestos to trace linages of intertwining artistic and activist movements. Drawing on primary texts and critical works on the manifesto, we will examine the formal properties and rhetorical strategies of manifestos as a genre of writing, and situate them in relation to artistic production and broader radical justice movements. We will consider what it means to advocate for feminisms that are “difficult, contentious and unruly[and how] this kind of pushing back against moderate, incremental impulses of liberal feminism is crucial to the continued growth of feminism’s edges” (Fahs 16). Attention will be paid to the modes of collectivity and solidarity fostered in the production and circulation of manifestos, and the ways in which these manifestos probe the limits of politeness, legitimacy and respectability in critical discourse. Students will develop critical fluency in writing analysis of manifestos engaged in the course applying the frameworks offered by critical texts, and develop their own creative and argumentative voice in the production of their own manifestos.   

LLCU 295/3.0 Special Topics:
Victorian Womanhood:  Images and Ideologies (section 003)
Instructor:  Jessica Sealey
 
This course examines the social ideologies that structured concepts of womanhood in Victorian England. Drawing on historical sources including visual culture and literature, students will learn about how complex ideas of race, class and gender combined with evangelical sentiments and a desire for social reform, providing women with new opportunities while simultaneously creating new dangers. Topics may include sexuality, motherhood, prostitution, and feminist activism in the nineteenth century. 

LLCU 295/3.0 Special Topics:
Multilingualism:  Mixing, Purity, and Everything in Between (section 004)
Instructor:  Hannah McElgunn

Languages are often taken to be natural entities with clearly defined borders. However, anthropological and sociolinguistic work on multilingualism shows this apparent fact is up for debate. What is the difference between a dialect and a language? Do different styles of speaking count as codeswitching? How do ideologies about multilingualism shape face-to-face interaction and state language policy? This introductory course will explore these questions and more, drawing on a wide variety of cultural contexts and communicative settings.