CINT 910 - The Chang School

More documents

Recommendations

Info

Spelling, punctuation, and grammatical accuracy will be considered in the grading. Students are encouraged to focus their essay on an area explored earlier in either the article reviews, group presentation and should be related to the students chosen discipline/profession. Provide a bibliography of texts and other relevant publications / sources cited as references for the essay. A minimum of 10 publications/sources is required for the essay, and up to five articles from the readings can be used. A group mark will be assigned for the presentation based on collaborative participation of group members, creativity, engagement of class, organization, clarity and understanding and analysis of the topic. If you would like to receive your final paper back, please include a self-addressed stamped envelope and the final paper will be mailed to you. Late Policy: A request for an extended deadline for an assignment will be given only on medical or compassionate grounds. If a request for an extension is required, a written Request for an Extension Date must be submitted before the due date. Assignments not submitted on time or by the extended deadline will be deemed late. Late assignments will receive the following demerits: Up to and including 4 days late, one full step on the grading scale (i.e. B will become C). Papers not received by 12:00 p.m. on the fifth day will not be graded. TOPICS – SEQUENCE & SCHEDULE Day 1 - Morning - Introduction and Understanding the Historical Context Churchill, W. (1995). Since predator came: Notes from the struggle for American Indian liberation. Colorado: Aigis Publications. Mann, C. C. (March 2002). America before Columbus - 1491. The Atlantic Monthly, 289 (3) 41-53. Miller, J.R. (2000). Early contacts in the Eastern Woodlands in Skyscrapers hide the heavens: A history of Indian relations in Canada. Toronto: University of Toronto Press. Royal Commission on Aboriginal Peoples. (1996). Volume 1: Looking forward, looking back. Ottawa: Minister of Supply and Services Canada. Chapter 3 & 9. Samson, C., Wilson, J., & Mazower, J. (1999). Canada’s Tibet: The killing of the Innu. London: Survival. Pages 9 -18. Day 1 - Afternoon - Residential Schools Bull, L. (1991). The Indian residential schooling: The Native perspective. Canadian Journal of Native Education, 18, 3-63. Ing. R. (1991). The effects of residential schools on Native child-rearing practices. Canadian Journal of Native Education, 18, 65-118. Miller, J. (1987). The irony of residential schooling. Canadian Journal of Native Education, 14 (2), 3-11. Miller, J.R. (1996). To have the Indian educated out of them: Classroom and class in Shingwauk’s vision: A history of Native residential schools. Toronto: University of Toronto. Scott-Brown, J. (1987). The short life of St. Dunstan’s Calgary Indian industrial school, 1896-1907. Canadian Journal of Native Education, 14 (1) 41-49. Day 2- Morning - Child Welfare Policies 4
Andres, R. (1981). The apprehension of Native children. Ontario Indian, 46, 32- 37. Carasco, E. F. (1986) Canadian Native children: Have child welfare laws broken the circle? Canadian Journal of Family Law, 5, 111-138. Hudson, P., & McKenzie, B. (1981). Child welfare and Native people: The extension of colonialism. The Social Worker, 49(2), 63-88. Horejsi, C., Heavy Runner Craig, B., & Pablo, J. (1992). Reaction by Native American parents to child protection agencies: Cultural and community factors. Child Welfare, 71, 329-342. Palmer, S., & Cooke, W. (1996). Understanding and countering racism with First Nations children in out-of-home care. Child Welfare, 75 (6), 709-725. Day 2 - Afternoon - Urban Issues Brody, H. (1971). Indians on skid row. Ottawa: Department of Indian Affairs and Northern Development. Harding, J. (1966). Canadian’s Indians: A powerless minority. In J. Harp and J. Hofley (Eds.). Poverty in Canada. Scarborough: Prentice-Hall of Canada, Ltd. Indian-Eskimo Association Of Canada. (1966). National conference on Indians and the city. Winnipeg: Author. Peters, E. (1996). Aboriginal people in urban Areas. In Long, D., & Dickson, O. (Ed). Visions of the heart: Canadian Aboriginal issues. Toronto: Harcourt Brace & Company. Laird, G. (2002). The streets of Iqualuit. This Magazine, 35 (5). Toronto: Red Maple Foundation. Williams, A. (1997). Canadian urban Aboriginals: A focus on Aboriginal women in Toronto. The Canadian Journal of Native Studies, 17 (1), 76-101. Day 3 - Morning - Intergenerational Trauma Duran, E., & Duran, B. (1995). Native American postcolonial psychology. New York: State University of New York. Press. Gagne, M. (1998). The role of dependency and colonialism in generating trauma in First Nations citizens. In Y. Danieli (Ed.), International handbook of multigenerational legacies of trauma. New York: Plenum Press. Kirmayer, L., Brass, G., & Tait, C. (2000). The mental health of Aboriginal peoples: Transformation of identity and community. Canadian Journal of Psychiatry, 45 (7), 607-616. Locust, C. (1999). Split feathers: Adult American Indians who were placed in non-Indian families as children. Pathways, 14 (1), 1-5. Root, M. (1992). Reconstructing the impact of trauma on personality. In Brown, L. and Ballou, M. (Eds.) Personality and psychopathology: Feminist reprisals. New York: The Guilford Press. Robert, W.R., Chester., B., & Goldman, D. (2001). Cumulative trauma and PTSD in American Indian communities. In Marsella, A., Friedman, M., Gerrity., E., & Scurfield, R. (Ed), Ethnocultural Aspects of posttraumatic stress disorder. Washington: American Psychological Association. Day 3 - Afternoon - Aboriginal Worldview Brant, C. (1990). Native ethics and rules of behaviour. Canadian Journal of Psychiatry, 35 (3), 534-539. Cayete, G. (1994). Looking to the mountain: Ecology of Indigenous knowledge. Durango: Kivaki Press. 5
Page 1 and 2: SPRING 2012 SAMPLE COURSE OUTLINE C
Page 3: • Royal Commission on Aboriginal

CINT 910 - The Chang School

Create successful ePaper yourself

Delete template?

Save as template?