CHYS 1F90: Introduction to and Studies Fall 2017/Winter 2018 Section 1: Tuesday, 12-2pm, Thistle 247 Section 2: Tuesday, 9-11am, Thistle 247

Professor Term 1 Dr. Dawn Zinga Professor Term 2 Dr. Shauna Pomerantz (Sept-Dec) (Jan-Apr) Office Cairns 325 Office Cairns 331

Email [email protected] Email [email protected]

TERM 1: Mon 12-2 TERM 2: Mon 1-2pm Office hours Or by appointment Office hours Thurs 1-2pm

Course Jo-Anne Sinnige-Egger Drop-in help Watch Sakai for Coordinator clinic term 1 announcements Office Cairns 322 Drop-in help Watch Sakai for clinic term 2 announcements Email [email protected] Exam prep and Watch Sakai for viewing hours announcements Office hours By appointment or just Sakai Chat Prof will monitor drop in throughout the week

Course Description: This course will give students an overview of the multiple ways that children and youth can be studied. Through developmental, exceptionalities, and socio-cultural lenses, students will learn about past and present issues facing young people locally and globally, as well as various research methods used to gather information with and about young people.

In term one: We will consider how children and youth have been viewed and theorized through developmental and exceptionalities perspectives. These perspectives primarily draw upon psychology and education, although they also touch upon anthropology. We will explore the foundations of child and youth development from conception through to young adulthood. We will often focus on the experiences of children and youth in various contexts, such as the family, school, community, and society by considering how children and youth function in those contexts and how they can be supported. Some consideration will be given to policies and approaches that impact the experiences of children and youth. The following questions will be discussed: • How do developmental perspectives frame our understanding of children and youth? • How do theories of genetics and brain development help us understand children and youth? • What can be learned from the nature versus nurture debate? • How do children learn to self-regulate their behaviour and emotions? • What is the role of attachment and why are attachments important? • Why do we have an ability/disability paradigm and how can we conceptualize children and youth outside this paradigm? • In what ways can exceptionalities be defined?

1 • Why is it important to understand that Western conceptualizations of development are only one way of understanding children and youth?

In term two: We will examine childhood and youth from a socio-cultural perspective that draws on sociology, cultural studies, anthropology, education, and history. This lens enables us to question the idea of a ‘universal’ or ‘natural’ childhood and instead explore how children and youth exist within social categories that shift over time and across different spaces. Rather than assume the powerlessness of children and youth, we will also explore how young people change and resist social perceptions through resilience and resistance. The following questions will be discussed: • What is childhood? What is a child? • How and why are youth criticised in Western culture? • How do ‘race’, gender, class, and sexuality shape the experiences of children and youth? • How is altering childhood and youth? • How are young people politically engaged? • How do institutions, such as the school and the media, shape young people’s lives? • How is research conducted with children and youth?

Learning Outcomes—By the end of this course, students should be able to: • Understand that young people can be studied from a variety of perspectives • Explain and apply various concepts and theories related to childhood and youth • Explore how childhood and youth are diverse categories that are complicated by contexts, identities, and inequalities • Identify ways that young people shape/are shaped by developmental and social forces • Feel comfortable reading and discussing quantitative and qualitative research • Lead discussion in seminar • Express thoughtful and critical ideas both verbally and in academic writing

Course assignments and value: 1. Seminar participation 10% each term = 20% 2. Seminar facilitation 5% each term = 10% 3. Film analysis 15% each term = 30% 4. Quizzes (1% each) 5% each term = 10% 5. Term 1 exam December exam period TBA = 15% 6. Term 2 exam April exam period TBA = 15%

Quiz Types and Dates: Term 1: • On-line Sakai quest: due by Sept 22nd, 11pm • Sakai quizzes on lecture material and readings, open from 3pm-3am on the day of the quiz: Sept 26th, Oct 24th, Nov 14th, Nov 28th Term 2: • Sakai quizzes on lecture material and readings, open from 3pm-3am on the day of the quiz: Jan 23rd, Feb 13th, Mar 13th, Mar 27th • On-line Sakai survey: due by April 6th, 11pm

Film Analysis Paper Due Dates: Film analysis, term 1 (due as PDF to Assignment on Sakai): November 3rd, 11pm Film analysis, term 2 (due as PDF to Assignment on Sakai): March 2nd, 11pm

2 Required Readings: The reading package for this course is available at the Brock Bookstore. You are welcome to buy last year’s reading package (2016-2017), as the readings are the same. Readings are NOT the same for any year prior to 2016-2017.

Lecture Notes: Fill-in-the-blank notes are available for download on Sakai by 10pm on Monday. Lecture notes are in a Word document that you can manipulate as needed. Many students find it helpful to space out the notes in order to make room to add their own thoughts and things we say that are not part of the PowerPoint outline. We highly recommend that you make space for your own notes. NOTE: the posted notes are NOT the entire lecture and should not be taken as enough information to pass the course. Notes will be fully elaborated on in lecture and lecture will include information not in the notes. Students are expected to ‘fill in the blanks’ and to add their own notes. Lecture attendance is highly recommended (especially if you want an A).

Who to contact if you have a question: • Syllabus: Questions relating to due dates, seminar days/times, TA emails, reading schedule, assignment instructions. This should always be your first source of information. • TA: Questions relating to course content, readings, seminar absences, and feedback on your film analyses. Always contact your TA first before contacting the professor. • Jo-Anne (our course co-ordinator): Questions relating to extensions (see policy below), re-marking (see policy below), makeup exams (see policy below), and seminar switches. • Sakai Chat: Questions that other students likely have about readings/content, and assignment instructions. The Chat is immediate assistance similar to office hours with your TA (located on Sakai, look for “chat” button on left side of screen). • Professor: Questions that cannot be answered by any of the above; private concerns about the course that cannot be shared on Sakai chat.

Course Policies:

Surfing, texting, and chatting: Please show respect to your fellow students and the professor during lecture. It is expected that you will turn off all electronic devices in the lecture hall and avoid use of any electronics for reasons other than taking notes. Students who surf on laptops must sit in the back rows of the lecture hall so that other students are not distracted. Cell phones must be turned off and texting should only occur at the break. Please do not chat with your neighbours during lecture as it distracts everyone around you. If you disrupt lecture by surfing, texting, or chatting, the professor may ask you to leave OR make you part of the lecture! So if you aren’t comfortable with those options, adjust your computer usage accordingly!

Lecture and Seminar Etiquette: In Lecture: Prior to lecture, print out the lecture notes to bring to lecture or download them to your laptop so you can make detailed notes. Remember that posted lecture notes are not a substitute for

3 attending lecture so make sure you attend each lecture. In lecture you are expected to arrive early so you can get a seat, get set up, and be ready when the professor starts the lecture. Turn off your cell phone and remove headphones. As much as possible, do not leave your seat while the professor is talking. There will be a 10-minute break during each lecture when you can use the bathroom. Eating/drinking in lecture is fine. Do not talk during lecture.

In Seminar: Arrive 5 minutes early, turn off your cell phones, and have the readings for the week in front of you. Doing the readings in advance of seminar will enable you to participate fully, rather than ‘faking it’. Your TA will know if you are faking it: it is the difference between saying ‘anything’ just to talk and saying something that is related to the readings. Those who talk about the readings in seminar will get a better participation mark than those who do not. Cell phone usage including texting and surfing on your laptop will not be tolerated in seminar!

Late Penalty and Extensions: • Film analysis papers will be marked down 5% every day they are late unless you have been given an extension by the professor. TAs cannot give extensions. • Requests for extensions/makeup exams must go through Jo-Anne. • No extensions will be provided without medical documentation, documentation through the Student Development Centre, or other relevant documentation. All extensions must be arranged with Jo-Anne BEFORE the due date. • No makeup exams will be granted without a valid reason. Official documentation is required. Taking a family vacation is not a valid reason to miss an exam. The dates for the exam period are listed below. As we do not know when our exams will be scheduled, it is your responsibility to be available during that entire period until we learn the date of our exams. • The exam periods for 2017-2018 are as follows: o Term 1: Dec 7th – 19th o Term 2: Apr 12th – 25th

Absences from seminar: Attendance in seminar is mandatory. If you have to miss seminar for a valid reason, please provide your TA with official documentation to avoid losing participation marks: a doctor’s note, announcement, psychiatrist’s or therapist’s note, etc. Being late without a valid reason will also count against your participation mark.

Seminar facilitation etiquette and no shows for seminar facilitations: When possible, facilitations will be done with a partner (if seminar numbers are uneven, then you may not get assigned to a partner and will do your facilitation alone). Ensure that you exchange names and emails on the day you are assigned your facilitation partner/date/topic. Put this information in your phone (papers are easily lost). If your partner does not contact you or does not return your emails one week prior to your facilitation date, let your TA know that you are having trouble making contact. If you have not heard back from your partner within four days of your facilitation date, please assume that your partner is a “no show” and proceed on your own. Should your partner contact you after this period, please let your TA know how much work you have already done and what, if anything is left to do. If you have completed the facilitation on your own, your TA will offer another assignment to your partner. If there is still work left to do, your partner may present with you on condition that

4 you feel they have done their fair share. If you prepare a facilitation with a partner, but they get sick or have a documented reason for missing seminar, your TA will ask you if your partner contributed 50% of the work. If so, they will receive the same mark as you upon presenting the TA with documentation. If your partner is a “no show” without a documented reason (overslept, forgot their facilitation date, lost your email, etc.), they will receive a zero. They may wish to meet with the professor to discuss the situation.

Requests for re-marking film analysis papers: All requests for re-marking must be submitted to Jo-Anne, our course co-ordinator. You must submit the assignment in question, accompanied by the TA’s original remarks, and a detailed, typed memo written by you that specifically outlines concerns and provides a rationale for where marks were missed. The responsibility is on the student to show that the mark given was inaccurate and must refer to Brock University grading rubric to show why marks should be added (see page 9). If the memo lacks sufficient detail to warrant re-marking, Jo- Anne will ask you to add further information. Noting that you ‘tried very hard’ or feel you ‘deserve more marks’ is not a rationale for a higher grade. Any student who requests re- marking should be aware that their mark might stay the same or decrease. • Students will only have two weeks after grades have been released to submit for re- marking. • Seminar facilitations will NOT be re-marked, as the professor was not there. Students concerned about their facilitation grade are encouraged to get in touch with their TAs. TAs do not have to change a facilitation grade because a student complains. Grade changes for facilitations are up to the TA. Students are welcome to discuss their facilitation grade with the professor during office hours if they feel something unfair transpired.

Requests for remarking exams and overall grade adjustments: Exams will not be returned as per Brock exam policy, but specific viewing times will be set up in December and April so you can look your exam over. If you feel that the grade given is inaccurate, please feel free to sign up for a viewing appointment. An announcement will be made when that option is available.

No overall grade for a term or for the entire course will be adjusted without evidence that a higher grade is warranted (i.e. needing 1% to stay in your program or to keep your scholarship is not a valid reason for a grade adjustment). In other words, you must go through the protocol for re-grading any assignments in order for your overall grade to change. Please see policy on requests for re-marking above. Please be advised that a slight change in an assignment grade may not affect your overall grade based on its weighting. No requests for grade changes to term 1 exams may be made after January 31st No requests for grade changes to term 2 exams may be made after May 25th

Plagiarism (copying other people’s work from books articles, peers, the Internet, etc.): • Our best advice: Don’t do it! • Plagiarism detection software called turnitin.com will be used in this course. • When students submit their film analyses to Assignment on Sakai they will be automatically submitted to turnitin.com. Students do not have to submit their film analysis to turnitin.com separately

5 • Once a student has submitted a film analysis to Assignment on Sakai an originality report will be generated, all students are encouraged to review their turnitin.com reports. If a student has submitted before the deadline and notices a problem (i.e. poor paraphrasing, plagiarism) the problem can be addressed by the student and the paper can be resubmitted prior to the assignment due date. • Turnitin.com is in place to protect students from accusations of plagiarism and to ensure that each student receives the grades that he or she has fairly earned. • Turnitin.com will catch any instance of plagiarism however small or unintended from anywhere on the web, as well as all papers turned in to CHYS 1F90 in previous years. • Very simply, plagiarism is the unacknowledged use of other people’s ideas or work. • Whether intentional or unintentional, plagiarism is recognized as a serious academic offence and students will face consequences, including marks deducted, a meeting with the Undergraduate Program Director of Child and Youth Studies and professor of CHYS 1F90, a permanent notation placed in your university file, and mandatory library workshops on academic integrity and referencing.

Examples of plagiarism: • Misrepresenting someone else’s work as your own: o Copying another student’s paper or from a book, article, or website o Buying an essay from a term-paper mill • Copying sentences or paragraphs without properly citing their source: o Quoting material without proper use of quotation marks (even if otherwise cited appropriately) o Using specific facts without proper credit, unless considered common knowledge o Using a specific argument or logic without crediting the source o Paraphrasing or summarizing information from a source without proper acknowledgement o Re-writing a section but not making it sufficiently different from the original (even if cited appropriately)

**Please review “How not to plagiarize” from this handy link** http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize

Where to get writing, APA, and plagiarism help/advice at Brock: • Drop in learning centre in the Learning Commons, Brock Library: Drop-in Centre • On-line workshop schedule: Workshops (APA, writing, quoting & paraphrasing, etc)

APA resources that will help you not to plagiarize: Owl @ Purdue (on-line writing lab) is your best source for all things APA. Take some time to review this link and the one below on APA formatting. https://owl.english.purdue.edu/owl/section/2/10/ http://academictips.org/mla-format/apa-format-citations/ Important Resources and Supports: • Health services medical form for missed seminars: http://www.brocku.ca/webfm_send/1423

6 • CHYS librarian: Contact Colleen MacKinnon ([email protected]) for resources regarding writing, APA, plagiarism, academic articles, on-line databases, and books. • Student development centre: http://www.brocku.ca/student-development-centre • Learning skills: www.brocku.ca/learning-skills • Personal counseling: http://edit.brocku.ca/personal-counselling • Services for students with DisABILITIES: http://www.brocku.ca/services-students- disabilities • Human rights and equity services: http://www.brocku.ca/human-rights • Resources for physical/mental/emotional health: Circle of wellness, Niagara http://mycircleofwellness.ca/main.php • Brock Sexual Assault Support Centre: http://www.asaferbrock.org/

Accommodations at Brock: As part of Brock University’s commitment to a respectful work and learning environment, the University will make every reasonable effort to accommodate all members of the University community with disabilities. If you require accommodations related to a permanent disability to participate in this course, you are encouraged to contact the Student Development Centre Services for Students with Disabilities (4th Floor Schmon Tower ext. 3240) and also discuss these accommodations(s) with the professor.

CHYS 1F90 Accommodation Policy for Seminar: If you require accommodations in seminar, please let the professor know during office hours at the beginning of the term. An alternative assignment to participation and the facilitation can be arranged, but only at the beginning of the term and not at the very end of term. Students who require an alternative to participation will hand in 1-2 paragraphs of comments they would have made, and this must be handed into the TA upon arrival at seminar, as students are still expected to attend their scheduled seminar. Students who require an alternative to the facilitation must ensure that they negotiate this accommodation with the professor and that their TA is aware. The alternative to this assignment is a written version of the facilitation, including all of the same components: summary of reading, activity (including thoughts on what the activity is meant to show/highlight), and discussion questions (including how the questions are designed to elicit certain main points in the reading). This assignment must be typed, written in full sentences, double-spaced, and not shorter than two pages. It must not be on a reading that has already been facilitated in seminar (the student may not hear discussion on the reading first). Ensure that the reading and due date are negotiated with your TA at the beginning of term and that the assignment is handed into your TA on or before the due date.

Department of Child and Youth Studies Academic Announcements

Course Withdrawal Without Academic Penalty: The deadlines for withdrawal from courses without academic penalty are as follows: • D2 (September to December): November 6, 2017 • D1 (September to April): January 19, 2018 • D3 (January to April): March 9, 2018

7 The instructor will communicate to students a minimum of 15% of the final course grade no later than the week prior to the applicable deadline. In cases where, due to the nature of the course, this requirement cannot be met, the instructor shall inform students in the course syllabus.

Academic Misconduct: Because academic integrity is vital to the well-being of the university community, Brock University takes academic misconduct very seriously. Academic misconduct includes plagiarism, which involves presenting the words and ideas of another person as if they were your own, and other forms of cheating, such as using crib notes during a test or fabricating data for a lab assignment. The penalties for academic misconduct can be very severe. A grade of zero may be given for the assignment or even for the course, and a second offence may result in suspension from the University. Students are urged to read the section of the Brock University Undergraduate Calendar that pertains to academic misconduct. Students are also reminded that the Student Development Centre (Schmon Tower, Room 400) offers free workshops on writing and study skills and on avoiding plagiarism.

Intellectual Property Notice: All slides, presentations, handouts, tests, exams, and other course materials created by the instructor in this course are the intellectual property of the instructor. A student who publicly posts or sells an instructor’s work, without the instructor’s express consent, may be charged with misconduct under Brock’s Academic Integrity Policy and/or Code of Conduct, and may also face adverse legal consequences for infringement of intellectual property rights

Phrase Matching Software (i.e., Turnitin.com): Instructors may take advantage of a number of different phrase matching software programs to assist them in the detection of plagiarism during the course of evaluating essays, assignments and other work that is required for a given course. However, if an instructor has decided to employ such systems, students must be informed in writing at the beginning of the course.

Respectful Work and Learning Environment Policy: Brock University’s “Respectful Work and Learning Environment Policy” applies to all students, course participants, staff, faculty and volunteers of Brock University. The purpose of this policy is to: • Develop and support a work and learning culture that values diversity and inclusion, fosters respect, and does not tolerate prejudice, discrimination, harassment and/or bullying; • Outline rights, responsibilities and types of behaviour which fall within the scope of this policy; • Make provision for support services, including training and awareness initiatives, to promote a respectful work and learning environment; and • Outline procedures for handling and resolving complaints when this policy is breached by discrimination, harassment and/or bullying. The policy may be viewed at http://www.brocku.ca/secretariat/admin/.

Personal Safety: For those in evening classes, BUSU offers a “foot patrol” to safely escort students to their vehicles. Call extension 4700 to request assistance.

The Brock Student Sexual Violence Support Centre supports and advocates for people who have experienced sexual violence. A full list of services can be found at www.ASaferbrock.org . If you or a friend need support or have questions text 289-990-SAFE(7233). All services are 24/hr, anonymous, confidential, and free.

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Brock University grading rubric: • The “A” range is for students whose work is of outstanding quality and provides clear evidence of a talent for the subject and for original and insightful writing/thinking. The marks between 80-100 are awarded to students for excellent, comprehensive, accurate work in which evidence of a certain flair for and comprehension of the subject is clearly perceptible. • The “B” range is for students who have a sound grasp of the most important goals of the course and whose work may be described as careful, craftsperson-like, competent and good without being distinguished. The marks between 70-79 are given to students who demonstrate a solid understanding of the information. • The “C” range is for students who show average competence, which falls short of the standard of a B grade through incompleteness or inaccuracy; their work may be described as adequate. The marks between 60-69 are given to students whose work is passing without demonstrating a solid understanding of information. • The “D” range is for students who barely satisfy the minimum requirements for the course. The marks between 50-59 are given to students whose work barely meets the standards of the course. • The Grade of “F” in a course means that the student, having failed to satisfy the minimum requirements, does not receive formal credit.

Assignment Instructions and Grading Rubrics

1. Seminar Participation Instructions and Grading Rubric (10%/term = 20%)

Participation in 1F90 seminars is required for all students: • Your mark is based on the combination of attendance and participation. • Participation is recorded weekly and includes comments you make during TA-led discussion and student facilitations. • You are expected to attend all seminars unless you have a valid reason (official documentation is required). • You are expected to have done all the readings for the week. • While lecture attendance is not recorded, you are also expected to attend lecture, as material will be introduced that is not in the readings or discussed in seminar. • Being late will affect your participation mark unless you have spoken with the TA about why being late is necessary (e.g. coming from across campus). • Using cell phones or surfing on your laptop will affect your participation mark • Students who experience anxiety can approach the professor for an alternative to participation. See course policy on accommodations above.

How to get an “A” on seminar participation: • Seminar is where you can get lots of easy marks. Just do the readings before seminar! • Take notes in the margins of the readings and highlight important quotes. Good note taking will save time when you write your lecture/reading quizzes and film analyses, and when you study for exams.

9 • Come to seminar with one or two good quotes from the readings, one or two questions about the readings, and one or two opinions about the readings. • If you prepare in advance, you will always have lots of interesting things to say. • FYI, your seminar leader can tell the difference between a ‘fake’ comment (you did NOT do the readings) and a ‘connected’ comment (you DID do the readings).

HOT TIP: Bring your highlighted readings to seminar! It will show your TA you actually read them!!

Seminar Participation Grading Rubric

Grade Range Attendance Participation A No absences or 1 Quality: Insightful, 80-100% with good reason thoughtful; displays (documentation knowledge of required) material; links to readings Quantity: One or two relevant comments per seminar B 1 or 2 absences with Quality: Insightful, 70-79% good reason thoughtful; displays (documentation knowledge of required) material; sometimes links to readings Quantity: One relevant comment per seminar C 2-3 absences with no Quality: Too 60-69% reason general/personal; lacks knowledge of material; rarely links to readings Quantity: Sporadic D 3-4 absences with no Quality: Too 50-59% reason general/personal; lacks knowledge of material; never links to readings Quantity: Sporadic F More than 4 Never speaks in Below 50% absences with no seminar and did not reason speak to TA to explain why 2. Seminar Facilitation Instructions: (5% each term = 10%)

10 • In the first seminar of each term, you and one other person will be paired up and assigned a facilitation date and one reading from that week. • Ensure that you both read the article carefully and take good notes. • Being well prepared will help you ace the facilitation, feel less nervous, and handle questions like a pro! • Your facilitation will have the following components:

Summary: • You have 20 minutes for your facilitation in total. • Each pair will be responsible for a 2-3 minute summary of the article. You will be timed and marks will be lost for going over time (see rubric) • Stick to the key points: o Tell us what the author is arguing, how they gathered the information (if relevant), and any key findings or conclusions that the author makes. o Use one or two choice quotes to help explain the point of the reading. o Hand out a 1-page overview of your facilitation with all of the components: summary, activity, and questions. This can be utilized as a study guide for the final exam.

Activity: • After the summary, it is your job to organize your seminar into one activity that will usefully explore the issues presented in your reading. • An activity differs from a question in that it has an “active” or “hands-on” component. The activity can be a debate, a game, an analysis of an object that relates to the topic (i.e. a magazine, newspaper, TV clip, etc.), small group activities or discussion where the seminar is divided up in some way, or anything else that you think will be useful in creating awareness. The activity should be fun, but also informative. Marks will be deducted if the activity is ‘off topic’ and not sufficiently connected to the reading. • The activity must give students a chance to apply the knowledge in the readings and not just state facts or look things up in the article. Jeopardy-style games (including any on a device, such as Kohoot) do not offer enough application of knowledge unless they are very carefully designed!

Discussion: • After the activity, the pair will ask two or three questions about the reading to generate discussion. • Keep your eye on the clock, as you do not want to go over time. Your TA will cut you off at 20 minutes and give you a two-minute warning at 18 minutes. • The question(s) you pose should generate participation about the reading. • Here are a few tips: o Read a good quote and ask us to respond in some specific way o Ask us to offer an opinion on something in the reading o Ask us a question that relates to how we might apply the ideas in the reading to real life situations with young people o Ask us how we personally related to the argument in the reading o Ask us to respond to a specific part of the author’s argument

11 o Anything else that you can think of that relates to the reading

Seminar Facilitation Grading Rubric

• Summary: o Did the facilitators summarize the main argument in their article, giving us the argument and key findings? o Did the facilitators select 1-2 quotes to demonstrate the key argument? o Did the facilitators display good knowledge of the argument in the article? o Did the facilitators stick to the 2-3 minute timeframe for the summary? • Activity: o Did the facilitators do a good job of formulating an activity that enabled the seminar to apply knowledge from the reading? o Was the activity fun, relevant, and interesting? o Did the activity generate good discussion and participation? • Question(s): o Did the facilitators pose two or three great questions that focused on the reading? o Did the facilitators keep discussion focused on the arguments presented in the reading? o Did the question(s) open up useful conversation about the issues at stake? o Did the facilitators generate and handle participation well? • Preparation and execution: o Did the facilitators hand out a 1-page overview of their facilitation? o Did the facilitators appear organized and demonstrate good leadership? o Did the facilitators have good timing, finishing within the allotted 20 minutes?

Final grade: /10 (for 5%)

3. Film Analysis (15%/term = 30%) This assignment is unique to CHYS 1F90 in that you will be asked to analyze a film through a developmental lens in term 1 and another film through a socio-cultural lens in term 2 in order to further understand how these lenses operate and how they are useful for understanding young people’s lives.

Basic formatting instructions: • 5-6 pages: double-spaced, times new roman, 12 point font, 1 inch standard margins all the way around the page. Marks will be deducted for not following these guidelines – see grading rubric. • Organize your paper so your answers flow together. Use paragraphs and connecting sentences. Remember, this is an essay, not short answers to questions. • Subheads are fine as long as they can be removed and the flow of the paper still makes sense. Subheads take up space, however, and are not required • Write from the first person (use “I”) in order to take ownership over your ideas.

12 • Use expressions, such as “I think…”, “I believe…”, “In my opinion…”, “In lecture we talked about…” • Two syllabus readings from the term in which the assignment is due must be used in your analysis: o These readings should be used in order to help back up your opinions o More than two readings may be used, but only two are required • You can refer to lecture if you feel you must, but this is not necessary: o In APA, referencing lecture takes up a huge amount of space. o Instead, feel free to put lecture notes into your own words. o You can also use an indirect reference for lecture. An indirect reference is a way of letting others know that what you are describing is not your idea, but came from somewhere else (i.e. “In lecture we talked about how many developmental theories focus on identifying what is developmentally appropriate for specific stages within development. In the movie there were instances when characters were portrayed in ways that were not developmentally appropriate. For example, when Lucy is portrayed as…”) • An APA style reference list for all referenced materials must be included. o See resources in the syllabus for APA referencing and refer to the Purdue Online Writing Lab (OWL) website here: https://owl.english.purdue.edu/owl/resource/560/01/ o An abstract is not necessary for this paper, but please include a title page and running head, as per APA guidelines on the above site

Organization/content for term 1: • Introduction – Setting the stage: (Approx. ½ page) o Briefly, summarize the film making sure to include the plotline. o Include a thesis statement, which should indicate that you are going to describe your film from a developmental perspective. o Include a road map for your essay. It will describe what is to come in the rest of your paper. • Analysis – /child relationships: o How do children or youth interact with in the film? o How would you describe these relationships and their connection to developmental theory? o Be specific and in depth, using one or two examples from the film to justify your answer. • Analysis – Capacities of children/youth: o What are children or youth depicted as capable/incapable of doing? For example, how are children treated, talked to, and what are they allowed to do? Ensure your answer connects to developmental theory by considering if these depictions of children and youth are developmentally appropriate. o Be specific and in depth, using one or two examples from the film to justify your answer. • Analysis – Self-regulation:

13 o How are children or youth depicted in terms of their ability to self- regulate? For example, how do the characters control their emotions, take responsibility for actions, or manage their behaviour? o Be specific and in depth, using one or two examples from the film to justify your answer. • Conclusion – Reflecting on the developmental lens: (Approx. ½ page) o Using a developmental lens, how do you feel the film shapes society’s views of young people? o What message might adults take away about children and youth? Is this message ultimately helpful or harmful?

Organization/content for term 2: • Introduction – Setting the stage: (Approx. ½ page) o Briefly, summarize the film making sure to include the plotline. o Include a thesis statement, which should indicate that you are going to describe your film from a socio-cultural perspective. o Include a road map for your essay. It will describe what is to come in the rest of your paper. • Analysis – Applying the Theoretical Concept of Power: o How is power organized in this society (by age, gender, race, class, etc.)? How is that power made visible? o Does the lead character have power in this society? How does the lead character agree to (hegemony) and/or refuse to agree to (resistance) forms of power? Think about how the lead character reacts to rules, restrictions, and punishments. o Be specific and in depth, using one or two examples from the film to justify your answer. • Analysis – Applying the Theoretical Concepts of Identity and Context: o What are the identity contexts of the lead character and how are they significant in the film? Think about gender, ‘race’, class, age, sexuality, disability, and nationality. You do not need to mention all of these things; focus on the one or two that are most relevant to the plot and the identity of the lead character. o How do these identity contexts shape the lead character into the person he or she is? Think about how the lead character thinks about him/herself and also how others treat the lead character. Do they experience oppression or privilege based on their identities? o Be specific and in depth, using one or two examples from the film to justify your answer. • Analysis – Applying the Theoretical Concept of Discourse: o What discourse of childhood OR youth (just pick ONE) is most present in the film, either through the actions of the lead character or through the responses to the lead character by other characters in the film? Pick one discourse to define and discuss. The options are: ▪ From Albanese reading and lecture #2, children as: • Tabula rasa

14 • Innocent • Mediated ▪ From Raby reading and lecture #3, youth as: • Storm and stress • Becoming • At risk • Social problem o Be specific and in depth, using one or two examples from the film to justify your answer. • Conclusion – Applying the Theoretical Concept of a Socio-Cultural Lens: (Approx. ½ page) o What does a socio-cultural lens offer to this film analysis that is different from the developmental lens used in first term? o How does using a socio-cultural lens shape your viewing of the film? Think about how this lens organized your ‘looking’ and ‘thinking’ as a film viewer. Think about how it impacted your experience of the film.

Film Choices: High School Musical (2006) http://www.imdb.com/title/tt0475293/ Harry Potter and the Sorcerer’s Stone (2001) http://www.imdb.com/title/tt0241527/?ref_=nv_sr_1 Matilda (1996) http://www.imdb.com/title/tt0117008/ Easy A (2010) http://www.imdb.com/title/tt1282140/ Akeelah and the Bee (2006) http://www.imdb.com/title/tt0437800/?ref_=nv_sr_1 The Perks of Being a Wallflower (2012) http://www.imdb.com/title/tt1659337/ The Fundamentals of Caring (2016) http://www.imdb.com/title/tt2452386/

Film Analysis Rubric – (15% each term = 30%)

Introduction: (Approx. ½ page) • The plotline is briefly and effectively described • Introductory questions are addressed thoughtfully and carefully: • Introduction sets the tone and introduces reader to what is to come: o There is a brief outline of the rest of the essay

Analysis: • Analysis questions are addressed thoughtfully and carefully. • Critical thinking is employed to move beyond surface level, basic description. • While a certain amount of description is required, there should also be analysis: o Analysis = “a careful study of something to learn about its parts, what they do, and how they are related to each other” –Merriam-Webster.com o Analysis leads to your own interpretations/explanations. • One or two examples from the film are utilized for each question and make sense in relation to the question being answered. o Examples are neither excessive nor too few. o Each example is justified in that it makes a case for the point being argued.

15 • Paper draws on lecture material and uses at least two articles from the syllabus for the term in which the paper is due in order to help back up arguments. o Lecture material can be drawn upon to define terms, theorize opinion, and support examples. o Articles are used thoughtfully and carefully, and are not merely “slotted in” in order to get marks. o Articles are well connected to the point being made and really support what you are saying. There is no confusion as to why you are quoting or referencing something as it fits in well.

Conclusion: (Approx. ½ page) • Conclusion question is addressed thoughtfully and carefully: o The impact on adult perceptions of children/youth is well described and explored through a developmental lens (term 1). o The differences between developmental and socio-cultural lenses is described and reflected upon (term 2). • Conclusion wraps the paper up and offers a logical end to discussion.

Overall style: • Paper is well structured and written in essay style • Paper flows well and is easy to read • Paper is free of spelling and grammatical errors • Paper is well written and shows care in its presentation • Paper is of first year university quality • APA referencing is used properly and throughout • Guidelines for length, margins, font size, etc. adhered to

Overall comments:

Total: /25 (15% of term grade)

16 Lecture, Reading, and Seminar Schedule

Term 1: September–December

Introduction

I’m a survivor I’m not gon give up I’m not gon stop I'm gon work harder I’m a survivor I’m gonna make it I will survive Keep on survivin’ —Survivor, Destiny’s Child

Lecture 1: September 12th Lecture: Welcome to CHYS 1F90: Surviving and thriving • Key concepts: developmental psychology; socio-cultural theory; services and resources; syllabus; top tips; Jo-Anne Sinnige-Egger; Library; TAs • Critical questions: What is this course about? How can I do well?

Seminar 1 (TA-led): September 13th to September 19th • Introductory Seminar – How to do well in seminar • Facilitation sign-up for term 1

Part 1—Foundations of Development

And my head, I'd be scratchin’ While my thoughts were busy hatchin’ If I only had a brain —If I only had a brain, Jackson Browne

Lecture 2: September 19th ** Sakai Quest due September 22nd by 11pm ** Lecture: Genetics and • Key concepts: human genome; neuron; synaptogenesis; neuronal migration; neural Darwinism; genetic predisposition • Critical question: How can understanding genetics and brain development help us understand children and youth?

Seminar 2 (TA-led): September 20th to September 26th

17 • How to read a journal article and study preparation • Discussion of readings

Seminar Readings: A. Grandin, T. & Panek. R. (2013). Lighting up the autistic brain. The autistic brain: Thinking across the spectrum (pp. 21-49). New York: Houghton Mifflin Harcourt Publishing Company. B. Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype → environment effects. , 54, 424-435.

Lecture 3: September 26th **Sakai Quiz #1: 3pm to 3am**

Lecture: Biopsychosocial Approaches and Developmental Theories • Key Concepts: development and function; stage theories; continuous and discontinuous development; Piaget; Vygotsky; Ericson; methodology and methods • Critical Question: In what ways do developmental perspectives frame our understanding of children and youth?

Seminar 3 (TA-led): September 27th to October 3rd • Review of seminar facilitation • Discussion of readings

Seminar Readings: A. St. John, P. (2010). Crossing scripts and swapping riffs: Preschoolers make musical meaning. In M. C. Connery, V. P. John-Steiner & A. Marjanovic-Shane (Eds.), Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts (pp. 63-81). New York: Houghton Mifflin Harcourt Publishing Company. B. Leffman, T. & Combs-Orme, T. (2013). Early brain development for social work practice: Integrating neuroscience with Piaget’s theory of cognitive development. Journal of Human Behaviour in the Social Environment, 23, 640- 647.

Lecture 4: October 3rd

Lecture: Nature versus Nurture • Key Concepts: nature; nurture; genotype; phenotype; Scarr and McCartney; environmental influences; genetic predisposition • Critical Question: What can be learned from the nature versus nurture debate?

Seminar 4: October 4th to October 10th • Facilitation on Reading A (20 minutes)

18 • Facilitation on Reading B (20 minutes)

Seminar Readings: A. Guimond, F., Brendgen, M., Vitaro, F., Forget-Dubois, N., Dionne, G., Tremblay, R. E., & Boivin, M. (2014). Gene–environment interplay in the link of friends’ and nonfriends’ behaviors with children’s social reticence in a competitive situation. Developmental Psychology, 50(3), 956-967. B. Schenker, V. J., & Petrill, S. A. (2015). Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension. Journal Of Communication Disorders, 57 (Rethinking Environmental Influences on Child Language Development), 94-105.

FALL BREAK WEEK – OCTOBER 9-13, 2017

Part II—Environmental Contexts

I got brothers, I got some sisters too Stuck in the middle tell you what I'm gonna do Gonna get out of here, I'm gonna leave this place So I can forget every single hungry face I'm tired of sharing all the hand me downs To get attention I must always be the clown I wanna be different, I wanna be on my own But Daddy said listen, you will always have a home —Keep it together, Madonna

Lecture 5: October 17th

Lecture: Contexts of Learning and Self-Regulation • Key Concepts: self-regulation; self-reflection; types of learning; learning contexts; locus of control • Critical Question: How do children learn to self-regulate their behaviour and emotions?

Seminar 5 (TA-led): October 18th to October 24th • Film Analysis Preparation • APA workshop

Seminar Readings: A. Timmons, K., Pelletier, J., & Corter, C. (2016). Understanding children's self- regulation within different classroom contexts. Early Child Development & Care, 186 (2), 249-267. B. Morelen, D., Southam-Gerow, M., & Zeman, J. (2016). Child emotion regulation

19 and peer victimization: The moderating role of child sex. Journal of Child & Family Studies, 25(6), 1941-1953.

Lecture 6: October 24th **Sakai Quiz #2: 3pm to 3am**

Lecture: Forming Attachments: Families and Caregiving • Key Concepts: attachment; John Bowlby; Mary Ainsworth; attachment styles; Harlowe’s monkeys; modeling; parenting styles • Critical Question: What is the role of attachment and why are attachments important?

Seminar 6: October 25th to October 31st • Facilitation on Reading A (20 minutes) • Facilitation on Reading B (20 minutes)

Seminar Readings: A. Ainsworth, M. D. S., & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46(4), 333-341. B. Blum, D. (2002). The perfect mother. In D. Blum (Ed.), Love at Goon Park: Harry Harlow and the science of affection (pp. 143-170). New York: The Berkley Publishing Group.

Lecture 7: October 31st **Film Analysis Paper due Friday Nov 3rd by 11pm** Submit as a PDF to correct film folder under Sakai Assignment

Lecture: Conceptualizing Childhood and • Key Concepts: child; adolescent; storm and stress; identity; Bronfenbrenner; moral development; Kohlberg; adolescent brain; gendered brain • Critical Question: How do we think about childhood and adolescence from a developmental perspective?

Seminar 7: November 1st to November 7th • Facilitation on Reading A (20 minutes) • Facilitation on Reading B (20 minutes)

Seminar Readings: A. Pipher, M. (1994). Developmental issues – “I'm not waving, I'm drowning”. Reviving Ophelia: Saving the selves of adolescent girls (pp. 45-73). New York: The Berkley Publishing Group.

20 B. Chu, J. Y. (2014). Boys’ relational capabilities. When boys become boys: Development, relationships, and masculinity (pp. 33-62). New York: New York University Press.

Part III: Children and Youth with Exceptionalities

People come for children and take them to their own But they all seem to pass me by and leave me here alone I know they’d like to take me but when they see I'm blind They always take some other child and I am left behind —Nobody’s child, Hank Williams

Lecture 8: November 7th

Lecture: Conceptualizing Learning Disabilities and Other Exceptionalities • Key Concepts: ability; disability; visible/invisible disability; inclusion; exclusion; mental health • Critical Question: Why do we have an ability/disability paradigm?

Seminar 8: November 8th to November 14th • Facilitation on Reading A (20 minutes) • Facilitation on Reading B (20 minutes)

Seminar Readings: A. Grandin, T. & Panek. R. (2013). Knowing your strengths. The autistic brain: Thinking across the spectrum (pp. 117-133). New York: Houghton Mifflin Harcourt Publishing Company. B. Haraldsdottir, F. (2013). Simply children. In T. Curran & K. Runswick-Cole (Eds.), Disabled children’s childhood studies: Critical approaches in a global context (pp. 13-21). Hampshire: Palgrave-McMillan.

Lecture 9: November 14th **Sakai Quiz #3: 3pm to 3am**

Lecture: Complicating Ability/Disability • Key Concepts: critical disabilities studies; social construction of disability; social stigma; visible/invisible disability; independence; rights • Critical Question: How can we conceptualize children and youth outside the ability/disability paradigm?

Seminar 9: November 15th to November 21st • Facilitation on Reading A (20 minutes) • Facilitation on Reading B (20 minutes)

21

Seminar Readings: A. Hibbs, T. & Pothier, D. (2006). Post-secondary education and disabled students: Mining a level playing field or playing in a minefield. In D. Pothier & R. F. Devlin (Eds.), Critical disability theory: Essays in philosophy, politics, policy and law. (pp. 195-219). Vancouver: UBC Press. B. Myers, M., MacDonald, J. E., Jacquard, S., & McNeil, M. (2014). (dis)Ability and postsecondary education: One woman's experience. Journal of Postsecondary Education And Disability, 27(1), 73-87.

Part IV—Broader Perspectives

And there won’t be snow in Africa this Christmas time The greatest gift they'll get this year is life Where nothing ever grows, no rain nor rivers flow Do they know it’s Christmas time at all? —Do they know it’s Christmas, Band Aid

Lecture 10: November 21st

Lecture: Social Challenges and Diversity • Key Concepts: identity; race; class/socioeconomic status; discrimination; white privilege; • Critical Question: In what ways can diversity be defined?

Seminar 10 (TA-led): November 22nd to November 28th • Preparing for exams • Discussion of readings

Seminar Readings: A. Tatum, B. D. (1997). Identity development in adolescence: “Why are all the black kids sitting together in the cafeteria?”. “Why are all the black kids sitting together in the cafeteria?”And other conversations about race (pp. 52-74). New York, NY: Basic Books. B. Blackstock, C. (2011). The Canadian Human Rights Tribunal on First Nations Child Welfare: Why if Canada wins, equality and justice lose. Children And Youth Services Review, 33, 187-194. *New for 2016/2017 reading package*

Lecture 11: November 28th ** Sakai Quiz #4: 3pm-3am**

Lecture: Global Perspectives on Development • Key Concepts: other ways of knowing; cultural knowledge; global perspectives; western dominance; Eurocentrism

22 • Critical Question: Why is it important to know that Western conceptualizations of development are only one way to understand children and youth?

Seminar 11 (TA-Led): November 29th to December 5th • Exam Review

Seminar Readings: A. Angus, C. (2015). Children of the broken treaty: Canada’s lost promise and one girl’s dream. Regina, Saskatchewan: University of Regina Press. (Exerpt pp. 116-129) B. Byers, L., Kulitja, S., Lowell, A. & Kruske, S. (2012). ‘Hear our stories’: Child rearing practices of a remote Australian Aboriginal community. Australian Journal of Rural Health, 20 (6), 293-297.

Lecture 12: December 5th

Lecture: Term Wrap-up and Exam Review • Key Concepts: development; epigenesis; brain and genetics; biopsychosocial; learning contexts; self-regulation; childhood; adolescence; nature; nurture; attachment; ability; disability; diversity; global perspectives • Critical Question: What have we learned and why have we learned it?

Seminar: NONE

Seminar Readings: NONE

Term 2: January-April

Part 1—Be Young, Have Fun: Discourses of Children and Youth

Tonight We are young So let’s set the world on fire We can burn brighter than the sun —We are young, Fun

Lecture 1: January 9th

Lecture: Context is everything: Thinking socio-culturally about children and youth • Key concepts: socio-cultural lens; society; culture; context; social justice; power; hegemony

23 • Critical questions: What is this half of 1F90 all about? What does it mean to think about children and youth socio-culturally?

Seminar 1 (TA-led): January 10th – January 16th • Discussion and small group activity • Facilitation sign-up for term 2

Seminar Readings: A) Syllabus for second half of CHYS 1F90 B) Critical thinking cheat sheet posted to Sakai

Lecture 2: January 16th

Lecture: Not that innocent: Historical and modern-day concepts of childhood • Key concepts: history; childhood; child; social construction, Rousseau; Locke; childhood innocence • Critical questions: What and who is a child? Are you a child? How does childhood shift across time and space?

Seminar 2 (TA-led): January 17 – January 23rd • Discussion and small group activities

Seminar Readings: A) Albanese, Patrizia (2009). Histories of childhood in Children in Canada today. Toronto, ON: Oxford University Press. Read excerpt only: pp. 1-10 B) Friedersdorf, Conor (2014). Working mom arrested for letting her 9-year-old play alone at park. The Atlantic. (If this link does not work, type the title of the article into Google and it will come up) http://www.theatlantic.com/national/archive/2014/07/arrested-for-letting-a-9- year-old-play-at-the-park-alone/374436/

Lecture 3: January 23rd **Sakai Quiz #1: 3pm-3am**

Lecture: Teenage wasteland: Sex, violence, and other youth moral panics • Key concepts: discourse; teenager; storm and stress; social problem; moral panic; sexting; selfies; school shootings • Critical questions: How was the ‘teenager’ invented? Why are teenagers looked down upon in our society?

Seminar 3 (facilitations): January 24th – January 30th

24 • Facilitation on reading A (20 minutes) • Facilitation on reading B (20 minutes)

Seminar Readings: A) Raby, Rebecca (2002). A Tangle of discourses: Girls negotiating adolescence. Journal of Youth Studies, 5(4), 425-448. Read excerpt only: 425-437. B) Gabriel, Fleur (2014). Sexting, selfies and self-harm: Young people, social media and the performance of self-development. Media International , 151, 104-112.

Part II—The breakfast club: Identity contexts and peer cultures

It’s the same hate that’s caused wars from religion Gender to skin color, the complexion of your pigment The same fight that led people to walk outs and sit ins It’s human rights for everybody, there is no difference! —Same Love, Macklemore and Lewis

Lecture 4: January 30th

Lecture: Who we be: ‘Race’, identity, and hybridity • Key concepts: identity; ‘race’; racism; racialization; essentialism; second- generation; identity capital, residential schooling • Critical question: How are young people racialized? How is Canada racist?

Seminar 4 (TA-led): January 31st – February 6th • Discussion of critical questions and small group activities

Seminar Readings: A) Baker, James. (2013). Just kids? Peer racism in a predominantly white city. Refuge, 29(1), 75-85. B) Sundar, Purnima. (2008). To “brown it up” or to “bring down the brown”: Identity and strategy in second-generation, South Asian-Canadian youth. Journal of Ethnic and Cultural Diversity in Social Word, 17(3), 251-278.

Lecture 5: February 6th

Lecture: Performing ‘girl’ and ‘boy’: Gender, belonging, and popularity • Key concepts: gender; hegemonic masculinity; emphasized femininity; doing ‘boy’; doing ‘girl’; double standard • Critical questions: How is gender a performance? How do gender performances impact social status for both children and young adults?

25

Seminar 5 (facilitations): February 7th – February 13th • Facilitation on reading A (20 minutes) • Facilitation on reading B (20 minutes) Readings: A) Thorne, Barrie. (2010). Constructing ‘opposite sides’. In K. Sternheimer (Ed.), Childhood in American society: A reader (p. 296-311), Allyn & Bacon: Boston. B) Currier, Danielle (2013). Strategic ambiguity: Protecting emphasized femininity and hegemonic masculinity in the hookup culture. Gender and Society, 27(5), 704-727.

Lecture 6: February 13th **Sakai Quiz #2: 3pm-3am**

Lecture: Let’s Talk About Sex, Baby: Sexualities, heterosexism, and ‘bullying’ • Key concepts: Sexual orientation; heteronormativity; heterosexism; heterosexual matrix; bullying; GSAs • Critical question: How and why do we deny sexualities of children and youth? How is society heteronormative?

Seminar 6 (TA-led): February 14th – February 27th • Discussion of critical questions and small group activities

Readings: A) Grace, André P. & Wells, Kristopher, W. (2009). Gay and bisexual male youth as educator activists and cultural workers: The queer critical praxis of three Canadian high-school students. International Journal of Inclusive Education, 13(1), 23–44. B) http://www.itgetsbetter.org/ (watch any three popular videos on the website. For example, Barak Obama, Adam Lambert, Ke$ha, Chris Colfer, Modern Family stars, Stephen Colbert, Google, etc.)

READING WEEK – FEBRUARY 19th-23rd

Part III—We are the World: Growing up Global

When I get older I will be stronger They’ll call me freedom, just like a wavin’ flag —Wavin’ Flag, K’Naan

26

Lecture 7: February 27th **Film Analysis Paper due Friday March 2nd by 11pm** Submit as a PDF to correct film folder under Sakai Assignment

Lecture: Young people on the margins: Globalization, rights, and social realities • Key concepts: globalization; marginalization; Convention on the Rights of the Child (CRC); social safety net; abject/relative poverty • Critical question: How has globalization impacted children and youth? How are children marginalized around the world? Do rights-based documents make a difference?

Seminar 7 (TA-led): February 28th – March 6th • Small group activities

Readings: A) Karabanow, Jeff, Hughes, Jean & Tiknerr, Jann. (2010). The economics of being young and poor: How homeless youth survive in neo-liberal times. Journal of Sociology & Social Welfare, 37(4), 40-63. B) Grugel, Jean. (2013). Children’s rights and children’s welfare after the Convention on the Rights of the Child. Progress in Development Studies 13(1), 19-30.

Lecture 8: March 6th

Lecture: Welcome to McWorld: Child labour and work around the globe • Key concepts: work/labour; exploitation; McWorld; McJob; child trafficking; worst case labour; child soldiering; slavery • Critical questions: Should children be allowed to work? Who should decide what is best for children?

Seminar 8 (facilitations): March 7 – March 13th • Facilitation on reading A (20 minutes) • Facilitation on reading B (20 minutes)

Readings: A) Bourdillon, Michael (2005). Working children in Zimbabwe. Sociological Studies of Children and Youth, 10, 7-21. B) Allan, Cameron, Bamber, Greg J., and Timo, Nils (2006). Fast-food work: Are McJobs satisfying? Employee Relations, 28 (5), 402-420.

27 Lecture 9: March 13th **Sakai Quiz #3: 3pm-3am**

Lecture: Retail therapy: Global capitalism, class, and consumer culture • Key concepts: capitalism, consumerism; commodification; class; Karl Marx; bourgeoisie; proletariat; Pierre Bourdieu’s theory of culture • Critical question: How are young people consumed by and consumers in global capitalism? How is taste/shopping related to class differences?

Seminar 9 (facilitations): March 14th – March 20th • Facilitation on reading A (20 minutes) • Facilitation on reading B (20 minutes)

Readings: A) Schissel, Bernard (2011). The Right to Protection from Corporate aggression, About Canada: Children and Youth, pp. 93-104. B) Williams, Christine L. (2010). Kids in toyland. In K. Sternheimer (Ed.), Childhood in American society: A reader (p. 381-390), Allyn & Bacon: Boston.

Part IV: Seen and not heard? – Listening to and learning from young people

We don’t need no education We don’t need no thought control No dark sarcasm in the classroom Teacher leave them kids alone Hey! Teacher! Leave them kids alone All in all it’s just another brick in the wall All in all you’re just another brick in the wall - Another Brick in the Wall (Part II), Pink Floyd

Lecture 10: March 20th

Lecture: We don’t need no education: Schooling, surveillance, and resistance • Key concepts: Panopticon, bio power, school rules, resistance, discipline, Michel Foucault • Critical questions: How do young people comply with or rebel against rules?

Seminar 10 (facilitations): March 21 – March 27th • Facilitation on reading A (20 minutes) • Facilitation on reading B (20 minutes)

Readings: A) Gereluk, Dianne (2007). What not to wear: Dress codes and uniform policies

28 in the common school. Journal of Philosophy of Education, 41 (4), 643- 657. B) Allen, Louisa. (2009). ‘The 5 cm rule’: Biopower, sexuality and schooling. Discourse: Studies in the Cultural Politics of Education, 30 (4), 443-456.

Lecture 11: March 27th **Sakai Quiz #4: 3pm-3am** **Good Friday seminar make up day is April 6th**

Lecture: The power of voice: Doing research on and with young people • Key concepts: Methodology; qualitative research; ethics; interviewing; ethnography; focus groups • Critical question: Why and how should we talk to young people?

Seminar 11 (TA-led): March 28th – April 3rd (make up day for Good Friday, March 30th, is April 6th) • End of term Review and Q & A Readings:

Albanese, Patrizia. 2009. Doing research on and with children in Children in Canada today, pp. 39-57. Toronto, ON: Oxford University Press.

Lecture 12: April 3rd **Complete on-line Sakai Survey by Friday, April 6th, 11pm**

Lecture: Waiting on the world to change—Wrap-up: term and exam review • Critical question: Can young people change the world?

Seminar: Reserved for make-up seminars

Readings: None

29