GGR246H1F – Geography of Canada Summer 2019 Course Syllabus Instructor: Benjamin Patrick Butler Email: [email protected] Office Hours: Monday 1-2pm, SS5060, Wednesday 1-2pm, in Sid Smith Café, and by appointment. Lecture: Monday & Wednesday, 6pm-8pm, SS2110 Teaching Assistants : Jandell-Jamela Nicholas; Nickie Van Lier OVERVIEW In this course we will examine the geography of and idea of Canada. Our study of different regions is organized by themes that will assist us in discussing nation and state. We will examine spatial difference as constitutive of Canadian social and economic geography. We will address key concepts like settler colonialism, racial capitalism, and gender in, through, and across Canada through the topics like immigration, multiculturalism, climate, urbanization, Indigenous issues, resource extraction, security. LEARNING OUTCOMES Once you have completed this course, you should be able to, in writing: 1. Understand some key concepts used by geographers 2. Connect these concepts to social and economic difference in the geography of Canada 3. Explain how difference is produced and is on-going and not an accident 4. Apply these insights to current events and our everyday lives Assessments and Examination Value When/Due Date 4 Reading Responses (150-250 10% (2.5% By 5pm on the day of the relevant lecture.

words) each) By Class 7 at least 2 must be submitted. • Cover the required readings In case of more than 4, the best will be used. for one lecture *****Will not be accepted late***** Assignment 1 – Critical Analysis of 25% May 22 nd (Class 6) by 11:59pm Wednesday a Podcast Episode (1500-2000 evening through Quercus words) Assignment 2 – Case Study Analysis 30% June 12 th (Class 12) by 11:59pm Wednesday (2000 -2500 words) evening through Quercus Exam 35% Week of June 20 -26 (TBA) Use a title page, subheadings, and page numbers. Ensure your name and student number are present. Use APA (in-text) citation and reference lists. Use 2.5cm margins and either Times New Roman in 12-point. Hard copies require prior arrangement. Please page 3 for the specifics on this course’s late policy (page 3) COURSE WEBSITE and EMAIL : The course website is available through Quercus (q.utoronto.ca). Login with your utorid. All course material will be posted on the course website, including the syllabus, assignments, and readings. All communication will be facilitated through Quercus. Please use a subject line that includes GGR246. Review the late policy before asking for an extension. Note: I try to respond to email within 1 business day. I may take 24 hours (or the weekend) to respond. Butler GGR246 – Summer 2019 Page 2 of 10 IMPORTANT COURSE INFORMATION RECOMMENDED PREPARATION : GGR107H1, GGR124H1 Distribution Requirements : Social Science. Breadth Requirements : Society and its Institutions (3). For further information see the FAS Calendar at: https://fas.calendar.utoronto.ca

ON COURSE CONDUCT: Topics like nation , nationality , and nationalism are political. Discussing them with reference to Canada and geographies of violence entails difficult discussions of sensitive subject matter. Interrogating our own ideas and relations to place is in keeping with the University of Toronto’s statement of institutional purpose ( https://www.utoronto.ca/about-u-of-t/mission ). Different people may have different feelings and passions that emerge through our class discussions. Participants in this course commit to holding our course discussions with an open-mind and respect for one another; please read over the university’s equity, anti-harassment and anti-oppression ( http://policies.hrandequity.utoronto.ca/ ) for further explanation. PRONOUNS AND OPPRESSIVE LANGUAGE : Please use an individual’s preferred pronouns as a marker of basic respect. Please consider how you talk to or discuss the work of others in class and in submitted work. If you are not sure about how to talk about or to a person or population, please take time to research the preferred terminology or seek guidance from the instructor or a teaching assistant. PARTICIPATION : Participation is not part of your grade but improves comprehension. During lecture there will be opportunities for group discussion READINGS : There is no textbook for this course. All material is available through Quercus. The course schedule below indicates required weekly readings. All material covered in class is to assist the interpretation of course readings. Please read all required material before lecture. Preparation enhances understanding and coming with questions strengthens discussion. Questions can be sent in advance to the instructor via Quercus. AUDIO, VISUAL, AND VIDEO RECORDING : Recording is permitted in instances of need, weighed against the right to privacy. If you need to record the class, please speak with the instructor. USING TECHNOLOGY IN THE CLASSROOM : I do not prohibit technology but do not distract others. ON SELECTIVE NOTE-TAKING : I encourage taking hand-written notes or being selective if writing on a computing device. Studies show that writing notes by hand is selective and builds understanding, where note- taking with laptops encourages less critical, verbatim note-taking (Mueller & Oppenheimer. 2014 “The Pen is Mightier than the Keyboard” Psychological Science 25(6), pp.1159-1168). ACCESSIBILITY NEEDS : We all bring needs to the classroom. The classroom itself may impede our presence and participation in unequal ways. Accessibility Services can provide for or implement a variety of accommodations and accessibility needs for registrants ( [email protected] or www.studentlife.utoronto.ca/as ). This process can sometimes take a few weeks. Start early and reach out to the course instructor if you think you may need additional consideration before your accommodations are set. The UofT Health and Wellness Centre (https://www.studentlife.utoronto.ca/hwc ) may be able to assist you. OTHER IMPEDIMENTS TO PARTICIPATION : Accessibility Services may not address all needs. Please contact the instructor if you have or will have a specific situation or continuing circumstances. CHILDCARE : Children are welcome but please sit near doors in case you need to step out. Butler GGR246 – Summer 2019 Page 3 of 10 LATE OR MISSED WORK MISSED COURSEWORK : If you have a medical, personal, or religious reason to defer or exempt an assignment or examination, notify me as soon as possible. UofT requires documentation in most circumstances, and this must be provided to me. This documentation could be: • Verification of Student Illness or Injury (http://www.illnessverification.utoronto.ca/index.php ) • Student Health or Disability Related Certificate • A College Registrar’s Letter • An Accessibility Services Letter LATE POLICY: • Reading responses will not be accepted after 5pm for the day of the relevant lecture. o You have several options to provide the required 4 responses. • Assignments are due at 11:59PM, for the day indicated (both are Wednesday evening). o Each assignment has a THREE-DAY grace period with no late penalty. o On the Sunday, the assignment will be penalized 5% per day to a maximum of a 20% deduction. o After one week (the next Thursday), your assignment will NOT be accepted. • Please contact me if you need an extension beyond the grace period. Wednesday Thursday Friday Saturday Sunday Monday Tuesday Wednesday Thursday

Due by Grace, no Grace, Grace, no -5% by -10% by -15% by -20% by Not 11:59pm penalty no penalty 11:59pm 11:59pm 11:59pm 11:59pm accepted penalty by 11:59pm REFERENCING AND ACADEMIC INTEGRITY CITATION : APA citation and referencing is required ( https://owl.english.purdue.edu/owl/resource/560/01/). TURNTIN : Assignment submissions are set up to use Turnitin. From the university’s website: “Normally, students will be required to submit their course essays to Turnitin.com for a review of textual similarity and detection of possible plagiarism. In doing so, students will allow their essays to be included as source documents in the Turnitin.com reference database, where they will be used solely for the purpose of detecting plagiarism. The terms that apply to the University’s use of the Turnitin.com service are described on the Turnitin.com web site” If you have concerns or reservations regarding Turnitin, contact me at least a week before the assignment is due. ACADEMIC INTEGRITY AND PLAGIARISM : Academic integrity is fundamental to learning together and scholarship at the University of Toronto ( http://www.artsci.utoronto.ca/osai/ ). The University of Toronto treats alleged academic misconduct as serious matter. Examples of academic offences include: • Presenting someone else’s ideas without appropriate acknowledgement (citation) • Copying material word-for-word or changing a few words without the use of quotation marks • Resubmitting the same work to multiple courses without the instructor’s permission • Receiving unauthorized assistance, including someone else doing your work or using group work someone else complete work for you or completing individual work as a group The Office of Student Academic Integrity investigates alleged academic misconduct, per the Code of Behaviour on Academic Matters (http://www.artsci.utoronto.ca/osai/The-rules/what-is-academic-misconduct ). Suspected plagiarism must be reported. “I didn’t know” is NOT accepted as an excuse. Learn more here: http://advice.writing.utoronto.ca/using-sources/how-not-to-plagiarize/ Butler GGR246 – Summer 2019 Page 4 of 10 ASSIGNMENTS AND GRADING ON WRITING (WELL) : Learning to write (well) is an ongoing process for all of us. The University of Toronto provides resources intended to help you improve your writing. Some of these resources are tailored to those whose first language is not English. Others are intended for anyone seeking to improve their writing. I would encourage everyone to make use of these resources (www.writing.utoronto.ca ). Critical thinking, research and communication are important to being successful in this class. Marks are earned not deducted. Submissions will be taken in their entirety and evaluated as a whole. See the Arts and Science grading scale below for details. ASSIGNMENTS – Please see assignment handouts (on quercus) for full descriptions . READING RESPONSES – 10% These should be 150-250 words each and provide a critical engagement (4) at 2.5% each; submit at least with the material. A response might reflect on the readings in relation two (2) by Class 7 (May 29th ). to your life, build connections to past readings or concepts from lecture, or attempt to make connections to current or past events. No submissions after 5pm of the day of the relevant lecture. If you submit more than 4, only the best will be used for your grade. CRITICAL APPRAISAL OF A 1500-2000 words. You will respond to one of a selection of podcast PODCAST - 25%. Due May 22 nd episodes about content relevant to the course. In this response, you should raise relevant course concepts, summarise the content, and draw connections between the two. You must refer to at least two (2) course readings. Podcasts will have transcripts to aid comprehension. Note: not all the material discussed on a podcast episode will be relevant. You must exercise judgement. CASE STUDY ANALYSIS – 30%. Aim for 2000-2500 words. You will critically engage with two journal Due June 12 th articles and use them to analyze a case study of your choice involving resistance to social and economic difference in Canada. These could include a specific economic development project in Canada, demonstrations, strikes, rebellions, and more past or present. You MUST make your analysis relevant to course themes or keywords. Please attend office hours or email the instructor if you are not sure. FINAL EXAM – 35% The exam could cover any material from the course. We will cover more in the final lecture. You will be examined on material from both Week of June 20-26 lectures and readings, with more emphasis on the former.

Butler GGR246 – Summer 2019 Page 5 of 10 The Faculty of Arts and Science Grading Regulations: Percentage Letter GPA Grade Definition

90-100 A+ 4.0 Excellent: Strong evidence of original thinking; good organization; capacity to analyze and synthesize; superior grasp of subject matter 85-89 A 4.0 with sound critical evaluations; evidence of extensive knowledge base. 80-84 A- 3.7

77-79 B+ 3.3 Good: Evidence of grasp of subject matter; some evidence of 73-76 B 3.0 critical capacity and analytic ability; reasonable understanding of relevant issues; evidence of familiarity with literature. 70-72 B- 2.7

67-69 C+ 2.3 Adequate: Student who is profiting from his/her university 63-66 C 2.0 experience; understanding of the subject matter; ability to develop solutions to simple problems in the material. 60-62 C- 1.7

57-59 D+ 1.3

Marginal: Some evidence of familiarity with subject matter and 53-56 D 1.0 some evidence that critical and analytic skills have been developed.

50-52 D- 0.7

Inadequate: Little evidence of even superficial understanding of 0-49 F 0.0 subject matter; weakness in critical and analytic skills; with limited or irrelevant use of literature. (http://calendar.artsci.utoronto.ca/Rules_&_Regulations.html#grading )

Butler GGR246 – Summer 2019 Page 6 of 10 COURSE SCHEDULE OF TOPICS AND READINGS Readings will be accessible through Quercus. ****SUBJECT TO CHANGE**** READING AND NOTE-TAKING STRATEGIES: • Read everything twice – the first time quickly to get a general understanding and to write down a summary in your own words, the second paying attention to supporting arguments presented in the text. • Complete all readings in advance. You will be prepared for the material covered in lecture and not have to catch up later in the course. • Attend and participate in class each week! Just asking questions can help you engage with the core concepts and themes in the material. • Take notes during lecture and review them each week. • Review assignment guidelines and deadlines in the first week. This way you can best plan your semester.

Class 1 – Introduction May 6th No required readings. 1 – ‘O Canada’: The nation as idea Class 2 – Introduction to the Geography of Canada May 8th Coulthard, G., & Simpson, L. B. (2016). Grounded Normativity / Place-Based Solidarity. American Quarterly, 68(2), 249-255. Blomley, N. (2003). Law, property, and the geography of violence: The frontier, the survey, and the grid. Annals of the Association of American Geographers, 93 (1), 86-107. Class 3 – The Dominion of Canada: the geography of nation, race and identity May 13th McCreary, T., & Milligan, R. (2018). The Limits of Liberal Recognition: Racial Capitalism, Settler Colonialism, and Environmental Governance in Vancouver and Atlanta. Antipode . https://doi.org/10.1111/anti.12465 Savage, L. (2017, June 1). Accounting for Histories: 150 Years of Canadian Maple Washing. Retrieved May 4, 2019, from OpenCanada website: https://www.opencanada.org/features/accounting-histories-150-years-canadian-maple-washing/ 2 – ‘Our Home and Native Land’: Canada as white settler nation Class 4 – Canada and the violence of settler colonialism May 15th Crosby, A., & Monaghan, J. (2012). Settler governmentality in Canada and the Algonquins of Barriere Lake. Security Dialogue , 43 (5), 421–438. https://doi.org/10.1177/0967010612457972 Simpson, A. (2016). Whither settler colonialism? Settler Colonial Studies , 6(4), 438–445. https://doi.org/10.1080/2201473X.2015.1124427 READ TO THE END OF PAGE 441 Butler GGR246 – Summer 2019 Page 7 of 10 Recommended : Morgensen, S. L. (2011). The Biopolitics of Settler Colonialism: Right Here, Right Now. Settler Colonial Studies , 1(1), 52–76. Woroniak, M., & Camfield, D. (2013, February 6). Confronting colonialism in Canada. Retrieved May 5, 2019, from SocialistWorker.org website: http://socialistworker.org/2013/02/06/confronting-colonialism-in-canada May 20th NO CLASS – VICTORIA DAY

Class 5 – Continuing dispossession: geographies of violence in Canada’s colonial present May 22nd de Leeuw, S. (2016). Tender grounds: Intimate visceral violence and British Columbia’s A1 Due by colonial geographies. Political Geography , 52 , 14–23. 11:59pm https://doi.org/10.1016/j.polgeo.2015.11.010 Palmater, P. (2018, October 28). Saskatchewan: The Land of Living Skies and Lethal Racism. Retrieved May 5, 2019, from Saskatchewan website: https://indigenousnationhood.blogspot.com/2018/10/saskatchewan-land-of-living-skies-and.html Recommended : Razack, S. (2014). “It Happened More Than Once”: Freezing Deaths in Saskatchewan. Canadian Journal of Women and the Law , 26 (1), 51–80. Barker, A., & Lowman, E. B. (2015, August 4). Settler Colonialism. Retrieved May 14, 2019, from GLOBAL SOCIAL THEORY website: https://globalsocialtheory.org/concepts/settler- colonialism/ 3 – ‘We see thee rise’: Nature, resources, and territory Class 6 – Resources and territory May 27th Preston, J. (2017). Racial extractivism and white settler colonialism: An examination of the Canadian Tar Sands mega-projects. Cultural Studies , 31 (2–3), 353–375. https://doi.org/10.1080/09502386.2017.1303432 Brake, J. (2018, December 3). Government document calls Unist’ot’en leader ‘aboriginal extremist’ - APTN NewsAPTN News. Retrieved May 5, 2019, from https://aptnnews.ca/2018/12/03/government-document-calls-unistoten-leader-aboriginal- extremist/ Optional: Harris, C. (1993). Innis on early Canada. Canadian Geographer, 37(4): 355-357. Barnes, T.J. (1993). Knowing where you stand: Harold Innis, staples theory and local models. Canadian Geographer, 37(4): 357-359. UNIST’OT’EN | Heal the People, Heal the Land. (n.d.). Retrieved May 14, 2019, from Unist’ot’en Resistane Camp website: http://unistoten.camp/

Butler GGR246 – Summer 2019 Page 8 of 10 4 – ‘From far and wide’: geographies of immigration, multiculturalism, and mobility Class 7 – Immigration and Multiculturalism May 29th Thobani, S. (2000). Closing Ranks: Racism and Sexism in Canada’s Immigration Policy. Race & Class , 42 (1), 35–55. https://doi.org/10.1177/030639600128968009 Mohamed, B. (2017, February 13). Canadian Exceptionalism and Understanding Black Lives Matter. Retrieved May 5, 2019, from Bashir Mohamed’s website: https://www.bashirmohamed.com/blog/2017/2/13/canadian-exceptionalism-and-understanding- black-lives-matter Weinfeld, M. (1989). Review: The Riot at Christie Pitts by Cyril H. Levitt and William Shaffir, The Canadian Journal of Sociology / Cahiers canadiens de sociologie , 14(2), 239-240.

Recommended : El-Lahib, Y. (2015). The Inadmissible “Other”: Discourses of Ableism and Colonialism in Canadian Immigration. Journal of Progressive Human Services , 26 (3), 209–228. https://doi.org/10.1080/10428232.2015.1063355 Holland, K. M. (2007). A History of Chinese Immigration in the United States and Canada. American Review of Canadian Studies , 37 (2), 150–160. https://doi.org/10.1080/02722010709481851 Leroux, D. (2010). Quebec nationalism and the production of difference: the Bouchard-Taylor Commission, the Herouxville Code of Conduct, and Quebec’s immigrant integration policy. Quebec Studies , 49 , 107-. Retrieved from Canadian Periodicals Index Quarterly.

Class 8 Mobility: for work and for wealth June 3rd Callon, E. (2016). Unbalanced Scales of Global Capitalism: Analyzing Temporary Foreign Worker Programs in Canada. Canadian Graduate Journal of Sociology and Criminology; Kitchener , 5(1), 32–43. Hudson, P. (2010). Imperial designs: the Royal Bank of Canada in the Caribbean. Race & Class , 52 (1), 33–48. https://doi.org/10.1177/0306396810371762 Recommended : Gordon, T. and Webber, J. (2008). Imperialism and resistance: Canadian mining companies in Latin America. Third World Quarterly, 29(1): 63-87 Lawson, E. (2013). The Gendered Working Lives of Seven Jamaican Women in Canada: A Story about “Here” and “There” in a Transnational Economy. Feminist Formations , 25 (1), 138– 156. Retrieved from JSTOR. Man, G. (2004). Gender, work and migration: Deskilling chinese immigrant women in Canada. Women’s Studies International Forum , 27 (2), 135–148. https://doi.org/10.1016/j.wsif.2004.06.004

Butler GGR246 – Summer 2019 Page 9 of 10 5 - ‘We stand on guard’ – security, order, and race Class 9 – The North: Sovereignty and Climate June 5th ***** GUEST LECTURE by Nickie Van Lier ***** Readings subject to change. Cameron, E. (2015). 1 - Summer Stories. In Far off Metal River: Inuit lands, settler stories, and the making of the contemporary Arctic (pp. 3–20). Retrieved from http://www.deslibris.ca/ID/449816 Lackenbauer, P. W., & Farish, M. (2007). The Cold War on Canadian Soil: Militarizing a Northern Environment. Environmental History , 12 (4), 920–950. (only 921-926, 932-936, 940- 943 ) https://doi.org/10.1093/envhis/12.4.920 Recommended: Centeno, A. C. (n.d.). Climate roadblocks: Warming temperatures pose threats to Northern roads – Northern Public Affairs. Retrieved May 5, 2019, from http://www.northernpublicaffairs.ca/index/climate-roadblocks-northerners-look-for-solutions-to- melting-winter-roads/

Watt-Cloutier, S. (n.d.). Everything is connected: How marine spatial planning links environment, economy, sustainability, human rights & leadership in the twenty-first century Arctic – Northern Public Affairs. Retrieved May 5, 2019, from http://www.northernpublicaffairs.ca/index/everything-is-connected-how-marine-spatial- planning-links-environment-economy-sustainability-human-rights-leadership-in-the-twenty- first-century-arctic/ Class 10 – Ordering space: Race and policing in Canadian Cities June 10th Rutland, T. (2017). Canadian Urban Planning at 150. Historical Geography , 45 (1), 107–110. Cole, D. (2015, April 21). The Skin I’m In: I’ve been interrogated by police more than 50 times—all because I’m black [Magazine]. Retrieved May 5, 2019, from Toronto Life website: https://torontolife.com/city/life/skin-im-ive-interrogated-police-50-times-im-black/ Kives, B. (2018, December 12). A tale of two cities: Thunder Bay as “a mirror image of Winnipeg” on Indigenous-police relations | CBC News. Retrieved May 5, 2019, from CBC website: https://www.cbc.ca/news/canada/manitoba/police-winnipeg-indigenous-thunder-bay- 1.4941438 Maynard, R. (2018, April 24). Over-policing in black communities is a Canadian crisis, too. Retrieved May 5, 2019, from The Washington Post (Online); Washington, D.C. website: http://search.proquest.com/docview/2030083818/citation/14EC6EF110D9437DPQ/1 Recommended: Maynard, R. (2017). Policing black lives: state violence in Canada from slavery to the present . Halifax: Fernwood Publishing. Crosby, A. C., & Monaghan, J. (2018). Policing indigenous movements: dissent and the security state . Halifax & Winnipeg: Fernwood Publishing. Pages1-4, 17-20. Butler GGR246 – Summer 2019 Page 10 of 10 Jokinen, T. (2019, April 29). What the Winnipeg General Strike Can Teach Us About Class, Capitalism, and Greed. Retrieved May 5, 2019, from The Walrus website: https://thewalrus.ca/what-the-winnipeg-general-strike-can-teach-us-about-class-capitalism-and- greed/ Class 11 – Ordering space: Securing Canada June 12th Bell, C., & Schreiner, K. (2018). The International Relations of Police Power in Settler A2 Due by Colonialism: The “civilizing” mission of Canada’s Mounties. International Journal , 73 (1), 111– 11:59pm 128. https://doi.org/10.1177/0020702018768480 Jefferess, D. (2009). Responsibility, nostalgia and the mythology of Canada as a peacekeeper. University of Toronto Quarterly, 78(2): 709-727. Recommended: Cowen, D. (2007). Struggling with ‘security’: national security and labour in the ports. Just Labour, 10: 30-44. Smith, J. P. (1995). The Riel Rebellion of 1869: New Light on British Liberals and the Use of Force on the Canadian Frontier. Journal of Canadian Studies/Revue d’Études Canadiennes; Peterborough, Ont. , 30 (2), 58–73. Class 12 – Wrap-up/Exam Review/Reminder Course evaluation June 17th

With thanks to JP Catungal, Ph.D. for their permission to build from a previous version of this course.