FACULTY OF CREATIVE AND CRITICAL STUDIESDEPARTMENT OF CRITICAL STUDIES

2016 Winter Term ISTUDIES IN THE LOCAL, PROVINCIAL, AND NATOINAL:

REGULATING THE ANGLO CANADIAN SUBJECT IN BRITISH COLUMBIA (3 credits)

ENGL 523 and IGSW 530 N Special Topics in Creative and Critical Studies1

I propose the adoption of the rainbow as our emblem. By the endless variety of its tints the rainbow will be given an excellent idea of the diversity of races, religions, sentiments, and interests of the different parts of the Confederation. By its slender and elongated form the rainbow would afford a perfect presentation of the geographical configuration of the Confederation. By its lack of consistency—an image without substance—the rainbow would represent aptly the solidity of our Confederation. An emblem we must have, for every great empire has one; let us adopt the rainbow.

Spoken in 1865 during the Confederation debates of Quebec by French member of the legislature Henri Joly (from D. L. B. Hamlin’s The Price of Being Canadian 12)

Instructor: Dr. Daniel KeyesOffice and Office Hours: CCS 344, Monday 10:00-11:00 a.m. and Wednesday 10:00– 11:00 a.m. or by appointment.Phone: (250) 807 9320 ext. 79320 I can best be reached via Blackboard Connect’s e-mail system. [Blackboard Connect is the web based educational software used by UBC] Lectures: Thursday 12:30 a.m. – 3:20 p.m.; room to be determined.

Course Objectives and Learning Outcomes:

The course is informed by Michelle Foucault’s Discipline and Punish. We will link Foucault’s discursive analysis of the modern prison systems to a study of Anglo Canadian nationality from post-World War II to today, in order to explore how difference as deviance operates and is regulated by cultural national institutions and how cultural others defy and resist these discursive frameworks.

The course examines how Canadian cultural nationalism after the Second World War is shaped by elite state sponsored institutions like the CRTC, CBC, NFB, and Canada Council that work with and against the global hegemony of transnational media, and by local and provincial forms of heritage. It will necessarily trace the influence of American and British colonialism on the

1 This course will run in parallel with CULT 490X and ENGL 397X.

construction of Canadian and British Columbian identity as a series of "not that" statements that regulate identity within a discourse that tends to erase the legacy of the settler/colonialist. This historical reading of cultural nationalism will examine primarily Western Canadian film, theatre, pageants, popular histories, and the federal “elitist" institutions used to shape culture and identity. It will examine issues of whiteness, regionalism, assimilation, race, ethnicity, gender, and official multiculturalism. The course aims to give students the opportunity to generate research that challenges the ongoing narrative of colonization that persists in Canadian nationalism and regional identities in the Okanagan.

The learning outcomes are as follow, students will:

develop a sophisticated and critical sense of Canadian, British Columbian invader-settler identity as a product of modernity,

grasp how discursive formations operates to shape space, law, and citizens, appreciate how British Columbian provincialism articulates with Canadian cultural

nationalism in a way that contains traces of British civility, grasp how Canadian cultural nationalism strives to erase the settler/colonial mentality by

constructing Canadian identity around “bush” gardens, hone abilities to critically read complexity in screen images and scholarly argument, grasp the historical and material forces at play in the rise of Canadian nationalism,

official multiculturalism with the province of British Columbia and more specifically within the Okanagan,

hone a variety of presentation and writing skills generating cultural criticism based on assessments in a number of different forms (seminar, critical reflection, research essay, etc.),

become acquainted with archival research and research methods, hone synthetic reasoning skills in an interdisciplinary manner, expertly using documentation systems (MLA, APA, Chicago) gain a sense of how journals, book editors and conference organizers structure calls for

papers and how to appropriately responds to such calls, and work cooperatively and to model teaching for undergraduate students.

Course Format:

The course heavily relies on the web-based Blackboard Connect educational system for readings, schedules, and assignments. The course is offered via three hours seminar with the expectation that students will participate individually in and formal and informal group work.

This course runs in parallel with an undergraduate version. I aim to average about 50 pages of assigned readings a week for the undergraduate version of this course and 100 pages for assigned readings a week for the graduate version with the expectation that graduate students may lead and inform discussion of the undergraduate students’ core texts by offering seminars on supplementary readings that dovetail with the core texts. For some weeks, audio visual texts will be assigned.

There is a final exam for the undergraduate version of the course. For graduate students, I assume the trajectory of this course should lead to producing a publishable journal article of 5000-7000 works length.

This course is structured on an inquiry-based model where I assume students are curious about the subject and willing to do the heavy lifting of researching topics that interest them within the critical framework established by the course’s readings. The reading for this course trace a loose chronological narrative about Canadian modernity from World War II to today that I hope may launch your own research trajectory.

This course will involve trips off campus to one of Kelowna’s Museums and/or Westbank First Nation’s Sncewips Heritage Museum. Students will need to arrange transportation to these sites.

Course Requirements:

Graduate students admitted into the English Master degree or those taking a cultural studies inflected approach to their IGS degree should have the necessary methodology to thrive in this course.

This course will involve trips off campus to one of the Kelowna’s Museums and/or Westbank First Nation’s Sncewips Heritage Museum. Students will need to arrange transportation to these sites. Evaluation Criteria and Grading2:

This course will be grade on numeric scale.

UBC GRADING SYSTEMMasters Students:A+.….90-100A...….85-89A-.…..80-84B+..…76-79B....….72-75B-……68-71C+..….64-67C...…..60-63

F...…..0-59UBC GRADING SYSTEMPhD Students:

A+.….90-100A...….85-89A-.…..80-84B+..…76-79B....….72-75B-……68-71

2 The assignment breakdown of the undergraduate version of the course is as follows:

Undergraduate Assignments Breakdown WeightDiscussion Post (post two responses over the term 750 words in length that combine critical analysis of reading. Each week a number of students will post on the selected reading for the week.)

2 X 1530%

Group Seminar (based on main reading for the week) 10%Research Proposal: Abstract & Annotated Bibliography (600 words) 5%Research Proposal: May take the form of an essay or creative work in a variety of media. May take the form of an essay (4000 words) or creative work in a variety of media (e.g., documentary film, performance, painting, etc.) with accompanying artist’s statement explaining the creative work in relation to course materials (2000 words) .

30%

Final Exam 30%

F-...…..0-67

Graduate Assignments WeightDiscussion Post (post two responses over the term 1200 words in length). Each week a number of students will post on the selected reading for the week. These posts should cast off from the main readings for the week to explore supplemental readings that leads in a direction you want your research paper to follow.)

2 X 2040%

Individual Seminar (based on assigned graduate readings for the week or on supplementary readings); your seminar should work to inform the primary undergraduate readings for undergraduate students who have not read the article you present.

10%

Research Proposal: Abstract & Annotated Bibliography (1000 words) 10%Research Project: May take the form of a standard scholarly essay (6000-8000 words) or creative work in a variety of media (e.g., documentary film, performance, painting, etc.) with an accompanying artist statement explaining the creative work in relation to course materials (3000 words).

40%

Marking Criteria (Written Assignments)

Further information on Academic Concession can be found under Policies and Regulation in the Okanagan Academic Calendar http://www.calendar.ubc.ca/okanagan/index.cfm?tree=3,48,0,0 .

The table on the next page is adapted from Bath Spa University English department marking criteria and borrowed with permission from Dr. Greg Garrard.

Column 1 gives the main grades and rough definition of different levels within the grade band. The other columns describe the characteristic attainment at the given grade in terms of knowledge, expression/presentation, and argument. The letter grade descriptors encompass considerable variation from the lower to the higher end of each scale. The most accomplished work (e.g. B+) will exhibit more of the virtues and/or fewer of the limitations attributed to a given letter grade (e.g. the B range).

In any given case it is possible for work to fit different grade-bands in these three aspects, and this will affect its final mark. In general, however, unless there are particular problems (such as those caused by dyslexia), discrepancies are likely to be minor, and the work will conform pretty closely in all respects to the combined description of the grade-band it is awarded. The three aspects in general have roughly equal weighting, but are not numerically assessed separately from each other.

Grade Knowledge Presentation/expression Argument

Outstanding A+ (90+%)

Exceptional A (85-89%)

Excellent A- (80-84%)

Work that shows comprehensive knowledge of primary texts and their relevant context. This knowledge extends in some directions well beyond what is ‘prescribed’ by the module documentation, lectures and seminars.

Work that follows the appropriate academic conventions accurately. Its tone and register are flexible and well-judged, and it presents sophisticated and complex ideas confidently, clearly and engagingly.

Work whose argument is well-structured to reflect a process of thought and enquiry that combines into a whole to reach a conclusion that is persuasive and may be surprising. It shows ability to read and interpret primary sources sensitively and critically in order to develop its argument. It reads secondary sources sceptically and critically, entering debate with them and using them as a springboard to launch its own interpretations. It demonstrates a sophisticated critical interrogation of the assigned question/topic. Outstanding work will throw a new and original light on the issue/text(s) under discussion, and, at the highest level, will reach the standard of published scholarly work.

Very good B+ (76-79%)

Good B (72-75%)

Quite good B-(68-71%) MA/ PhD

Work that shows a good knowledge of the primary text(s) and the relevant context. It has a good foundation in the prescribed reading and builds on ideas put forward in lectures and seminars. It shows evidence of reading in relevant and worthwhile secondary sources.

Work that follows appropriate academic conventions well. It is fluently written and expresses arguments and ideas clearly in an appropriate academic register. It is properly paragraphed and integrates quotations correctly .

Work whose argument is well-structured and leads to a clear conclusion. It supports its argument with quotation and, where appropriate, close reading. It recognises the existence of alternative points of view and debates with and develops points made in secondary sources. It shows evidence of real critical engagement with texts.

Competent C+ (64-67%) MA/ Fail (PhD)

Pass (MA) C(60-63%)

Work that shows familiarity with the main features of the primary text(s). Refers to relevant secondary sources.

Work that follows academic conventions well and without systematic errors. It is clearly expressed and shows an intention to emulate an appropriate academic register. It is properly paragraphed. There may be weaknesses in expression and presentation.

Work that contains relevant but basic points that accumulate to reach a point of view about the question/topic. Its points are supported by quotation, but do not demonstrate a very penetrating critical response.

Fail F(0 – 59% MA or 63% PhD)

[Work can also fail for rubric infringement, non-submission or submission after cut-off date or without an agreed extension, or because of unfair practice.]

Work that shows little or no first hand knowledge of the texts and what has been argued about them by others.

Work that makes little attempt to observe the academic conventions for the type of assessment concerned. It shows such a poor command of written English (syntax, register, punctuation and spelling) that it fails to communicate effectively.

Work that has no structured argument and shows little evidence that the student can distinguish between points that are relevant and those that are irrelevant to the requirements of the assessment. It shows little or no understanding of how either primary or secondary texts should be used in constructing an argument.

Course Schedule which Includes Required and Recommended Readings:

Week Theme and Readings1

ThursdaySeptember

15

Introduction

I will present this article in the model I would like us to use for the student directed seminars:

Milz, Sabine. “Canadian University, Inc., and the Role of Canadian Criticism.” The Review of Education, Pedagogy & Cultural Studies 27.2 (2005): 127-39.

We will then look at a number of short documents:

Memorial to Sir Wilfred Laurier 1910 Sir Wilfred Laurier

O Canada and the Okanagan Song in Harmony - Harmony Day 2016

Newspaper Clipping from the Kelowna Courier January 1953 (paper copies distributed)

“Five Indians Arrested After Series of Fights.” Kelowna Courier 6 Jan. 1953: 1.

“Says Racial Discrimination is Less Prevalent Than 50 Years Ago, But It Still Exists to Certain Degree.” Kelowna Courier 26 Jan. 1953: 1.

We will Screen 49th Parallel (1942) We will discuss how this film offer a curious example of disciplining the national subject next week in a way that negotiates Canada’s hegemonic Anglo-Franco heritage in the face of fascism.

2Thursday

September 22

Disciplining the National Subject(s) Part IFoucault, Michelle. Discipline and Punish: The Birth of the Prison. Trans. Alan Sheridan.

New York: Vintage, 1979.

The following sections of this text will be presented in relation to the Canadian National, British Columbian and Okanagan regional imaginaryIntro 1-34. Docile bodies 135-169.

Ahluwalia, Pal. “When Does a Settler Become a Native? Citizenship and Identity in a Setter Society.” Pretexts: literary and Cultural Studies 10.1 (2001):64-73. .pdf

We will discuss these texts in relation to The 49th Parallel.3

Thursday September

29

Disciplining the National Subject(s) Part IISections of Foucault’s Discipline and PunishPanopticonism 195-230.Illegalities and Delinquency 257-292.

Massey, Vincent. What’s Past is Prologue; the Memoirs of the Right Honourable Vincent

Week Theme and ReadingsMassey, C. H. London: Macmillan, 1963. [read first chapter (1-15) and chapter 14 recounting his time as Governor General (491-531)]

We will screen bits of Richard Fung, John Greyson and Ali Kazimi’s Rex vs Singh (2008).

Graduate Students read both sections; undergraduates skip “Illegalities and Delinquency”. Graduate Student additionally read

Haig-Brown. Celia. “Chapter 21: Resistance and Renewal: First Nations and Aboriginal Education in Canada.” Race and the Racialization: Essential Readings. Eds. Tania Das Gupta, Carl E. James, Roger C. A. Maaka, Grace-Edwads Galabuzi, and Chris Anderson. Toronto: Canadian Scholar Press, 2007. 74-82. 168-78. Web.

Brydon, D. “Introduction: Reading Postcoloniality, Reading Canada (introduction to issue.” Essays on Canadian Writing. 56.1 (1995). Web.

Supplemental Readings

Coleman, Daniel. “White Civility: The Literary Project of English Canada.” White Civility: The Literary Project of English Canada. Toronto: U of Toronto P, 2006. 1-45. Web.

Dean, Misao. Inheriting a Canoe Paddle: The Canoe in Discourses of English-Canadian Nationalism. London, Buffalo, and Toronto: University of Toronto Press, 2013. Web.

Henderson, Jennifer. “How Janey Canuk Became a Person.” Topia 13 (Spring 2005):73-86. Web.

Henshaw, Peter. “John Buchan and the British Imperial Origins of Canadian Multiculturalism.” Canadas of the Mind: The Making and Unmaking of Canadian Nationalisms in the Twentieth Century. Ed. Norman Hillmer, and Adam Chapnick. McGill-Queen’s UP, 2007. 191-213. Print.

Vance, Jonathan. A History of Canadian Culture. From Petroglyphs to Product, Circuses to the CBC…. Ontario: Oxford UP, 2009. 1-23. Web.

4Thursday October

6

Field Trip to one of the local museums to be determined.

This week we will tour an archive and museum to explore possible projects that engage discursive analysis.

Roy, Patricia. Chapter 11: Provincialism and Nationalism: A British Columbia Case Study” Canadas of the Mind: The Making and Unmaking of Canadian Nationalisms in the Twentieth Century. Eds. Hillmer, Norman, and Adam Chapnick. Montreal: McGill-Queens's University Press, 2007. Print. 234-259.

5ThursdayOctober

Canada the Multicultural Nation and Border Security

Screen clips from National Geographic channel’s Border Security

Week Theme and Readings13

Mahtani, Minelle. “Interrogating the Hyphen-Nation: Canadian Multicultural Policy and ‘Mixed Race’ Identities.” Social Identities 8.1 (2002): 67-90. Web.

Mitchell, Katharyne. “In Whose Interest?: Transnational Capital and the Production of Multiculturalism in Canada.” Global/Local: Cultural Production and the Transnational Imaginary. Eds. Rob Wilson and Wimal Dissanayake. Durham; London: Duke UP, 1996. 219-51. Web.

Additionally Graduate Students read

Taylor, Charles. Chapter 2: The Politics of Recognition.” Multiculturalism and "The Politics of Recognition”. Ed. and Intro. Charles Taylor and Amy Gutmann. New Haven: Princeton UP, 1994. 25- 75. Web.

Supplemental ReadingsAndrjevic, Mark. “Managing the Border: Classed Mobility on Security-Themed Reality

TV.” Reality Television and Class. Eds. Helen Wood and Beverly Skeggs. London: BFI, 2011. 60-72. Web.

Chung, Andrew. “The Pecularity of Eracism: Mixed Race and the Nonbeloonging in the Multicultural Nation. Canadas of the Mind: The Making and Unmaking of Canadian Nationalisms in the Twentieth Century. Ed. Norman Hillmer, and Adam Chapnick. McGill-Queen’s UP, 2007. 300-310. Print.

Gunew, Sneja. Haunted Nations: The Colonial Dimensions of Multiculturalisms. London; New York: Routledge, 2004. Print.

Hughes, Peter. Governmentality, Blurred Boundaries and Pleasure in the Docusoap Border Security. Continuum: Journal of Media & Cultural Studies. 24:3 (2010): 439-449. Web.

Said, Edward W. Culture and Imperialism. New York: Alfred A. Knopf, 1993. Print.

Weisman, Adam Paul. "Reading Multiculturalism in the United States and Canada: The Anthropological vs. the Cognitive." University of Toronto Quarterly 69.3 (2000): 689-715. Web.

6ThursdayOctober

20

Performing the Canadian Subject in the Okanagan

Primary Text

Crown Imperial (1953 Pageant Performed in Kelowna War Memorial Arena. Script in Kelowna archive.)

Simpson, Sharon, J. The Kelowna Story: An Okanagan History. Madiera Park, BC: Harbour Publishing, 2011. Print. Introduction. Print. 9-41

Week Theme and ReadingsFilewod, Alan. “Performing Canada: The Nation Enacted in the Imagined

Theatre.” Textual Studies in Canada. Eds. James Hoffman and Katherine Sutherland. 15 (2002). Introduction.

Graduate Students read

Keyes, Daniel. "Whites Singing Red Face in British Columbia in the 1950s." Theatre Research in Canada = Recherches Théâtrales au Canada 32.1 (2011): 30. Web.

Koroscil, Paul. The British Garden of Eden: Settlement History of the Okanagan Valley, British Columbia. Burnaby: SFU Press, 2003. Introduction. Print.

Lyons, Chester. Peter. Milestones in Ogopogo Land: in which the Many Wonders of the Land of Ogopogo and Sunshine Are Revealed. Vancouver, Evergreen Press, 1957. Print. Introduction

Supplemental Internet Material“Canada’s New Queen” CBC Archive. 26 Oct. 2006.<http://archives.cbc.ca/IDD-1-69-70/life_society/new_queen/>. This archive provides a number of intriguing expressions of how Canadian nationalism works in conjunction with the new Queen. See this lesson plan developed for high school: http://www.cbc.ca/archives/lesson-plan/for-teachers-the-queen-of-canada

Supplemental Readings Glassberg, David. American Historical Pageantry: the Uses of Tradition in the Early

Twentieth Century. Chapel Hill: U. of North Carolina P, 1990. Print.

Massey, Vincent. “The Prospects of Canadian Drama.” Canadian Theatre History. Ed. Don Rubin. Toronto: Copp Clark, 1996. 50-63. Print.

---. Speaking of Canada: addresses by Vincent Massey. London: MacMillan, 1959. Print.

Koch. Frederick. “Okanagan Folk Play.” Carolina Play-book 13.4 (1940): 154. Print.

---. “Canadian Frontier Theatre.” Carolina Play-book 13.4 (1940): 16-170. Print.

---.” Folk Drama Defined.” Carolina Play-book 12.3 (1939): 78. Print.

Hendry, Tom. “The Masseys and the Masses.” Canadian Theatre History. Ed. Don Rubin. Toronto: Copp Clark, 1996. 189-192. Print.

James, Matt. “Neoliberal Heritage Redress.” Reconciling Canada: Critical Perspectives on the Culture of Redress. Eds. Jennifer Henderson and Pauline Wakeman. Toronto: U of Toronto P, 2013.

Spillman, Lyn. Nation and Commemoration: Creating National Identities in the United States and Australia. Cambridge: Cambridge UP, 1997. Print.

Week Theme and Readings

“The Massey Commission 1949-1951.” Canadian Theatre History. Ed. Don Rubin. Toronto: Copp Clark, 1996. 153-193. Print.

“Stratford Festival Debut.” CBC Archive. 26 Oct. 2006.<http://archives.cbc.ca/IDC-1-68-178-991-11/on_this_day/arts_entertainment/stratford_festival_debut>.

7

ThursdayOctober

27

Performing BC, 1958, 1967, 1971. BC Three Centennial Celebrations and First Nation’s performance

Primary Text

Pageant: From Wilderness to Wonderland. BC government. 1958 and 1971 editions. We will likely select the 1971 edition of this ghost written play

Secondary Texts

Davies, Megan. "Make-Believing White Civility: Historical Re-Enactments at Fort Langley, British Columbia." Canadian Theatre Review 161.1 (2015): 55-9. Web.

Graduate Students Read

Root, Deborah. "White Indians": Appropriation and the Politics of Display.” Borrowed Power: Essays on Cultural Appropriation. Rutgers UP, New Brunswick, NJ, 1997. 31-51. Print.

Battiste, Marie. “Unfolding the Lessons of Colonialization.” Unhomely States: Theorizing English-Canadian Postcolonialism. Ed. Cynthia Sugars. Peterborough: Broadview, 2004. 209-220. Print.

Supplemental Reading for Graduate Seminar Presentation

Chrisjohn, Roland, and Sherri Young with Michael Maraun. The Circle Game: Shadows and Substances in the Indian Residential School Experience in Canada. Penticton, BC: Theytus, 1997. Print.

Francis, Daniel. The Imaginary Indian: the Image of the Indian in Canadian Culture. Vancouver, BC: Arsenal Pulp, 1992. Print.

Goldie, Terry. “Semiotic Controls: Native People in Canadian Literature in English.” Unhomely States: Theorizing English-Canadian Postcolonialism. Ed. Cynthia Sugars. Peterborough: Broadview, 2004. 191-203. Web.

Haig-Brown, Celia and David A. Nock. With Good Intentions: Euro-Canadian and Aboriginal Relations in Colonial Canada. Vancouver: UBC Press, 2006. Print.

Henderson, Jennifer, and Pauline Wakeham. Reconciling Canada: Critical Perspectives on the Culture of Redress. Toronto and Buffalo: University of Toronto Press, 2013. Print.

Week Theme and Readings

Lawson, Alan. “Postcolonial Theory and the Settler’ Subject.” Unhomely States: Theorizing English-Canadian Postcolonialism. Ed. Cynthia Sugars. Peterborough: Broadview, 2004.151-64. Print.

8

ThursdayNovember

3

Theatre: Performing the Canadian in Canada Council Supported Theatre and “Canonically Canadian” Drama in the Okanagan

This week we will focus on one of three mid-century Canadian white playwrights who produce theatre engaged with First Nation themes 1950-1960s:

1. Socialist Summerland resident George Ryga or2. Gwen Pharis Ringwood, American born dramatist who lived in Williams Lake and

produced theatre with the help of the Banff School of Fine Arts or3. Lister Sinclair, radio presenter for CBC’s radio program Ideas who in an early

incarnation as a Vancouver dramatist created his own version of a Jacobean revenge tragedy with Salish characters.

Ringwood, Gwen Pharis. The Collected Plays of Gwen Pharis Ringwood. Ottawa:

Borealism 1982. Read 1959 play “Maya or Lament for a Harmonica”. Graduate students can focus on two of her other short plays in this volume

Wagner, Anton. “Gwen Pharis Ringwood Rediscovered.” Canadian Theatre Review. 5 (1975): 66-123. Print.

Sinclair, Lister. The World of the Wonderful Dark. n.p.1958. Print.

Ryga Material

Carson, Neil. “George Ryga and the Lost Country.” Dramatists in Canada: Selected Essays. Ed. William New, Vancouver: U of British Columbia P, 1972. Print.

Hoffman, James. The Ecstasy of Resistance: A Biography of George Ryga. Toronto: ECW, 1995. Print.

Ryga, George. The George Ryga Papers. Eds. Juanita Walton and Sandra Mortensen, Calgary, U of Calgary P, 1995. Print.

---. The Ecstasy of Rita Joe. Vancouver: Talonbooks, 1990. Print.

Maitland, Michael. Dir. The Political Playwright [videorecording]: the Life of George Ryga. Victoria: Pan Productions/Harbinger Films, 2005. Print.

Ryga, George and Ann Kujundzic. Summerland. Vancouver: Talonbooks, 1992. Print.

Week Theme and Readings9

ThursdayNovember

10

Cree’s Hybrid Heritage Performance in Kamloops

Primary TextHighway, Thomson. Ernestine Shuswap Gets Her Trout. Talonbooks, 2005. Print.

Percy, Owen D. "Ernestine Shuswap Gets Her Trout." Canadian Ethnic Studies Journal 38.2 (2006): 211-212. Web.

Secondary Readings for Graduate Students

Schafer, Henning. "A Celebration of Impurity? Locating Syncretism and Hybridity in Native Canadian Theatre." Textual Studies in Canada.17 (2004): 79-84. Web.

Hoffman, Jim. "Political Theatre in a Small City: The Staging of the Laurier Memorial in Kamloops." The Small Cities Book: On the Cultural Future of Small Cities. Vancouver: New Star, 2005. Print.

Supplemental VideoTomson Highway Gets His Trout. Bravo, September 2004.

10

ThursdayNovember

17

Radio, Television, and the CBC and NFB: Disciplining the Nation

Video clips from: (script)City Under Siege: The Okanagan Mountain Fire FC 3849 .K4 C59 2003“Salute to BC.” National School Broadcast 14 Nov. 1958. (SCRIPT)

Eamon, Ross A. “Putting the ‘Public’ into Public Broadcasting.” Seeing Ourselves: Media Power and Policy in Canada. Eds. Helen Holmes and David Taras. Toronto: Harcourt Brace Jovanovich, 1992. 58-76.

Grierson, John. “A Film Policy for Canada.” Documents in Canadian Film. Ed. Douglas Fetherling. Peterborough, ON: Broadview. 51-67.

Graduate Students readLitt, Paul. The Muses the Masses and the Massey Commission. Toronto: U of Toronto P,

1992. Introduction

Miller, Mary Jane. “The CBC and its Presentation of the Native Peoples of Canada in Television Drama.” Screening Culture: Constructing Image and Identity. Ed. Heather Norris Nicholson. Lanham, Md.: Lexington Books, 2003. 59-75.

Supplemental Readings

Brodie, Janine. “Citizenship and Solidarity: Reflections on the Canadian Way.” Citizenship Studies 6.4 (2002): 377-394. Web.

Charland, Maurice. “Technological Nationalism.” Canadian Journal of Political and Social Theory 10.1-2 (1986): 196-220. Web.

Cormier, Jeffrey. The Canadianization Movement: Emergence, Survival, and

Week Theme and ReadingsSuccess. Toronto: U of Toronto P, 2004. Web. http://site.ebrary.com/lib/ubc/docDetail.action?docID=10226450

Eamon, Ross A. “Putting the ‘Public’ into Public Broadcasting.” Seeing Ourselves: Media Power and Policy in Canada. Eds. Helen Holmes and David Taras. Toronto: Harcourt Brace Jovanovich, 1992. 58-76. Print.

Hackett, Robert, Richard Pinet, and Myles Ruggles. “From Audience-Commodity to Audience Community: Mass Media in B.C.” Seeing Ourselves: Media Power and Policy in Canada. Eds. Helen Holmes and David Taras. Toronto: Harcourt Brace Jovanovich, 1992. 10-20. Print.

Berlin, Berry. The American Trojan Horse: U.S. Television Confronts Canadian Economic and Cultural Nationalism. New York: Greenwood Press, 1990. Print.

Miller, Mary Jane. Rewind and Search: Conversations with the Makers and Decision-makers of CBC Television. Montreal, QC: McGill-Queen’s UP, 1996. Web. http://site.ebrary.com/lib/ubc/docDetail.action?docID=10135091

---. Turn Up the Contrast: CBC Television Drama Since 1952. Vancouver, UBC Press and CBC, 1987. Web. http://site.ebrary.com/lib/ubc/docDetail.action?docID=10134774.

Palys, Ted. “Histories of Conveniences: Images of Aboriginal People in Film, Policy, and Research.” Screening Culture: Constructing Image and Identity. Ed. Heather Norris Nicholson. Lanham, Md.: Lexington Books, 2003. 19-34. Web.

Romanow, Paula ."’The Picture of Democracy We Are Seeking’: CBC Radio Forums and the Search for a Canadian Identity, 1930–1950.” Journal of Radio Studies 12.1 (2005): 104-119. Web.

Smythe, Dallas Walker, 1907-1992. Royal Commission on Broadcasting: Canadian Television and Sound Radio Programmes. Ottawa, E. Cloutier, Queen's printer, 1957. Print.

Teachman, G. The Portrayal of Canadian Cultural Diversity on English-language Canadian Network Television: a Content Analysis. Toronto: PEAC Developments, 1980. Print.

The CBC’s archives have clips from various programs. Here is a very tentative list of intriguing materials from http://archives.cbc.ca/ that will help contextualize the work of Litt, Filewod, etc. I will draw on this archive throughout the course, but for this unit on the CBC, we will perform an active exploration of this site in reference to the institutional reproduction and dissemination of knowledge.

http://archives.cbc.ca/IDD-1-68-1150/arts_entertainment/canadian_content/ CBC ruling the airwaves segment.http://archives.cbc.ca/IDD-1-73-1265/politics_economy/lester_b_pearson/ Pearson

Week Theme and Readingsmemorialhttp://archives.cbc.ca/IDD-1-73-1181/politics_economy/federal_elections/ Campaigning for Canadahttp://archives.cbc.ca/IDC-1-110-1263-7090/1940s/1948/clip1 Indian Conference on Radiohttp://archives.cbc.ca/IDCC-1-69-1462-9713/life_society/myths_and_legends/ Ogopogo feud between Kelowna and Vernon. 1956.

11

ThursdayNovember

24

Haunting Imperial Popular Contemporary Film: the Work of Paul Gross and Afghanistan

We will discuss to feature films focusing on Canada’s role in Afghanistan: Paul Gross nationalist’s Hyena Road (2015) and Trailer Park Boys, director and writer Paul Clattenburg’s Afghan Luke (2011) filmed in the Okanagan. The readings for this week are slight:

Harcourt, Peter. "Speculations on Canadian Cinema." Queen's Quarterly 111.2 (2004): 236-237. Web.

Sugars, Cynthia. “Chapter 1: Local Familiars: Gothics Infusion and Settler Imagination.” Gothic Literary Studies: Canadian Gothic: Literature, History, and the Spectre of Self-Invention. Cardiff, GBR: University of Wales Press, 2014. ProQuest ebrary. Web. 1 January 2016. 20-48.

Graduate Students will readButler, Melanie. "Canadian Women and the (Re)Production of Women in Afghanistan."

Cambridge Review of International Affairs 22.2 (2009): 217-34. Web.

Mohanram, Radhika. “Chapter 5: Mourning and Melancholia: The Wages of Whiteness.” Imperial White: Race, Diaspora, and the British Empire. Minneapolis and London: U of Minneapolis P, 2007. 122- 138. Web. [relates to Gross’s engagement with militarism]

Supplemental Readings

Bodroghkozy, Aniko. “As Canadian a Possible: Anglo-Canadian Popular Culture and The American Other.” Hop on Pop: the Politics and Pleasures of Popular Culture. Eds. Henry Jenkins, Tara McPherson, and Jane Shattuc. Durham, NC: Duke UP, 2004. 566-588. Web.

O'Connell, Mary Ellen. "Responsibility to Peace: A Critique of R2P." Journal of Intervention and State Building 4.1 (2010): 39. Web.

Wilson, Ross. "Sad Shires and No Man’s Land: First World War Frames of Reference in the British Media Representation of the Iraq and Afghanistan Wars." Media, War & Conflict 7.3 (2014): 291-308. Web.

Urquhart, Peter. "You Should Know Something-Anything-about this Movie. You Paid for it." Canadian Journal of Film Studies 12.2 (2003): 65-80. CBCA Complete. Web. 18 Oct. 2012. Web.

Week Theme and Readings

12

ThursdayDecember

3

Friday, 2 December 2016Last day of classes for most faculties.

The Nation Looking Forward

Ahluwalia, Seema. "Stolen Generosity and Nurturance of Ignorance: Oh Canada, Our "Home" is Native Land." Canadian Issues (2012): 46-52. Web.

Khan, Sarah, et al. "Paying our Dues: The Importance of Newcomer Solidarity with the Indigenous Movement for Self-Determination in Canada." Canadian Journal of Native Studies 35.1 (2015): 145-153. Web.

Graduate Students will readRay, Lana, and Paul Nicolas Cormier. "Killing the Weendigo with Maple Syrup:

Anishnaabe Pedagogy and Post-Secondary Research." Canadian Journal of Native Education 35.1 (2012): 163-176,221, 224. Web. (a return to the question of pedagogy)

Supplementary

Dean. Amber. “Public Mourning and the Culture of Redress: Mayerthorpe, Air India, and Murdered or Missing Indigenous Women. Reconciling Canada: Critical Perspectives on the Culture of Redress. Toronto and Buffalo: University of Toronto Press, 2013. Print. 181-199.

Important: this is the fine print portion of this course outline.1. Given this course’s focuses on screen texts, it will inevitably deal with different ways of

seeing. We will conduct the class in a respectful manner that acknowledges and respects others’ views and is mindful of the politics and power of cinematic vision and respectful pedagogy. We must work together to ensure the lecture hall and online forum for this course operate as civil spaces.

2. In this course, term papers and discussion posts may be checked for plagiarism.3. If a compliant arises over fairness and /or accuracy in the grading of an assignment, the

student must provide written documentation of this complaint that is supported with evidence indicating what the marker may have missed and book a meeting with the instructor.

4. You will be expected to attend and to participate in all classes; poor attendance and participation will affect your grade. Ensure that you have viewed/read the appropriate work for each class in advance.

5. Final examination times will be posted by UBC toward the end of the semester.6. You must complete ALL of the assigned work to receive a grade. If you fall behind, contact

me as soon as possible to discuss how to get you back on “track.”7. Mechanical errors (i.e. spelling, grammar, etc.) will count.8. Submit your essay in proper format or expect a lower grade. If you have challenges writing a

university level research essay, see the Centre for Scholarly Communications located in the foyer of the library and/or book an appointment with me. Acceptable essays written at home must

a. adhere to the guidelines for each assignment (length, style, etc.),b. be double-spaced,c. be typewritten/ word processed in Times New Roman 12 pt. font,d. be written on one side of the paper only,e. have adequate margins (one inch all around),f. be formatted for 8.5 X 11 inch paper,g. use MLA 7th ed. style documentation. See this link for a template for all

assignments: https://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf9. Keep this course outline. This contract outlines our mutual obligations and responsibilities.

Academic Integrity: The academic enterprise is founded on honesty, civility, and integrity.  As members of this enterprise, all students are expected to know, understand, and follow the codes of conduct regarding academic integrity.  At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required.  This also means you should not cheat, copy, or mislead others about what is your work.  Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed.  For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President’s Advisory Committee on Student Discipline.  Careful records are kept in order to monitor and prevent recurrences.

A more detailed description of academic integrity, including the University’s policies and procedures for dealing with academic misconduct, may be found in the Academic Calendar athttp://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,54,111,0.

Equity, Human Rights, Discrimination and Harassment:UBC Okanagan is a place where every student, staff and faculty member should be able to study and work in an environment that is free from human rights-based discrimination and harassment. UBC prohibits discrimination and harassment on the basis of the following grounds: age, ancestry, colour, family status, marital status, physical or mental disability, place of origin, political belief, race, religion, sex, sexual orientation or unrelated criminal conviction.

If you require assistance related to an issue of equity, discrimination or harassment, please contact the Equity Office, your administrative head of unit, and/or your unit’s equity representative.

UBC Okanagan Equity Advisor: ph. 250-807-9291; email equity.ubco@ubc.caWeb: www.ubc.ca/okanagan/equity Unit Equity Representatives: http://www.ubc.ca/okanagan/equity/programs/equityreps/unitcontacts.html

SAFEWALK

Don't want to walk alone at night?  Not too sure how to get somewhere on campus?  Call Safewalk at 250-807-8076. For more information, see:

http://www.ubc.ca/okanagan/students/campuslife/safewalk.html