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The Institute for Gender, Race, Sexuality and Social Justice
GRSJ 305: Issues in Community and International Organizing
Tuesdays & Thursdays, 3:30-5:00 pm (January – April 2015)
Buchanan B318, 1866 Main Mall
University of British Columbia
Musqueam Territory
Acknowledgement
To the Coast Salish Peoples, on whose land UBC is built and this course is held.
Instructor:
Office Hours:
Email:
Dr. Benita Bunjun
Tuesdays 2:00-3:00 pm, Room 041 Jack Bell Building
[email protected]
When emailing ensure that you include [GRSJ 305] in the subject line.
Course Description: This course examines the significance, dynamics and strategies of critical
participation and awareness in community and international organizing efforts. Using a critical feminist
intersectional framework, this course introduces analytical perspectives, practical principles and examples
in
feminist
organizing
at
the
macro
(international/national/regional)
and
micro
(institutions/project/local/community) levels. This course is particularly useful in expanding the
understanding of transgressing organizing spaces of social change while exploring the dilemmas and
negotiations of feminist organizing efforts at the community and international levels. This term's theme
will draw on the works of critical development scholars and investigate the West's "desire for
development" while interrogating "helping narratives".
This course is also an attempt to address the gap in theories of social change by specifically focusing on
critical race and critical whiteness studies' scholars regarding theoretical themes and tactics of protest,
resistance, refusal, struggle, reform, and coalition-building. The course engages with both an
interdisciplinary and an intersectional framework by using multiple medium of teaching while combining
reading and audio-visual materials.
Course Learning Objectives:
By the end of the course, the students are expected to be able to:
1. Critically examine the concepts, theories, methods and strategies of organizing at the community and
international levels;
2. Discuss and analyze how and why critical race and critical whiteness studies are central to community and
international social change efforts particularly in white-settler societies;
3. Analyze and apply the principles and processes of feminist and participatory methods in organizing at the
community and international levels;
4. Explore the practical application of these principles and analytical skills in diverse political arenas while
critically engaging in self-reflexivity;
5. Apply an intersectional analysis of how gender interacts with multiple locations, such as race, sexuality,
citizenship, ability, class, and other positionalities, within community and international organizing.
GRSJ 305_2015 (Bunjun)
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Academic Needs, Requirements, and Well-Being
This course welcomes and seeks to accommodate students with physical or learning disabilities or challenges
(visual, hearing, or speech impairments, or chronic illnesses). Students with disabilities are encouraged to
access the Disability Resource Centre at the Access and Diversity office. If you require any assistance or
adaptation of teaching or evaluation styles, please feel free to discuss your needs with me and the UBC Disability
Resource Centre.
The University accommodates students whose religious obligations conflict with attendance, submitting
assignments, or completing scheduled tests and examinations. Advanced notice is required.
Electronic Devices: Hand-held Messaging Devices and Cell Phones must be TURNED OFF during all classes.
Laptops may only be used for class content purposes. Chatting on-line or accessing Facebook during class will
be considered as an absent.
‘Early Alert’: A Resource to Reach Out to Students Earlier
During the term, as the instructor, I will do my best to reach out and offer support, if I am concerned about your
academic performance or well-being. I also encourage you to come and speak with me if you need assistance. In
addition, the instructor may identify concerns using Early Alert. This program allows academic, financial, or
mental health concerns to be identified sooner and responded to in a more coordinated way. This provides you
with the earliest possible connection to resources such as academic advising, financial advising, counseling, or
other resources and support to help you get back on track. The information is treated confidentially and strives to
promote your academic well-being. For more information, please visit earlyalert.ubc.ca.
Film Screenings & Guest Speakers
During the course there may be several class presentations by guest speakers, as well as the screening of films.
Submission of Course Work
Do not staple your assignments or papers, use a paper clip. Students should retain a copy of all submitted work.
All assignments and work must be submitted by the beginning of class. Late papers submitted in my mailbox
MUST be dated by the Institute's support staff during Institute hours. Assignments/papers slipped under my
door, or sent by email will NOT be accepted. Late assignments will result in a reduction of 2 marks per day
(including weekends) of the overall class grade. Request for extensions must be approved by the instructor and
only granted for extraordinary situations, with adequate documentation. Late course work will only be accepted if
prior approval was granted. All assignments/papers must be submitted in essay academic format (APA, MLA,
ASA).
Susan Paterson Institute for Gender, Race, Sexuality and Social Justice Librarian Phone: 604-822-5832 email:
[email protected]
Institute for Gender, Race, Sexuality and Social Justice Subject Guide:
http://guides.library.ubc.ca/womens_studies_guide
Sexuality and Gender Studies Subject Guide: http://guides.library.ubc.ca/sexuality__gender_studies
 For assistance and tips on essay writing please visit:
http://www.thirdspace.ca/journal/article/viewArticle/resources_12stepguide/153
 For information on the APA Style of essay writing with useful examples go to: http://blog.apastyle.org/
GRSJ 305_2015 (Bunjun)
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STATEMENT OF ACADEMIC STANDARDS
FOR INSTITUTE FOR GENDER, RACE, SEXUALITY AND SOCIAL JUSTICE COURSES
Gender, Race, Sexuality and Social Justice (GRSJ) is a multidisciplinary field, which brings together teachers and
students from a variety of academic backgrounds with often quite different ways of articulating and responding to
assignments. This diversity is an intellectual asset. Nevertheless, some basics need to be set out so that
evaluation procedures can continue to be relatively standardized across all Institute courses. Each instructor will,
of course, adapt these general guidelines where necessary in their own course but students should expect that
the following guidelines are basic to all courses in the GRSJ Program. GRSJ course assignments follow the
conventions of grammar and punctuation expected in all academic writing. Language in GRSJ course
assignments is non-sexist, non-racist, and non-heterosexist. Arguments are logical and coherent, and
organization of materials is appropriate to the topic. Sources are cited following a consistent footnote and
bibliography format as appropriate in the field. Since plagiarism is a serious offense, care should be taken to
ensure that materials from other sources are correctly attributed to their authors. How a paper is written and what
it says are not separate issues, but rather, components of the whole project and are evaluated accordingly.
Statement of Respect: Students, instructors, visitors and readings/media in Institute for Gender, Race, Sexuality
and Social Justice courses often raise controversial issues in the course of classroom discussion. It is vital that
your fellow students and the instructor be treated respectfully at all times and in all interactions. Remember, one
can disagree without being disagreeable.
Academic Integrity
Academic dishonesty will not be tolerated. Ensure that you have thoroughly read UBC’s policies regarding
academic integrity (http://vpacademic.ubc.ca/integrity).
Academic integrity includes:
 Expressing and developing your own perspective throughout an assignment
 Supporting your argument with research and acknowledging all sources of information
 Not distorting other people's research to support your hypothesis
 Doing your assignments independently or acknowledging any collaboration (group work)
 Remaining honest during an examination
Plagiarism is cheating and will not be tolerated in any form. The UBC Calendar defines plagiarism as follows:
“Plagiarism, which is intellectual theft, occurs where an individual submits or presents the oral or written work of
another person as his or her own. Scholarship quite properly rests upon examining and referring to the thoughts
and writings of others. However, when another person’s words (i.e. phrases, sentences, or paragraphs), ideas, or
entire works are used, the author must be acknowledged in the text, in footnotes, in endnotes, or in another
accepted form of academic citation. Where direct quotations are made, they must be clearly delineated (for
example, within quotation marks or separately indented). Failure to provide proper attribution is plagiarism
because it represents someone else’s work as one’s own. Plagiarism should not occur in submitted drafts or final
works. A student who seeks assistance from a tutor or other scholastic aids must ensure that the work submitted
is the student’s own. Students are responsible for ensuring that any work submitted does not constitute
plagiarism.”
(http://www.students.ubc.ca/calendar/index.cfm?tree=3,54,111,959).
Please see the following website on the writing of papers in the Faculty of Arts
(URL: http://www.arts.ubc.ca/arts-students/plagiarism-avoided.html
GRSJ 305_2015 (Bunjun)
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Course Requirements & Grading Structure
Class Participation
Seminar Presentation & Assignment of Assigned Readings
Midterm Exam
Research Project
15%
25%
25%
35%
1. Class Participation (15%)
Participation will be graded in this class. Students are expected to attend all classes, read the required texts,
engage with the assigned readings, and participate in class discussions. This is a small class, centred on lectures
and group discussions. The accomplishment of the group relies on everyone doing the week’s readings. This
means carefully reading the required texts, taking notes on the readings, and developing questions and comments
for class discussion. You will be marked most significantly on the quality of your contribution in class. You must
make it evident that you have done the assigned readings, thought critically about them, and have come prepared
to discuss them.
"Participation" may be defined through the enabling of other students and through attentive listening and
preparedness to discuss the readings. Speaking in class is encouraged, but dominance or intimidation is not
considered participatory. This class challenges systems of domination. Please be attentive to racism,
homophobia, transphobhia, classism, ableism, and sexism within group dynamics, assumptions, speaking, and
when doing assignments/papers. Students with excessive absences (missing more than 6 hours of a 3 credit
course) will be penalized when determining the final grade. The class participation grade of 15% will be
divided into attendance, participation, and submission of one page analytical reflections.
2. Seminar Presentations of Assigned Readings (25%)
Part 1: Group Presentation (10%)
Format:
The group presentations should be no longer than 25 minutes each (strictly timed), interactive, and
focusing on a brief summary and critical analysis of assigned readings of the week. Students are
responsible for presenting an overview of the readings and facilitating class discussion by analyzing
and critiquing the assigned readings of the week. Prepare a PowerPoint presentation including a
minimum of 2 critical questions per reading and send it to the instructor by noon the day before your
presentation. Ensure that you have signed up for your week by January 8th.
Approach: Group presentation (2-3 students per group). Ensure that you collectively work together by sharing
the work, meeting prior to the presentation date, facilitating the discussion, and debriefing as
presenters after the presentation. Consider the organization and structure of the presentation in order
to enhance coherence. Arrive 10 minutes early on the day your group is presenting. If you do draw on
any internet clips, they must be no longer than 1 minute. Each presentation must answer the following
questions:
1. What is the main thesis of each reading?
2. What are the main arguments?
3. Prepare to discuss in class 2 critical reflections and questions for each reading.
4. Each presenter will be a facilitator during class discussions, therefore ensure that you
encourage equal participation.
GRSJ 305_2015 (Bunjun)
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You will be graded on the content, analysis, variety and quality of questions, the quality of discussion,
presentation style, group collaboration and your ability to engage with the class discussion of the readings’ main
themes.
Part 2: Assignment (15%)
When: Submit on the following class after the presentation
Format: 3-4 pages, double-spaced, essay academic formality – APA academic formality.
Approach: Individual paper presenting an analytical response and critical reflections of all the
assigned readings of the week, as well as considerations emerging from class discussions and the
presenters' group debrief post presentation. The written assignment should consist of responses to
a minimum of two critical questions. You should not simply summarize or regurgitate the material.
3. Midterm Exam (25%)
Date:
Format:
March 3rd, 2015
The midterm exam will be comprehensive (all course materials – seminar presentations,
documentaries, lectures, assigned readings, etc.) to date. The midterm is closed book and
includes definitions and essay questions.
4. Research Project (35%)
Select one of the options below for your research project. More details to be provided.
I.
Archival Project for Elder Rose Charlie of the Sto:lo Nation
Rose Charlie belongs to the Chehalis Band in the Sto:lo Nation, is a member of the Union of B.C. Indian
Chiefs and was named the Grand Chief of B.C. Charlie founded the Indian Homemakers Association of
British Columbia and the National Indian Brotherhood, now the Assembly of First Nations, and the B.C.
Association of Non-status Indians. She helped restore Indian status to over 16,000 women and 46,000
first-generation children of mixed ancestry. Rose also helped found two of the most important Native
women’s groups in Canada, the National Association of Indian Rights for Indian Women and the Native
Women’s Association of Canada. In 1989, she received an honorary doctor of laws from UBC.
http://indigenousfoundations.arts.ubc.ca/home/community-politics/indian-homemakers-association.html
The Indian Homemakers’ Association (IHA) of B.C. was a non-profit organization made up of Indian
women in order to improve the living conditions within First Nations communities, including providing
adequate facilities on reserves, facilitating training programs, fighting discrimination, promoting equality
and establishing political recognition for women and Aboriginal peoples.
Using an intersectional feminist analysis of race, class, sexuality, gender, citizenship, and other social and
political locations, conduct archival research on Elder Rose Charlie using multiple sources and while examining
her focus on specific social justice issues or struggles and her organizing trajectory. Specifically, identify the
social justice organizations, networks or coalitions which Rose Charlie has been involved in. Discuss and
analyze these social change organizations’ diverse mandates, tactics, strategies, structure and culture. Your
archival research paper must be written as a public paper that will contribute towards Rose Charlie's archives.
More details to be provided.
II.
Social Justice Organizing Project
Identity a social justice issue or struggle that you feel passionate about. Find 3 organizations, networks or
coalitions that organize on this issue which are reflective of different or multiple levels of community organizing
GRSJ 305_2015 (Bunjun)
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(local, provincial, transnational, national, international). These organizations must be working on the same or
similar issue you have chosen. Using an intersectional feminist analysis, your literature review must critically
discuss and analyze these social change organizations’ diverse mandates, tactics, strategies, resources, funding,
membership, organizational structures and cultures, including decision making processes and allocation of
power. Consider the similarities and differences between the organizations while reflecting on: where, when,
who, why, what, what for, how, outcomes/lessons learnt, and future considerations. A list of case studies of
organizations working on specific issues will be made available to students as needed. More details will be
provided.
Part 1: Research Project Outline Presentation (10%)
Part 2: Research Paper (25% - due April 9th, 2015)
Required Course Readings (available for purchase at the UBC Bookstore)
 Monture-Angus, Patricia. (1999). Journeying forward: Dreaming First Nations independence. Halifax:
Fernwood Publishing. ISBN: 1-89568697-0.
 Heron, Barbara. (2007). Desire for development: Whiteness, gender, and the helping narrative. Waterloo:
Wilfrid Laurier University Press. ISBN: 978-1-55458-001-9.
 Walia, Harsha. (2013). Undoing border imperialism. Oakland: AK Press. 978-1-84935-134-8.
 &  Additional assigned readings are available on-line via e-journals and e-books.
Week 1 (Jan 6 & 8)
Welcome and Introduction
 Monture-Angus, Patricia. Preface & Introduction.
 Chapter one: To break with the past: Searching for the meaning of self-determination (p. 21-39).
 Walia, Harsha. Forward by Andrea Smith & Introduction (p. ix - 32).
 Submit and share a one page analytical reflection on one of the poems (Danforth, Aguirre, Charkaoui,
Atluri)
Sign up for Seminar Presentations
Week 2 (Jan 13 & 15)
Situating Yourself as an Organizer
 Alcoff, Linda. (1994). The problem of speaking for others. In S. O. Weisser, & J. Fleischner (Eds.),
Feminist nightmares: Women at odds (pp. 285-309). New York: New York University Press.
 Walia, Harsha. Chapter 1: What is border imperialism (p. 35-93).
 Submit and share a one page analytical reflection on one of the following by: Piepzna-Samarashinha,
Shinde, Bazil & Huson, Ziadah, Lottini
Week 3 (Jan 20 & 222)
Indigenous Sovereignty Rights
 Monture-Angus, Patricia.
 Chapter two: Theoretical foundations and the challenge of Aboriginal Rights (p.40- 63).
 Chapter three: The crown's ability to deny responsibility: The first era - Judicial decisions before 1990
(p. 64-87).
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Week 4 (Jan 27 & 29)
Desiring Development & Cartography of Organizing
 Heron, Barbara.
 Chapter 1: Challenging the development work(er) narrative (pp. 1-23)
 Chapter 2: Where do development workers really come from? (pp. 25-54)
 Walia, Harsha. Chapter 2: Cartography of NOII (p. 97-169).
 Submit and share a one page analytical reflection on one of the following by: Lo, Nicholson,
Elbardouh, Henaway
Week 5 (Feb 3 & 5)
The Politics of Inclusion & Difference: Towards Intersectionality
 Bunjun, B. (2014). Organizational Colonial Encounters: A Critical Intersectional Analysis of Entitlement and
Nation-Building. The International Journal of Organizational Diversity. 20 pp.
 Srivastava, Sarita. (2006). Tears, Fears and Careers: Anti-Racism, Emotion and Social Movement
Organizations. Canadian Journal of Sociology, 31(1), 55-90.
Week 6 (Feb 10 & 12)
Interrogating the Helping Narrative
 Heron, Barbara.
 Chapter 3: Development is....a relational experience (pp. 55-90)
 Chapter 4: Negotiating subject positions, constituting ourselves (91-122)
Week 7 (Feb 16-20)
Reading Break
Week 8 (Feb 24 & 26)
Contesting White-Settler Hegemonic Relations
 Monture-Angus, Patricia.
 Chapter four: The supreme court speaks to Aboriginal Rights: Colonial Rights (p. 88-115).
 Chapter five: Returning to colonial visions: The supreme court speaks to Delgamuukw (p. 116-134)
 Walia, Harsha. Chapter 3: Overgrowing hegemony: Grassroots theory (pp. 171-202).
Week 9 (Mar 3 & 5)
 Monture-Angus, Patricia.
 Chapter six: Lessons in rights discourse: Charter challenges and Aboriginal sovereignty (p. 135-157).
 Chapter seven: Closing the circle (p. 158-163).
Midterm on Tuesday March 3rd, 2015
Week 10 (Mar 10 & 12)
Complicating Desire: Implications
 Heron, Barbara.
 Chapter 5: Participants' retrospectives: Complicating desire (pp. 123-145)
 Chapter 6: Summing up, drawing conclusions (147-156).
 Walia, Harsha. Chapter 4: Waves of resistance roundtable (pp. 205-244).
GRSJ 305_2015 (Bunjun)
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Week 11 (Mar 17 & 19)
Research Project Outline Presentations
Week 12 (Mar 24 & 26)
Research Project Outline Presentations
Week 13 (Mar 31 & Apr 2)
Globalization's Impact on Social Justice Organizing
 Turner, J., & Brownhill, L. (2004). The Curse of Nakedness: Nigerian Women in the Oil War. In L.
Ricciutelli, A. Miles & M. Mc Fadden (Eds.), Feminist politics, activism and vision: Local and global challenges
(pp. 169-191). Toronto: Inanna Publications.
 Eschle, Catherine. (2005). Skeleton women: Feminism and anti-globalization movement. Signs, 30 (3),
1741-1769.
Week 14 (Apr 7 & 9)
Critical Decolonizing Reflections: Transgressing Beyond Solidarity
 Walia, Harsha. Chapter 5: Journeys toward decolonization & Epilogue (Hussan) (p. 247-283).
 Submit and share a one page analytical reflection on the Epilogue by Hussan
Research Paper Due on April 9th, 2015
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