Diasporas, Processes and Peoples
July 3-6, 2007
Instructors: Ashok Mathur (Thompson Rivers University)
Aruna Srivastava (University of Calgary)
Website: www.cicac.ca
Course Description:
Our contemporary world is defined by and founded on the movement of peoples:
diaspora, migration, immigration — as well as histories of slavery, indentured
labour, internment and nomadism. Colonialism neo-colonialism depended on the
invasion and ‘settlement’ of lands and regions inhabited by indigenous
peoples, who were often themselves ‘migrants’ and who were often,
as a result of invasion, displaced and contained. This course will look at some
particular movements of people: we will attempt to define what we mean by a
‘people’, a ‘nation’, a ‘community’, a ‘border,’
‘indigeneity,’ as well as how the many and varied forms of movement
of peoples are articulated and theorized in various art forms (literature, performance,
film, video). We will also look at how particular state policies such as multiculturalism
are predicated on understanding, normalizing and policing the movement of ‘other’
peoples. Students will be expected to become familiar with certain historical
instances of movement, displacement or migration, and with theory and the background
behind them. Before the session starts, we will ask that students watch several
films and engage in some background reading. Students will come into the class
with some working idea of terminology: people, movement, nation, diaspora, indigineity,
migrancy, etc.
Because the record and documentation of diasporic processes is often most effectively
done outside of standard academic models (social science or humanities), course
material will include performance art/theory, other art practices (such as poetry),
and the use of technology (web research, blogging, facebook) both for communication
and coursework.
Readings:
Pre-session (please read prior to first class):
Chariandy, David. “Postcolonial Diasporas.” Postcolonial Text, 2.1.
(2006) http://postcolonial.org/index.php/pct/article/view/440/159
Park, Liz. “Limits of Tolerance: Re-framing Multicultural State Policy.”
Centre A exhibition catalogue, 2007. (provided to students)
Course readings will include selections from:
Abdel-Shehid, Gamal. who da man? Black Masculinities and Sporting Cultures.
Toronto: Canadian Scholars’ Press, 2005.
Gomez-Peña, Guillermo. Ethno-techno: Writings On Performance, Activism
And Pedagogy (Routledge, 2005). http://www.pochanostra.com/ Selected
Reading
Gopinath, Gayatri. Queer Diasporas and South Asian Public Cultures.
Durham and London: Duke UP, 2005.Selected Reading
Hall, Stuart, "Cultural Identity and Diaspora." In Identity: Community,
Culture, Difference. Selected Reading
Hawley, John C. ed. Post-Colonial, Queer: Theoretical Intersections.
New York: State U of New York P, 2005.Selected Reading
Miki, Roy. Redress: Inside the Japanese Canadian Call for Justice .Selected
Reading
Smith, Linda Tuhiwai. Decolonizing Methodologies: Research and Indigenous
Peoples. New York: Zed Books, 2002.
See also:
Links and Resources
Topics for Consideration
Please also familiarize yourself with websites on diaspora and migration. In
particular, dev-zone.org (a huge website which has a particulary good section
on indigenous peoples and on globalization: click on “knowledge centre”),
so that by the end of the course, you have research a “people” or
a nation/region you have been entirely unfamiliar with. Let us know at the beginning
of the course what research you have done so far and where your interests lie.Video/Film
Note: please watch three of these films before the course begins. You may also
elect to watch other feature or documentary films that you feel are relevant
to the course’s subject for one of your selections. You will find documentaries
in many libraries, and in some video stores. UBC-O has purchased many of these
films.
David Khang: "Wrong Place": An Experiment in Locational Identity (available
at http://research.tru.ca/cicac/media/khang-cyprus.mov)
Darfur Diaries or Journey to Darfur
Earth (Deepa Mehta)
Hotel Rwanda
Kahnesetake: 500 Years of Resistance (or other films by Alanis Obomsawin)
Kainayssini Imanistaisiwa: The People Go On
Rabbit-Proof Fence
Trail of Tears
Additional films by Jayce Salloum, Richard Fung, and others to be viewed in
class.
Assignments and Evaluation:
• one seminar/oral presentation that will lead a class
One hour of facilitated discussion during the week. The student will present
critical/theoretical issues and help lead discussion around the topic. •
a journal
• significant participation.
Participation involves active listening, group activity, engaging with the
ideas orally and through writing, and other forms of working with the instructors,
peers, and course material.
• a final project equivalent to 10 pages
Final project is fairly open encouraging creative and reflective work.
• Daily reflective journalling of 300-500 words with concluding reflecting
critical summary for the course (roughly 10 text-pages or blogging/facebook
equivalent).
This journal is a reflection on original goals (the starting point of your knowledge
about migration and diaspora, politics, cultures, literatures, art, film and
history). How did your knowledge change through the seminar sessions and readings?
The journal will be an opportunity for you to synthesize what you learned, and
to trace your route through the course. What did you learn from the process
of learning? You will also be providing evidence of your learning and research
by creating an annotated bibliography of the sources you searched for and read
throughout the term. This can be attached to your journal or submitted separately.
The journal will include a detailed self-assessment of your progress throughout
the course. Although the structure of this journal is largely up to you, update
your journals daily so that you have four substantial reflective entries.
Annotated bibliography
This is the research component of the work you are required to do. For all of
the work we have asked you to read, or watch, as well as all of the sources,
sites, films, etc. you go to yourself (and pay substantial attention to), prepare
a citation for each one, with a paraphrase and an assessment of no more than
100 words for each. Use the citation style (APA, MLA, Chicago etc.) that you
are most familiar with, but be consistent and correct in its use. The bibliography
is a scholarly exercise, because presentation and format are important, and
is distinct from the journal in which you may discuss and reflect personally
on (for example) a film or article, but not evaluate or assess it in the way
you would for a bibliography. There is lots of information about correct citation
style on the web. Here are a couple of links, with examples:
http://www.library.mun.ca/guides/howto/annotated_bibl.php
http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.html
Syllabus:
Day One:
Introduction to topics to be covered, questions to be raised. Investigation
of terms and concepts. Discussion of pre-reading material and detailed descriptions
of work to be accomplished, including grade breakdown, categories of assignments,
nature of online or written work. Determination of seminar presentations.
Day Two:
Student presentations leading to discussion. Topics will include: creative practice
as an expression of diasporic communities; changing political climates; racialization
and ethnic identity.
Day Three:
Student presentations leading to discussion. Topics will include: time-based
art (film, video, performance); globalization as an offshoot of diasporas; globalized
indigeneities.
Day Four:
Student presentations leading to discussion. Topics will include: theory as
practice; blurring boundaries between art/theory and political action; poplular
movements and possible futures.