UNI390H1: CHINESE CANADIAN STUDIES Fall 2015, Thursday, 2-4pm, UC 330

Transcription

1 UNI390H1: CHINESE CANADIAN STUDIES Fall 2015, Thursday, 2-4pm, UC 330 Instructor: Lisa R. Mar, Associate Professor, Canadian Studies & History Office Hours: Thursday 10am-12pm, or by appointment Office: UC Phone: Course Description This course introduces the interdisciplinary field of Chinese Canadian Studies. Topics include Chinese, Canadian, and Chinese Diaspora cultures; Chinese Canadians contributions to Canadian society; conceptions of Chinese Canadians in popular culture; and relations between immigrant parents and Canadian-raised children. Objectives Students will become able to identify diverse experiences of Chinese Canadians and their connections to the larger contexts of Canada, greater China, the Chinese Diaspora, and North America. Students will learn to apply concepts and approaches from a variety of social science and humanities disciplines to interpret Chinese Canadian experiences through discussion of ideas, arguments, and evidence in class discussion, written assignments and exams. Students will develop independent proficiency in researching and analyzing meanings of Chinese Canadian experiences and expressing their findings in writing. Required Texts Arlene Chan, The Chinese in Toronto from 1878: From Outside to Inside the Circle. (Toronto: Dundurn Natural Heritage, 2012). E-book or paper version is fine. Other readings will be on Portal.Utoronto.Ca, the internet, and the University of Toronto Library website. Course Lectures This course is based around the Thursday lectures. Lectures and in class discussions will complement and expand upon the assigned readings, and they will be supplemented by multi-media content and presentations by guest speakers. Assigned readings should be completed in advance of the Monday lecture because lecture classes will include discussion and class participation activities. Materials from the course lectures and the guest speakers will be included on the final exam. Response Questions Students are expected to attend class regularly and participate in class discussions. The weekly response questions posted on Portal are a way for you to consolidate your thinking about the readings and to suggest directions for the essays. Be prepared to share your responses in class. Response questions will help you prepare for In-Class Writings that may be assigned in any lecture. 1

2 Portal This course uses Portal, which you can access at portal.utoronto.ca. All course materials, including course syllabus, assignments, some readings and other supplementary materials will be made available on Portal. The course instructor will frequently post materials on Portal, so students should check the course site regularly. s will also be sent out through Portal; students must regularly check their utoronto.ca accounts. MARKING SCHEME: Assignment Value Due Date First Essay (4 pages) 15% October 9, 2015 Proposal for Second Essay Topic 5% October 30, 2015 Class Participation and In Class 15% In lecture Writings (in Lecture) Midterm Exam 15% November 6, 2015 Second Essay (8 pages) 25% December 3, 2015 Final Exam 25% In December exam period All written assignments are due at the beginning of the lecture period, and must be handed in to the course instructor. Please note: There is a late penalty of 5% per day (including weekend days) for late assignments and essays. Assignments submitted on the due date, but not at the beginning of the lecture period, will be penalized by 2%. Late assignments will not be accepted after one week without a medical certificate. Late assignments should be submitted and date-stamped in the Program Office in UC173. Instructors will not be held responsible for any late course assignments or essays that go missing. Be sure to retain a copy of your paper and keep all your notes and drafts. First Essay The aim of the first assignment is to write a critical review of scholarly literature, internet content, and other readily available information that is intended to serve as the foundation for your class research project topic. Essay Proposals The proposal must set out the general topic to be addressed; a tentative thesis statement; and a bibliography. More information on the essay proposals will be provided as the course progresses. Second Essay A selection of research essay topics related to the experiences of Chinese Canadians will be distributed in class near the beginning of each term. The essays should be 8 double spaced pages. These research essays are your opportunity to demonstrate critical thinking presented in a clear, well-written manner. You will need to develop a strong thesis statement for your essay and be able to demonstrate your ability to apply your analytical skills to your selected topic. You must make sure not to simply set out your opinions, but to support your arguments with careful research. Your sources must be cited in an accepted form in your bibliography, and your bibliography must contain at least 6 academic references (four books or journal articles, and at least one primary document, and one required interview with a Chinese Canadian). More information on the essays will be provided as the course progresses. Midterm and Final Exams 2

3 The exams will be comprehensive across the Fall Term. You will be expected to draw upon all course materials, including course lectures, film clips, guest presentations, and course readings. The final exam is to be scheduled by the Faculty Registrar during the Final Examination Period between December 11 and December 22, TURNITIN 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. POLICY Communication with students will be through their utoronto.ca address. communications should be brief and courteous. Please do not expect an immediate reply to your , but every effort will be made to get back to you within 48 hours (weekends not included). In the case of questions regarding lecture content, you are welcome to contact the course instructors directly, but questions may be taken up in the following lecture if you have a question, it is more than likely that others do too. Individual attention is available during office hours or by appointment. ALL CORRESPONDENCE SHOULD HAVE UNI390 CLEARLY IDENTIFIED IN THE SUBJECT HEADING OR THE WILL NOT BE READ. Assignments will not be accepted by or fax. CONCERNS ABOUT GRADING Concerns about the grading of assignments should first be discussed the marker for your assignment in her/his office hours. The marker may be your professor or your teaching assistant and his/her name or initials should be on the grade you received. Questions about assignment marking and course grades cannot be addressed effectively via . The Faculty of Arts and Science only permits the re-marking of assignments within ONE MONTH of the date of the assignment s return to you. A WARNING ABOUT PLAGIARISM The code of academic conduct disallows the following: - to represent as one s own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism; to submit, without the knowledge and approval of the instructor to whom it is submitted, any academic work for which credit has previously been obtained or is being sought in another course or program of study in the University or elsewhere The University of Toronto takes academic honesty very seriously. Suspected cases of plagiarism will be investigated. For information on How not to plagiarize see WRITING RESOURCES University College has an excellent Writing Centre < that is open to all UC students and students enrolled in UNI courses. They provide individual instruction in intensive 50- minute consultations. Appointments can be made online. The UC Writing Centre also provides a range of other resources; see their website for more information. ACCESSIBILITY NEEDS Students with diverse learning styles and needs are welcome in this course. If you have a disability/health consideration that may require course format accommodation, please feel free to 3

4 approach the course instructors to discuss your needs. If you require accommodations for a disability, or have accessibility concerns about the course, the classroom or course materials, contact Accessibility Services right away: disability.services@utoronto.ca or ILLNESS AND ABSENCES Please obtain lecture notes from a classmate if you miss one or more classes and see your course instructors if you have questions about the material that was covered during your absence. Notify your course instructor as soon as possible if a serious illness or other concern is affecting your ability to keep up with the course. It is also wise to contact your college registrar if you are experiencing academic and personal difficulties. FINAL DROP DATE The last date to drop courses with a F section code from your academic record without penalty is November 8, ACKNOWLEDGEMENT Professor Siobhan O Flynn graciously shared her course policy text, which has been adapted for use in this syllabus. SCHEDULE AND READING ASSIGNMENTS All readings listed for a class day should be completed by the start of lecture for that day. Readings for September 17 and September 24 should be completed by September 24. All journal articles listed on the syllabus can be found on-line in the University of Toronto library electronic databases. September 17: Introduction: Critical Frame(s): Immigration, Pacific Canada Arlene Chan, The Chinese in Toronto, Introduction Henry Yu, Global Migrants and the New Pacific Canada, International Journal, Autumn 2009, vol. 64, September 24: Foundational Encounters: Global Chinese Migrations, The Canadian Pacific Railway, and the Re-settling of the North American West Critical Frames: Diaspora, History, First Nations Studies, Western Frontier Arlene Chan, The Chinese in Toronto, Chapter 1, The Gold Rush and the Canadian Pacific Railway, Henry Yu, The Intermittent Rhythms of the Cantonese Pacific, Connecting Seas and Connected Ocean Rims: Indian, Atlantic and Pacific Oceans and China Seas Migrations from the 1830s to the 1930s. Donna R. Gabaccia and Dirk Hoerder, Eds. Boston: Brill, 2011, Denise Chong, The Concubine s Children, Many-Mouthed Birds: Contemporary Writing by Chinese Canadians. Eds. Bennett Lee and Jim Wong-Chu, Toronto: Douglas and MacIntyre, 1991, Sky Lee, Prologue: A Search for Bones, Disappearing Moon Café. Vancouver: Douglas and McIntyre, 1990,

5 In Class Film Excerpts: Cedar and Bamboo (2010), Canadian Steel, Chinese Grit (1998) October 8: Chinatowns, Chinese Restaurants, and Canadian Culture: Spaces of Real and Imagined Communities Critical Frames: Anthropology, Human Geography, Gender Studies, Foodways Studies, Race Relations Arlene Chan, The Chinese in Toronto, Chapter 2, The Birth of Toronto s Chinatown, Lily Cho, On the Menu: Time and Chinese Restaurant Counter-Culture, Eating Chinese: Culture on the Menu in Small Town Canada, Toronto: University of Toronto Press, 2010, Denise Chong, Outcomes, Lives of the Family: Stories of Fate and Circumstance, Toronto: Vintage Canada, 2014, Elise Chenier, Sex, Intimacy, and Desire among Men of Chinese Heritage and Women of Non-Asian Heritage in Toronto, , Urban History Review, Vol. XLII:2 (Spring 2014) October 15: Pacific World Resistance to Injustice: Transnational Migrations, Exclusions, and Activism Critical Frames: Chinese Diaspora, Canadianization, Political Activism, Education, Antiracism, the Arts Arlene Chan, Chapter Three, Early Organizations and the Great War, Lisa Mar, Negotiating Protection, Brokering Belonging: Chinese in Canada s Exclusion Era, (NY: Oxford University Press, 2010), Portal; e-book also available on U of T library website. Zhongping Chen, Kang Youwei s Activities in Canada and the Reformist Movement Among the Global Chinese Diaspora, , Twentieth Century China 39:1 January 2014, Timothy J. Stanley, The Students Strike. Contesting White Supremacy: School Segregation, Anti-Racism and the Making of Chinese Canadians, Vancouver: UBC Press, 2011, 20-44, Portal, e-book also available on U of T library website October 22: Growing Up Chinese Canadian and Inter-Generational Relations: Past and Present Critical Frames: Literary Studies, Historical Studies, Education, Social Work, Education, Documentary, Diaspora, Immigration, Sociology Arlene Chan, The Chinese in Toronto, Chapter 4, The Bachelor Society and the War Years, Ien Ang, Can One Say No to Chineseness?: Pushing the Limits of the diasporic paradigm, On Not Speaking Chinese: Living Between Asia and the West, New York: Routledge, 2001, Wayson Choy, Nanking, Strike the Wok: An Anthology of Contemporary Chinese Canadian Fiction. Lien Chao and Jim Wong Chu, eds. Toronto: TSAR, 2003, Angela W.Y. Shik, Transnational Families: Chinese Canadian Youth Between Worlds, Journal of Ethnic & Cultural Diversity in Social Work, 24:71-86, In-Class Film Excerpts: Unwanted Soldiers (1999) October 29: Chinese Canada, Integration, and the Global Chinese World in the 1940s-1960s Critical Frames: Immigration, Policy, Identity, Diaspora, Community Organizing, History, Global Chinese Capitalism, International Relations and Chinese Canadians Arlene Chan, The Chinese in Toronto, Chapter Five, Saving Chinatown, Laura Madokoro, Slotting Chinese Families and Refugees, , Canadian Historical Review, 93:1, March 2012, Wing Chung Ng, Chapter 6, Negotiating Identities Between Two Worlds, , The Chinese in Vancouver, (Vancouver: UBC Press, 1999). 5

6 Wang Gungwu, Chineseness: the Dilemmas of Place and Practice, Cosmopolitan Capitalists: Hong Kong and the Chinese Diaspora at the End of the Twentieth Century, Gary Hamilton, Ed. Seattle: University of Washington Press, In class video clips: Chinese Canadians in the 1950s and early 1960s November 5: Re-Opening Chinese Migration from the 1960s to 1980s: Hong Kong Chinese Canadians Critical Frames: Literary Studies, Cultural Studies, Immigration, Business Studies, Gender Studies, History, Hong Kong Arlene Chan, The Chinese in Toronto, Chapter 6, The Changing Face of Chinatown from 1967 Vivienne Poy, Passage to Promise Land: Voices of Chinese Immigrant Women to Canada, Montreal: McGill Queen s University Press, 2013, excerpt. Audrey Kobayashi and Valerie Preston, Transnationalism through the life course: Hong Kong immigrants in Canada, Asia Pacific Viewpoint. 48-2, August 2007, Min Chung Yan, Ching Man Lam, and Sean Lauer, Return Migrant or Diaspora: An Exploratory Study of New Generation Chinese-Canadian Youth Working in Hong Kong. International Migration & Integration. 2014, 15: **November 6 TAKE HOME MIDTERM EXAM DUE** November 12 Skilled Immigrants, the Rise of Ethnoburbs in the 1980s and 1990s, and Chinese Canadians of Mainland China Origin Critical Frames: Class, Immigration, Human Geography, Urban Studies, Diaspora Arlene Chan, The Chinese in Toronto, Chapter 7, Ethnoburbs in the 1980s Wei Li and Lucia Lo, New Geographies of Migration?: A Canada-U.S. Comparison of Highly Skilled Chinese and Indian Migration, Journal of Asian American Studies, 15:1, Feb. 2012, Laura Madokoro, Chinatown and Monster Homes: The Splintered Chinese Diaspora in Vancouver, Urban History Review, 39:2 Spring 2011, Wei Li, Anatomy of a New Ethnic Settlement: The Chinese Ethnoburb in Los Angeles, Urban Studies. 35:3, , November 19 Contemporary Social Constructions and Reconstructions of Identities Critical Frames: Human Geography, Education, Gender, Sexual Diversity Studies, History, Cultural Studies. Arlene Chan, The Chinese in Toronto, Chapter 8, Diversity in the 1990s and 2000s Audrey Kobayashi and Valerie Preston, Being CBC: The Ambivalent Identities and Belonging of Canadian-Born Children of Immigrants, Annals of the Association of American Geographers, 104(2) 2014, Jack Kapac, Culture/Community/Race: Chinese Gay Men and the Politics of Identity, Anthropologica January : Kenneth Huynh and Benjamin Woo, Asian Fail : Chinese Canadian men talk about race, masculinity, and the nerd stereotype, Social Identities, 20:4-5, , In Class film excerpts: Double Happiness (1994) 6

7 November 26 Visible Minorities: Ethnic Relations in Education, Business, and the Media Critical Frames: Education Studies, Business Studies, Media Studies Anthony Chan, Gold Mountain, excerpt. [about the 1979 W5 Campus Giveaway incident on CTV] Stephanie Findlay and Nicholas Kohler, The Enrollment Controversy [originally titled Too Asian ], November 10, Mai B. Phan and Chiu M. Luk, I don t say I have a business in Chinatown : Chinese sub-ethnic relations in Toronto s Chinatown West, Ethnic and Racial Studies. Feb. 2008, 31:2, Gordon Pon, Antiracism in the Cosmopolis: Race, Class, and Gender in the Lives of Elite Chinese Canadian Women, Social Justice, 2005, 32:4, In class video clips: the W-5 Controversy December 3: More Than Two Cultures: Multicultural Chinese Canadians **SECOND PAPER DUE, FINAL EXAM REVIEW** Critical Frames: Diaspora, Transnationalism, Multiculturalism, Integration, Identity, Politics, Mixed Race Studies, Francophone Chinese Canadian Studies Arlene Chan, The Chinese in Toronto, Chapter 9, Inside the Circle Andrew Chung, The Pecularity of Eracism: Mixed Race and Nonbelonging in the Multicultural Nation, Canadas of the Mind: the Making and Unmaking of Canadian Nationalisms in the Twentieth Century, Eds. Norman Hillmer and Adam Chapnick, Montreal: McGill-Queen s University Press, 2007, Ying Cheng, La lenteur des montagnes, Montreal : Boreal, 2014, excerpt translated by Lisa Mar. Portal. Tony Wong, Jamaica 50: Chinese Jamaican Tony Wong remembers growing up in a Chiney shop in Montego Bay. Toronto Star, June 8, remembers_growing_up_in_a_chiney_shop_in_montego_bay.html Carlito Pablo, Chinoys are Chinese in Appearance but have mixed background, The Georgia Straight, March 21, December 11-22: Exam Period 7