Final Updated Version- 2020 Course Syllabus

INDS 502E September 8 – December 1, 2020 Methodologies of Crossing: Exploring Interdisciplinary Knowledges, Trajectories, and Worldviews

Professor: Dr. Rajdeep S. Gill

Day/Time: Tuesdays, 4:00 – 7:00pm, virtually Offered at: The University of British Columbia, traditional, ancestral, and unceded ter- ritory of the xʷməθkʷə’yəm (Musqueam) people Email contact: [email protected] Office hours: by appointment

Fabiola Nabil Naguib, Archives Re/Imagined (No. 1 of 5 in Series I), 2005/07, Montreal/Cairo Installation Series, Large-scale Mixed Media Panels with Accompanying Text Panels.

My series Archives Re/Imagined is a way of re/orienting archives as one of many possibilities in the inhabitation of justice. As an artist and more importantly as a human being, I imagine the deep correlations between justice and connection as constituting a profound ecology of living and being in the world. Dominant forms of archiving are so elementally tied to capital that expansive processes of history making or archiving that disrupt commodification are all too often expunged into “non-existence.” As an artist, I continuously resist “documentation” as a means of capital containment: locating and inhabiting archiving as a living, breathing system of connection, whereby the earth and cosmos and all human and non-human inhabit- ants are inextricably linked to each other and by each other, for survival, to witness and rec- ord, for all generations to come. For me, the activations of listening, witnessing, acknowledg- ing, and sharing, as well as refusing to be subalternized or contained, are all active sites of archiving, fundamentally and inextricably linked to activating justice. I believe that re/imagin- ings of archives and archiving in multiple ways are essential to ethical re/memberings of his- tories as dynamic records of existence, never to be suppressed and emerging as all of our his- tories were meant to.

- Fabiola Nabil Naguib, Uninhabiting the Violence of Silencing: activations of creativity, ethics and resistance (Coast Salish Territories: Creativity Commons Collective & Press, 2007): 68.

Course Description This course offers a creative and collaborative approach to understanding and exploring interdisciplinary constructions of knowledges across the humanities, social sciences and natural sciences. The methodological, structural and socio-ecological contours of diverse historical and contemporary formations of interdisciplinarity will be intricately examined. There will be a strongly focus on the interrelationship of knowledges and values, interdisciplinari- ties and public reasons. Along with in-depth dialogue and experiential learning, guest speakers from the UBC community and beyond may be invited to enrich interdisciplinary engagement and learning. A supportive and exploratory space will be created for connecting interdisciplinarity to the specific research, methodological and personal interests of each course participant. No background in interdisciplinary research is required, and students from any and all areas of study are welcome. Curiosity, adventurousness, imagination and creativity will be encouraged. The desire to expand avenues of knowledge exchange and translation across academic, community and public contexts will be welcomed and supported. Key Learning Orientations

❖ To deepen curiosity and knowledge of interdisciplinary research and knowledge frame- works across the humanities, social sciences and natural sciences

❖ To explore multifaceted possibilities and pathways of translation and dialogue across knowledge, discipline, community and social borders

❖ To further understanding of knowledge constructions in the context of experiences and communities, values and public reasons

❖ To provide participants the opportunity to practically, theoretically, critically and creatively think through methodological issues in their research and the research of others

❖ To engage in participatory interdisciplinary learning and exchange

Assignments and Evaluation Criteria

In-Class Participation 25%

Participation marks will be based on commitment to the class learning community as demonstrated by open and thoughtful engagement with assigned materials, questions and comments shared in seminars, and ongoing engagement with class peers and guest speakers. Care put into various in-class activities and exercises will also count towards participation. The participation grade includes consistency of attendance and efforts toward building and contributing to the class learning environment, including critical engagement and imaginative explorations, individually and in collaboration with others

Critical Responses 20%

Students will be expected to complete one page written critical responses or creativity-based critical responses every other week in relation to readings/viewings and class activities and discussions.

These short written or multimedia responses are aimed at supporting student capacity to succinctly, critically and creatively engage with a broad range of interdisciplinary methodologies and explorations. Integrative thinking, socio-ecological contextual- ization, public reasoning and creative risk-taking is encouraged.

Individual Oral Presentation 15%

Each student will be expected to participate in one individual presentation on a set of weekly readings/viewings. The presentation will include distilled summaries as well as critical and creative inquiry and engagement with selected course materials and thematics.

The aim is to support the ability of student participants to integrate and present on interdisciplinary research materials in a cohesive manner, to lead group discussion, and respond in class to queries made by their peers. Focus will be on the development of ideas and positionalities, whether they are exploratory or in-depth.

Collaborative Presentation 20%

This presentation will require collaboration in process, content and development. Groups will be assigned to encourage interdisciplinary learning and exchange with course participants from different fields and areas of interest. The presentation will involve active engagement with diverse methodologies and research, articulation of individual and group thinking, and explorations around a major course thematic. The aim of this assignment is to assist students in strengthening skills in co-operative, di- alogic and collaborative knowledge-building as well as the ability to carefully hone meaning and cohesion across diverse yet thematically related fields of inquiry.

Final Research/Methodology Paper or Project 20%

The focus of the final paper or project (2,000-2,500 words or a multimedia form of public scholarship and knowledge translation) will be determined by the student in close consultation with the instructor. This assignment will involve development of a sustained position or argument and engagement with methodological, research, ana- lytical, integrative, and comparative processes within an interdisciplinary frame- work.

Weekly Topics and Reading/Viewing/Listening

Introductory Class – September 8

Thematic: • Institutional and Social Contexts of Inter/disciplinarity • Methodologies, Knowledge Constructions and Creativity • Relationship between Form and Content of Knowledges Screenings/Talks:

• Florence James, Thiyaas (Puneluxutth’ elder) and Karolle Wall, “‘Imush Q’uyatl’un,” 2011, https://vimeo.com/32713022

• Craig Calhoun on Interdisciplinarity and Innovation (University of Southern Califor- nia, Annenberg Series in Sustainable Innovation, 2009)

• Climbing PoeTree, Live Performance, Bioneers 2016, https://www.youtube.com/watch?v=1eVFgz7GO3U Class Two – September 15

Thematic: • Intersections of Epistemic Justice, Social Justice and Interdisciplinarity • Cross-Sector, Collaborative Approaches to Knowledge • Taxonomies of Interdisciplinarity Student Mapping Exercise – map your research/creative process through collage, drawing, dia- gram, painting, poem or another medium + Reading/Listening:

• Scott Steedman, “A Place of Learning: A Musqueam View of UBC and BC History,” April 11, 2018, https://thetyee.ca/News/2018/04/11/Musqueam-UBC-Learning/

• John Robinson, “Being Undisciplined: Transgressions and Intersections in Academia and Beyond,” Futures 40 (2008): 70-86.

• Jennifer Chan-Tiberghien, “Towards a 'Global Educational Justice' Research Para- digm: Cognitive Justice, Decolonizing Methodologies and Critical Pedagogy,” Glob- alisation, Societies and Education 2:2 (2004): 191-213.

• Rauna Koukkanen, “Introduction,” Reshaping the University: Responsibility, Indige- nous Epistemes and the Logic of the Gift (Vancouver: University of British Columbia Press, 2007): 1-21.

• Julie Thompson Klein, “A Taxonomy of Interdisciplinarity,” Oxford Handbook of In- terdisciplinarity (Oxford: Oxford University Press, 2012) eds., Julie Thompson Klein, Carl Mitcham, and Robert Frodeman: 15-30.

• Rita Wong Letter, “Public Statement,” August 18, 2019, https://pencanada.ca/news/vancouver-poet-rita-wong-incarcerated-for-4-weeks-for- peaceful-anti-pipeline-protest/

• Leela Gilday, “Rolling Thunder,” North Star Calling, October 10, 2019, https://www.youtube.com/watch?v=8lhjzzQSVWI&list=OLAK5uy_kxRhO3LrDF2rg QU-Uj9wURCNf7wTtpdtE&index=1

• Hans Ulrich Obrist In Conversation with Nawal El Saadawi, e-flux journal 42, Febru- ary 2013, https://www.e-flux.com/journal/42/60256/in-conversation-with-nawal-el- saadawi/ 4 of 14 Methodologies of Crossing - Course Developed by Rajdeep S. Gill © 2020

Class Three - September 22

FIRST CRITICAL RESPONSE can be submitted (flexible due date until October 15th)

Thematic: • Interdisciplinary Research: Examples, Process and Theory • Sciences, Values and Integrative Thinking • Constructs of Knowledge, Authority and Reason Reading/Listening/Viewing:

• Bob Macdonald, “The Top 10 Unanswered Questions in the Universe,” Quirks and Quarks, Radio Program, Jan. 2, 2010, https://www.cbc.ca/player/play/2369580414

• Sandra Harding, “Is Science Multicultural?” Configurations 2.2 (1994): 301-330. • Gregory Cajete, “Indigenous Knowledge and Western Science,” Conference Talk, January 14, 2015, https://www.youtube.com/watch?v=nFeNIOgIbzw • Jerry M Spiegel, Jaime Breilh and Annalee Yassi, “Why Language Matters: Insights and Chal- lenges in Applying a Social Determination of Health Approach in a North-South Collaborative Research Program,” Globalization and Health, 11:9 (2015): https://globalizationandhealth.bio- medcentral.com/articles/10.1186/s12992-015-0091-2 • Allen F. Repko, Interdisciplinary Research: Process and Theory (Thousand Oaks: Sage, 2008): 22-24, 32-37, 126-133, 142, 280-292, 295-299, 310-311. • Ursula Franklin, “The Sand Box and Tools,” The Ursula Franklin Reader: Pacifism as a Map (Toronto: Between the Lines Press, 2006): 323-327.

• Bernadette Bensuade-Vincent and Jonathan Simon, “Taming the Nanoworld” and “Towards a Re- sponsible Chemistry,” Chemistry: The Impure Science (London: Imperial College Press, 2008): 215-226, 231-244. • Robin Kimmerer, “Asters and Golden Rod,” Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants (Minneapolis: Milkweed Editions, 2013): 39-47. • David Bohm and F. David Peat, “Revolutions, Theories, and Creativity in Science,” Science, Or- der and Creativity (London: Routledge, 2000): 15-62. • Eugenia Cheng, “An Unexpected Tool for Understanding Inequality: Abstract Math,” July 19, 2018, TED Talk, https://www.youtube.com/watch?v=MeKJK4uetL8 • Matthew Reisz, “Finding the Right Formula for Feminism,” Article on Eugenia Cheng’s work, Times Higher Education, July 23, 2020, https://www.timeshighereducation.com/features/finding- right-formula-feminism?fbclid=IwAR23ZB2LnMOlmzHUoDe47agRVBYpy- JPKjPf0B_SLS0TFJwd_DRJzm7CPWsY • Ron Eglash, “The Fractals at Heart of African Designs,” June 2007, TED Talk, https://www.ted.com/talks/ron_eglash_the_fractals_at_the_heart_of_african_designs?language=en • Evan Thompson, “Introduction,” Why I am Not a Buddhist (New Haven: Yale University Press, 2020): 1-22.

Class Four – September 29

Thematic:

• Notions of Humanism, Culture and Nature • Interdisciplinary Contextualizations of Economy and Politics • Interdisciplinarity & Socio-Political and Socio-Ecological Thought Reading/Viewing:

• Jack Forbes, “Nature and Culture: Problematic Concepts for Native Americans,” Indigenous Traditions and Ecology: The Interbeing of Cosmology and Community, ed., John A. Grim (Cambridge: Harvard University Press, 2000): 103-24.

• Edward Said, “Humanism’s Sphere,” Humanism and Democratic Criticism (Columbia: Colum- bia University Press, 2004): 1-31.

• Marc Bekoff and Jessica Pierce, Selected Excerpts, Wild Justice: The Moral Lives of Animals (Chicago: University of Chicago Press, 2009): 1-54.

• Janine Benyus, “Biomimicry: Emulating Life’s Genius and Grace,” Bioneers Conference 2014, https://www.youtube.com/watch?v=WPLDzro1kQ0.

• Ronald Dworkin, “Baedeker,” “Moral Responsibility,” “Dignity,” “From Dignity to Morality,” Justice for Hedgehogs (Cambridge: Harvard University Press, 2011): 1-19, 99-122, 190-218, 255-270.

• John Borrows, “Introduction,” Freedom and Indigenous Constitutionalism (Toronto: University of Toronto Press, 2016): 3-18.

• Elizabeth Méndez Berry and Mónica Ramírez, “How Latinos Can Win the Culture Wars,” The New York Times, September 2, 2020, https://www.nytimes.com/2020/09/02/opinion/latinos- trump-election.html

• Daniel Heath Justice, “Stories that Wound, Stories that Heal,” Why Indigenous Literatures Mat- ter (Wilfred Laurier Press, 2018): 1-32.

• Jonathan Rowe, “Our Phony Economy,” Harper’s Magazine, June 2008: 17-24.

• Lee Maracle, My Conversations with Canadians (Toronto: BookThug, 2017): 139-160.

• Martha Nussbaum, “Preface,” “A Woman Seeking Justice,” and “Creating Capabilities,” Creat- ing Capabilities: A Human Development Approach (Cambridge: Harvard University Press, 2011): ix-xiv, 1-16, 17-45.

• Kyla Marshell, “Ngũgĩ wa Thiong’o: 'Resistance is the best way of keeping alive',” The Guard- ian, March 12, 2018, https://www.theguardian.com/books/2018/mar/12/ngugi-wa-thiongo-wres- tling-with-the-devil-interview

Class Five – October 6

SECOND CRITICAL RESPONSE can be submitted (flexible due date until October 15th)

Thematic:

• Qualitative, Quantitative and Mixed Methods Research • Interdisciplinarity and Cognitive Justice • Technology and Epistemology Reading/Viewing/Listening:

• Ursula Franklin, Selected Excerpts, The Real World of Technology, rev. ed. (Toronto: House of Anansi Press, 1999).

• Immanuel Wallerstein, “The Structures of Knowledge or How Many Ways May We Know,” Cognitive Justice in a Global World: Prudent Knowledges for a Decent Life, ed. Boaventura De Sousa Santos (New York: Lexington Books, 2007): 129-34.

• Lee Maracle, “Salmon is the Hub of Salish Memory,” Memory Serves (Edmonton: NeWest Press, 2015): 51-64.

• A Tribe Called Red, “We are the Halluci Nation,” TED Talk, November 19, 2018, https://www.youtube.com/watch?v=_9lz7hYDvRM

• Kristin Luker, Excerpts, Salsa Dancing into the Social Sciences Research in an Age of Info-glut (Cambridge: Harvard University Press, 2008): 1-22, 217-241.

• Lindsay Nixon, “Visual Cultures of Indigenous Futurisms, sâkihito-maskihkiy acâhkosiwika- mikohk,” May 20, 2016, GUTS Magazine: Issue 6, http://gutsmagazine.ca/visual-cultures/

• David Gaertner, “Decolonial DH? The Maker Movement Across Indigenous Studies and the Digital Humanities,” June 5, 2019, https://novelalliances.com/2019/06/05/decolonial-dh-the- maker-movement-across-indigenous-studies-and-the-digital-humanities/

• David Gaertner, “To Blog or Not to Blog: Social Media as Academic Practice,” January 01, 2015, https://www.sfu.ca/english/news/blog/to-blog-or-not-to-blog.html

• Peter Reason & Hilary Bradbury, “Introduction: Inquiry and Participation in Search of a World Worthy of Human Aspiration, and “Conclusion: Broadening the Bandwidth of Validity: Issues and Choice–points for Improving the Quality of Action Research,” Handbook of Action Re- search: Participative Inquiry and Practice (London: Thousand Oaks, 2001): 1-14, 343–351.

• Norman K. Denzin and Yvonna .S. Lincoln, Selected Excerpts, Sage Handbook of Qualitative Research, 4th ed. (Thousand Oaks: Sage, 2011).

• Sarah Lewis, Review of Qualitative Inquiry and Research Design: Choosing Among Five Ap- proaches, Health Promotion Practice, July 2015, 16.4: 473–475.

• Audra Simpson, “On Ethnographic Refusal: Indigeneity, ‘Voice’ and Colonial Citizenship,” Junctures, 2007 (9): 67-80.

• Thalia M. Mulvihill, Raji Swaminathan, “Theories and Approaches that Guide Arts-based Edu- cational Research,” Arts-Based Educational Research and Qualitative Inquiry: Walking the Path, (London: Routledge 2019): 20-35.

• Eve Tuck and Deanna Del Vecchio, “Representing Refusal: Dilemmas in Making Photo-based Research with Migrant Youth,” The Methodological Dilemma Revisited: Creative, Critical and Collaborative Approaches to Qualitative Research for a New Era, ed. Kathleen Gallagher (New York: Routledge, 2018): 76-90.

• CBC Ideas Program, “How Data is Being Used for Social Good, to Build a Better World,” No- vember 8, 2018, https://www.cbc.ca/radio/ideas/data-for-social-good-1.4897392

• Gary K. Perry, “Exploring Occupational Stereotyping in the New Economy: The Intersection Tradition Meets Mixed Methods Research,” in Michele Tracy Berger and Kathleen Guidroz, eds., The Intersectional Approach: Transforming the Academy through Race, Class, and Gen- der (Chapel Hill: University of North Carolina Press, 2010): 229-245.

• Maggie Walter and Chris Anderson, “Indigenous Quantitative Methodological Practice-Can- ada,” Indigenous Statistics: A Quantitative Research Methodology (Walnut Creek: Left Coast Press, 2013): 111-139.

Class Six – October 9

Thematic:

• Democracy and Knowledge • Interdisciplinarity & Public Reason Reading/Listening/Viewing:

• John Beatty and Alfred Moore, “Should We Aim for Consensus?” Episteme 7 (2010): 198-214.

• John Borrows, “Part One: Minokmi; Issues: The First Hill,” Drawing Out Law: The Spirit’s Guide (Toronto: University of Toronto Press, 2010): 3-72.

• Audre Lorde, “The Transformation of Silence into Language and Action,” “The Mas- ter’s Tool Will Never Dismantle the Master’s House,” “Age, Race, Class, and Sex: Women Redefining Difference,” Sister Outsider: Essays and Speeches (Berkeley: Crossing Press, 1984): 40-44, 110-113, 114-123.

• Jeanette Armstrong, “Indigenous Knowledge and Gift-Giving: Living in Community,” Women and the Gift Economy: A Radically Different Worldview is Possible, ed. Gene- vieve Vaughan (Toronto: Innana, 2007): 41-49.

• Amartya Sen, “Public Reasoning and Democracy,” The Idea of Justice (Cambridge: Harvard University Press, 2009): 319-415.

• Simin Fadaee and Camilla Brancolini, “From National Liberation to Radical Democ- racy: Exploring the Shift in the Kurdish Liberation Movement in Turkey,” Ethnicities 2019, 19(5): 858–875.

• Ailton Krenak, Selected Excerpts, Ideas to Postpone the End of the World, trans. An- thony Doyle (Toronto: Anansi International, 2020).

• Interview with Jean Telliet, “The Epic History of the Metis Nation,” The Sunday Edi- tion, CBC November 1, 2019, https://www.cbc.ca/radio/thesundayedition/the-sunday- edition-for-november-3-2019-1.5344138/the-epic-history-of-the-m%C3%A9tis-nation- 1.5344144

• John Borrows, “First Nations and Human Rights,” Ideas, CBC, March 5, 2015, http://www.cbc.ca/radio/ideas/fragile-freedoms-first-nations-and-human-rights- 1.2913822.

• Thomas Piketty, “New Thoughts on Capital in the Twenty-First Century,” TED Talk, 2014, https://www.youtube.com/watch?v=JKsHhXwqDqM.

• Robert Frodeman, Excerpts, Sustainable Knowledge: A Theory of Interdisciplinarity (Basingstoke: Palgrave Macmillan, 2014).

• Kai Cheng Thom, “Righteous Callings: Being Good, Leftist Orthodoxy, and the Social Justice Crises of Faith,” I Hope We Choose Love: A Trans Girl’s Notes from the End of the World (Vancouver: Arsenal Pulp, 2019): 15-30.

• Karim Amer and Jehane Noujaim, dir., The Great Hack, Netflix Documentary, 2019.

• Sunil Menon, “The Global Dalit, The Indian Black: Cornel West In Conversation With Suraj Yengde,” August 17, 2020, The Asian Independent, https://theasianindepend- ent.co.uk/the-global-dalit-the-indian-black-cornel-west-in-conversation-with-suraj- yengde/

• Leah Lakshmi Piepnza-Samarasinha, “Prefigurative Politics and Radically Accessible Performance Spaces,” and “Crip Lineages, Crip Futures: A Conversation with Stacey Milbern,” Care Work: Dreaming Disability Justice (Vancouver: Arsenal Pulp, 2019): 149-155, 240-256.

• Zapatista National Liberation Army, “Letter from the Zapatista Women to Women Who Struggle in the World,” https://chiapas-support.org/2019/02/13/letter-from-the- zapatista-women-to-women-who-struggle-in-the-world/

• Arundhati Roy, “The Pandemic is a Portal,” Financial Times, April 3, 2020, https://www.ft.com/content/10d8f5e8-74eb-11ea-95fe-fcd274e920ca

• Buffy St-Marie, Medicine Songs, Album, 2017, http://buffysainte-marie.com/?page_id=2211 Class Seven – October 13

THIRD CRITICAL RESPONSE can be submitted (flexible due date until November 15)

Thematic:

• Decolonization, Creativity and Interdisciplinarity

• Experience and Knowledge

• Emotions and Research

Reading/Viewing/Listening:

• Lee Maracle, Selected Excerpts, Memory Serves (Edmonton: NeWest Press, 2015).

• Kim Haxton, “Connect to Self with Kim Haxton from IndigenEYEZ,” UBC Learning Circle, October 5, 2018, https://www.youtube.com/watch?v=sGuUz8rWq9I&list=PL_AcJ4LttzMXOM%202px z1jCBLjTPt627_MR&index=5

• Fabiola Nabil Naguib, Selected Excerpts, Uninhabiting the Violence of Silencing: activations of creativity, ethics and resistance (Coast Salish Territories: Creativity Com- mons Collective & Press, 2007).

• Fabiola Nabil Naguib, “Decolonizing Inhabitations of Interdisciplinarity: Re/orienting ‘Interdisciplinarity’ within Connective Practice,” in Collision: Interarts Practice and Research, eds. David Cecchetto, Nancy Cuthbert, Julie Lassonde, and Dylan Robinson (Newcastle Upon Tyne: Cambridge Scholars Press, 2008): 35-49.

• Audre Lorde, “Poetry is Not a Luxury,” “Uses of the Erotic: The Erotic as Power,” and “Uses of Anger: Women Responding to Racism,” Sister Outsider: Essays and Speeches (Berkeley: Crossing Press, 1984): 36-39, 53-59, 124-133.

• Her Words Are Not Vanishing As She Leaves Her Howl Inside Us, Ma-Nee Chacaby, Aiyanna Maracle, Chrystos, January 18–February 29, 2020, http://artspeak.ca/her- words/

• Leah Lakshmi Piepnza-Samarasinha, “A Modest Proposal for a Fair Trade Emotional Labour Economy,” Care Work: Dreaming Disability Justice (Vancouver: Arsenal Pulp, 2019):136-148.

• Elizabeth Gilbert, “The Art of Being Yourself,” interview with Chase Jarvis, July 24, 2019, https://www.youtube.com/watch?v=mwnHk6xThGo.

• Joanna Macy and Molly Brown, “The Greatest Danger: Deadening of Mind and Heart,” Coming Back to Life: The Updated Guide to Coming Back to Life (Gabriola: New Society Publishers, 2014): 19-36.

• Robert C. Solomon, Selected Excerpts, A Passion for Justice: Emotions and the Ori- gins of the Social Contract (New York: Addison-Wesley Publishing Company, 1990).

• Martha C. Nussbaum, “Emotions and Infancy,” and “Music and Emotion,” Upheavals of Thought: The Intelligence of Emotions (New York: Cambridge University Press, 2001): 174-237, 249-294.

• Myisha Cherry, “Love, Anger, and Racial Injustice,” in Adrienne Martin, ed., The Routledge Handbook on Love in Philosophy (London: Routledge, 2019):157-168.

• Nora Samaran, “The Opposite of Rape Culture is Nurturance Culture,” and “On Gas- lighting,” Turn This World Inside Out: The Emergence of Nurturance Culture (Chico: AK Press, 2019): 17-38, 59-74.

• Kai Cheng Tom, “We Need to Confront a Culture of Enabling in Queer Culture,” and “I Hope We Choose Love: Notes on the Application of Justice,” I Hope We Choose Love: A Trans Girl’s Notes from the End of the World (Vancouver: Arsenal Pulp, 2010): 32-35, 84-91.

• The Chicks, Gaslighter, Album, 2020, https://thechicks.lnk.to/gaslighter

Class Eight – October 20

Thematic: • Secularity and the Construction of Knowledge • Interdisciplinarity & Spirituality Reading/Viewing/Listening:

• SSRC Online Postings, The Immanent Frame: Secularism, Religion, and the Public Sphere, https://tif.ssrc.org/

• M. Jacqui Alexander, “Pedagogies of the Sacred: Making the Invisible Tangible,” Peda- gogies of Crossing: Meditations on Feminism, Sexual Politics, Memory, and the Sacred (Durnham: Duke University Press, 2005): 287-332.

• Charles Taylor, Selected Excerpts, A Secular Age (Cambridge: Harvard University Press, 2007).

• Dipesh Chakrabarty, “Introduction: The Idea of Provincializing Europe,” Provincializing Europe: Postcolonial Thought and Historical Difference (Princeton: Princeton University Press, 2000): 3-23.

• Talal Asad and Abdullahi An-Naim in Conversation, “Religion, Law, and the Politics of Human Rights,” Berkeley Center for Religion, Peace, and World Affairs, Georgetown Uni- versity, http://blogs.ssrc.org/tif/wp-content/uploads/2009/11/Talal-Asad-and-Abdullahi-An- Naim-in-conversation.pdf

• Fabiola Bahiyya Nabil Naguib, Selected Excerpts, Uninhabiting the Violence of Silencing: Activations of Creativity, Ethics and Resistance (Coast Salish Territories: Creativity Com- mons Collective & Press, 2007).

• Alexis Pauline Gumbs, Dub: Finding Ceremony (Durnham: Duke University Press, 2020).

• Betty Bastien, Selected Excerpts, The Worldview of the Siksikaitsitapi: Blackfoot Ways of Knowing (Calgary: University of Calgary Press, 2004).

• Michael Lerner, Selected Excerpts, Embracing Israel/Palestine: A Strategy to Heal and Transform the Middle East, (Berkeley: North Atlantic Books, 2011).

• Michael Lerner, Selected Excerpts, Revolutionary Love: A Political Manifesto to Heal and Transform the World (Berkeley: University of California Press, 2019).

• Remi Kanazi, Selected Excerpts, Before the Next Bomb Drops: Rising Up from Brooklyn to Palestine (Chicago: HayMarket Books, 2015).

• Fauzia Rafique, “Shah Madholal Hussain – Dead Poets Reading Series,” May 10, 2018, https://gandholi.wordpress.com/2018/05/10/shah-madholal-hussain-dead-poets-reading- series/

• Bobbi Cespedes, Rezos, Album, 2002, https://www.allmusic.com/album/rezos- mw0000229763

• Paul Cloke, Christopher Baker, Callum Sutherland, Andrew Williams, “Conclusion,” Ge- ographies of Postsecularity: Re-envisioning Politics, Subjectivity and Ethics (London: Routledge, 2019): 185-205.

Class Nine – October 27

FOURTH CRITICAL RESPONSE can be submitted (flexible deadline until Nov. 15)

Thematic:

• Environmental and Cognitive Justice • Role of the More-than-Human World in Enactments of Knowledge and Consciousness: In- terdisciplinary Grounds and Implications Reading/Listening/Viewing:

• Vandana Shiva, “My Thirty-Year Journey on Biodiversity, Biopiracy and Intellectual Prop- erty,” Reclaiming the Commons: Biodiversity, Traditional Knowledge, and the Rights of Mother Earth (Santa Fe: Synergetic Press, 2020): 11-16.

• Robin Wall Kimmerer, “Allegiance to Gratitude,” Braiding Sweetgrass: Indigenous Wis- dom, Scientific Knowledge and the Teachings of Plants (Minneapolis: Milkweed Editions, 2013): 105-118.

• Leanne Betasamosake Simpson, “Land as Pedagogy,” As We Have Always Done: Indige- nous Freedom through Radical Resistance (Minneapolis: University of Minnesota Press, 2017): 145-174.

• Paul Waldau, “Opening Doors,” Animal Studies: An Introduction (New York: Oxford Uni- versity Press, 2013):1-31.

• G. A. Bradshaw, “Elephants, Us, and Other Kin,” March 16, 2014, https://www.youtube.com/watch?v=1JB1XCbBJQs

• Matthew Hall, “Bridging the Gulf: Moving, Sensing, Intelligent Plants,” Plants as Persons: A Philosophical Botany (Albany: State University of New York Press, 2011): 137-156.

• Monica Gagliano, Selected Excerpts, Thus Spoke the Plant: A Remarkable Journey of Groundbreaking Scientific Discoveries & Personal Encounters with Plants (Berkeley: North Atlantic Books, 2018).

• Erica Geis, “The Meaning of Lichen,” Scientific American, June 2017, https://eri- cagies.com/wp-content/uploads/2020/04/SciAm_Meaning-of-Lichen_Gies.pdf

• David Suzuki, “Why It’s Time to Think about Human Extinction,” interview with Kervin Rae, Dec 16, 2018, https://www.youtube.com/watch?v=ktnAMTmgOX0

• Alva Noë, Excerpts, Out of Our Heads: Why You Are Not Your Brain, and Other Lessons from the Biology of Consciousness (New York: Hill and Wang, 2010).

• Laurie Sarkadi, “ ‘Listen to What the Land Wants, Listen to What the Lake Wants, Listen to What the Animals Want’: How the Sahtuto’ine Dene of Deline created the North West Territories’ Tsa Tue Biosphere Reserve, the UN’s first such UNESCO site to be managed by an Indigenous community,” Canadian Geographic, Jan/Feb 2017, 34-49.

• The Mudgirls Natural Building Collective, “Introduction” and “Chapter 1,” Mudgirls Mani- festo: Handbuilt Homes, Handcrafted Lives (Gabriola Island: New Society Publishers, 2018): 1-32.

• Damian Carrington, “‘Climate apartheid’: UN expert says human rights may not survive,”

The Guardian, June 25, 2019, https://www.theguardian.com/environment/2019/jun/25/climate-apartheid-united-nations-expert-says-human-rights-may-not-survive-crisis

• Steph Yin, “Bird Song Found to Somehow Protect Babies From High Temperatures,” The New York Times, August 20, 2016, https://www.nytimes.com/2016/08/20/science/finch- song.html

• Bernard Krause, Excerpts, The Great Animal Orchestra: Finding the Origins of Music in the World’s Wild Places (New York: Hatchet Books, 2013).

• David Rothenberg, Why Birds Sing: A Journey into the Mystery of Bird Song, website, http://www.whybirdssing.com

• John Borrows, “Earth-Bound: Indigenous Resurgence and Environmental Reconciliation,” Resurgence and Reconciliation: Indigenous-Settler Relations and Earth, eds. Michael Asch, John Borrows and James Tully (Toronto: University of Toronto Press, 2018): 49-82.

• Marc Bekoff, “What is Rewilding?” and “Global Problems, Personal Unwilding,” Re- wilding Our Hearts: Building Pathways of Compassion and Co-existence (Novato: New World Library, 2014): 1-20, 21-44.

• Erica Fernadez - ¡Si, Se Puede! Yes, We Can! | Bioneers, April 1, 2015, https://www.youtube.com/watch?v=Tq9EbHOVub8

• Mary Hines, “Climate and Psyche” episode, Tapestry, CBC Radio Program, May 17, 2019, https://www.cbc.ca/player/play/1523973699514

• Thomas Seeley, “Honeybee Decision-Making,” https://www.cornell.edu/video/honeybee- decision-making

Class Ten - November 3

Collaborative Projects 1 and 2

Class Eleven – November 10

Collaborative Projects 3 and 4

Class Twelve – November 17

Potential Guest Panel Dialogue and/or Student Focused Seminar

• UBC and Broader Community Panel and Discussion. Ideas for speakers are welcome from the class community.

• Student-led and student-focused discussion regarding Interdisciplinarity, Method- ology, and Research

Class Thirteen – November 24

Student-Directed Open Seminar

Opportunity for everyone to bring forward elements they would like to explore further with others

Class Fourteen – December 1

Thematic: Bringing Interdisciplinary Explorations Home

Open-ended sharing in relation to each person’s journeying during the course and their experiences and insights, within the context of the INDS 502E learning community as well as broader fabrics of life, thinking and engagement