The enclosed documents are now forwarded for approval to the Faculty of Humanities for its meeting on March 11 th, 2020.

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Hamilton, Ontario, Canada Ext. 23679

L8S 4L8 http://graduate.mcmaster.ca

To

:

Dr. Pamela Swett

Dean

Faculty of Humanities

From :

Christina Bryce

Assistant Graduate Secretary

_____________________________________________________________________________

At its meeting on February 16

th

_{and via e-ballot on February 25}

th

_{and March 25}

th

_{the Faculty of Humanities}

Graduate Curriculum and Policy Committee approved the following graduate curriculum

recommendations.

The enclosed documents are now forwarded for approval to the Faculty of Humanities for its meeting on

March 11

th

_{, 2020.}

Please note that these recommendations will also be submitted for approval as appropriate to Graduate

Council.

I. Graduate Curriculum Changes

a. Gender Studies and Feminist Research

i. New Course

1. 708 Creating and Embodying Theory

ii. New Cross-listed Courses

1. 6G03 Language, Sex and Gender

2. 6RI3 Colonialism and Resistance in Representations of Indigenous

Womanhood

3. 6Z03 Gender and The Textile Arts

iii. Course Description and Title Changes

iv. Program Name Change

v. Calendar Copy Updates

b. Classics

i. New Courses

1. 716 Gender, Sexuality, and the Politics of Desire in Archaic and Classical

Greece

2. 771 Archaeological Field Practicum

ii. Change in Course Title

1. 752 Roman Comedy

2. 754 Vergil

3. 761 Roman Elegy

iii. Course Cancellation

1. 755 Horace

2. 760 Catullus

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i. New Course

1. 6G03

Language, Sex and Gender

d. History

i. New Course

1. 780 Historical Perspectives on Women and Biography

e. Philosophy

i. New Course

1. 6T03 Topics in Philosophy

f. English and Cultural Studies

i. New Course

1. Trans-Atlantic Indigeneity: Indigenous Literary Presence in Europe

g. Communication Management

i. Course Cancellations

1. 716 Communications Law for Public Relations Advertising

2. 726 Strategic Brand Management

3. 734 Communication and Conflict Resolution Skills

4. 736 Conflict Resolution in Groups: Facilitation and Conflict Management

5. 737 Interpersonal Conflict Resolutions Skills

6. 738 Mediation: Theory and Practice

7. 739 New Technologies in Communications

ii. Change to Course Title

1. 741 Crisis Communications

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1 

_{RECOMMENDATION FOR CHANGE IN GRADUATE CURRICULUM - FOR}

CHANGE(S) INVOLVING COURSES & MILESTONES

IMPORTANT: PLEASE READ THE FOLLOWING NOTES BEFORE COMPLETING THIS FORM:

1. This form must be completed for ALL course changes. Sections of this form pertaining to your requested change

must be completed.

2. An electronic version of this form (must be MS WORD not PDF) should be emailed to the Assistant Secretary, School

of Graduate Studies ([email protected]).

3. A representative from the department/program is required to attend the Faculty Curriculum and Policy Committee

meeting during which this recommendation for change in graduate curriculum will be discussed.

DEPARTMENT Gender Studies and Feminist Research

COURSE TITLE Creating and Embodying Theory

COURSE NUMBER GENDRST ₇₀₈ COURSE CREDIT

6 Unit Course ( ) 3 Unit Course ( X ) 1.5 Unit Course ( ) REQUISITE(S)

(Pre/Co/Anti or program enrollment requirement)

Departmental permission required.

NATURE OF RECOMMENDATION (PLEASE CHECK APPROPRIATE BOX)

Is this change a result of an IQAP review? ☐ Yes ☒ No

NEW

COURSE X DATE TO BE OFFERED (FOR NEW COURSES ONLY): Winter 2022 WAS THE PROPOSED COURSE OFFERED ON DEAN’S APPROVAL? NO

WILL THE COURSE BE CROSS-LISTED (COMBINED SECTIONS) WITH ANOTHER DEPARTMENT? NO IF YES, PLEASE NOTE WHICH DEPARTMENT:

ATTACH TO THIS FORM ANY RELEVANT CORRESPONDENCE WITH THE OTHER DEPARTMENT(S). NOTE: CROSS-LISTING OF COURSES REQUIRES WRITTEN APPROVAL FROM EACH DEPARTMENT AND FACULTY CONCERNED. IF YOU WOULD LIKE TO REMOVE A CROSS-LISTING YOU MUST INCLUDE A WRITTEN EXPLANATION AGREED UPON BY BOTH DEPARTMENTS AFFECTED.

CHANGE IN COURSE TITLE

PROVIDE THE NEW COURSE TITLE:

CHANGE IN COURSE

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COURSE

CANCELLATION

PLEASE NOTE: CROSS-LISTED (COMBINED SECTIONS) COURSES CAN ONLY BE CANCELLED BY THE DEPARTMENT WHO OWNS THE COURSE.

OTHER

CHANGES EXPLAIN:

BRIEF COURSE DESCRIPTION FOR CALENDAR - Provide a brief description (maximum 6 lines) to be included in the Graduate Calendar.

This course focuses on a range of creative texts (such as film, painting, short stories, novels, and autobiography),

looking to their prompts to engage with the pressing everyday issues of ongoingness and revitalization in the face of

violence, loneliness, loss, disability, and racial and sexual/gender discrimination. All of the primary texts will be

accompanied by theoretical ones, but the impetus is to explore how the creative invites particular theoretical and

embodied engagement.

CONTENT/RATIONALE - Provide a brief description, i.e., outline the topics or major sub-topics, and indicate the principal texts to be used.

The following is Dr. Kehler’s offering of this course in Winter 2021, as presented in our Special Topics course code (703). Jan. 12: Course Introduction

Jan. 19: Indigenous Presence WATCH:

The Road Forward. Directed by Marie Clements. National Film Board of Canada, 2017. • Available through McMaster library live streaming

• Musical-documentary READ:

Simpson, Leanne Betasamosake. “Nishnaabeg Brilliance as Radical Resurgence Theory.” As We Have Always Done: Indigenous Freedom through Radical Resistance. University of Minnesota Press, 2017, pp 11-37.

• Quotation from this text: “It became clear to me that how we live, how we organize, how we engage in the world—the process—not only frames the outcome, it is the transformation. . . . How is the theoretical intervention” (p. 19).

OPTIONAL READING:

Vizenor, Gerald. “Aesthetics of Survivance.” Survivance: Narratives of Native Presence. Edited by Gerald Vizenor, University of Nebraska Press, 2008, pp. 1-24.

Workshop / Discussion: It is not likely that we will have a presenter for this class, so please prepare a one-page response to the texts, along with a question or passage for exploration. I begin with these two texts because both model a form of theory as embodied practice.

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READ:

Mootoo, Shani. “Out on Main Street.” Out on Main Street & Other Stories. Press Gang Pub, 1993, pp. 45-57.

Gopinath, Gayatri. Impossible Desires: Queer Diasporas and South Asian Public Cultures. Duke University Press, 2005. (Ch. 1 “Impossible Desires,” pp. 1-28) OPTIONAL READING:

Omise'eke Natasha Tinsley. Thiefing sugar: Eroticism Between Women in Caribbean Literature. Duke University Press, 2010. (Ch. 1, “Introduction: The Spring of Her Look)

• This text explores love between black Caribbean women, so it is not a precise fit for Shani Mootoo’s work on Indian-Trinidadian-Canadian women lovers. Nonetheless, the reading of sugar and sweetness illuminates aspects of “Out on Main Street.”

Workshop / Discussion: Prepare a one-page response to Mootoo’s short story that highlights the theoretical/conceptual lens you find most effective in approaching this text. How does the text lead to the theory?

Jan. 28: Virtual Lecture by Shani Mootoo at McMaster University, 3.00-4.30 pm (Zoom details TBA) Feb. 2: Frida Kahlo, Life and Art: Ability, Disability, Autobiography, Ambiguity

WATCH:

Stechler, Amy. The Life and Times of Frida Kahlo. PBS, 2006. https://www.youtube.com/watch?v=Vxu4ABAh1Uo

• documentary

READ:

Fuentes, Carlos. Introduction. Diary of Frida Kahlo. Harry N. Abrams, 1998, pp 7-29. STUDY: A good number of the following reproductions of Frida Kahlo’s paintings:

https://www.fridakahlo.org/frida-kahlo-paintings.jsp

I’ll also post a Power Point Representation of most of these paintings

Self-Portrait, 1926; Frida and Diego Rivera, 1931; My Birth, 1932; Self-Portrait on the Border Line between Mexico and the United States, 1932; Henry Ford Hospital (The Flying Bed), 1932; My Grandparents, My Parents, and I, 1936; The Two Fridas, 1939; The Suicide of Dorothy Hale, 1939; Self-Portrait with Monkey, 1940; Self-portrait with Thorn Necklace and Hummingbird. 1940; Self-Portrait with Monkeys, 1943; Roots, 1943; Self-Portrait as a Tehuana (Diego on my Mind), 1943; Thinking About Death, 1943; Flower of Life, 1943-44; The Broken Column, 1944; Without Hope, 1945; The Little Deer, 1946; Tree of Hope, 1946; Self-Portrait, 1948; Diego and I, 1949; The Love Embrace of the Universe, the Earth (Mexico), Myself, Diego, and Señor Xólotl, 1949; Viva la Vida, Watermelons, 1954. Feb. 9: Frida Kahlo (Continued)

nd Texts as listed above for Feb. 2 .

POSSIBLE FRAMEWORKS TO DISCUSS KAHLO: Disability Theory/Aesthetics

• Siebers, Tobin. "Disability Aesthetics." Journal for Cultural and Religious Theory, vol. 7 no. 2, 2006, pp 63-73. PURL: http://www.jcrt.org/archives/07.2/siebers.pdf

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• Lindauer, Margaret A. Devouring Frida: The Art History and Popular Celebrity of Frida Kahlo. Wesleyan University Press, 2011. Intersectionality and Kahlo

• Fuentes, et al. on Kahlo, Aztec traditions, retablos, Mexican Revolution Kahlo and Place/Emplacement/Nature

Suggestions by presenters on secondary/theoretical readings are most welcome! Feb. 15-19: Term Break Feb. 23: Collaborating with Bees in Macedonia

WATCH:

Honeyland. Directed by Tamara Kotevska and Ljubo Stefanov, performance by Hatidze Muratova, Trice, 2019. • https://whereyouwatch.com/movies/honeyland/ OR on Google Drive on Avenue

• Please see the instructions on how to download the film, since the file is too large to stream

READ the story behind the documentary and a selection of the reviews (see “Press”) on the co- directors’ home page • https://honeyland.earth POSSIBLE SECONDARY READING.

Ginn, Franklin, and Kelsey Green. “The Smell of Selfless Love: Sharing Vulnerability with Bees in Alternative Apiculture.” Environmental Humanities, vol. 4, 2014, pp. 149-170. www.environmentalhumanities.org

Suggestions by presenters for readings are most welcome! March 2: Vermette’s Witness to Métis Lives & Places WATCH:

READ:

Vermette, Katherena. river woman. House of Anansi, 2018. • Poetry collection

• I know that some graduate students are a bit reluctant to take on poetry, but don’t rule this

out, okay? Vermette’s aesthetic is passionately place-based, autobiographical, and political. Her poetry is as accessible as fiction. March 9: Vermette Continued

Texts as listed above for March 2 POSSIBLE FRAMEWORKS:

•

Decolonization; Relationality; Indigenous Ceremony; Poetry as Political; Ecologies of Intimacy

•

Christian, Dorothy, and Rita Wong, editors. Downstream: Reimagining Water. Wilfrid Laurier University Press, 2017

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1. STATEMENT OF PURPOSE (How does the course fit into the department’s program and/or tie to existing Program Learning Outcomes from the program’s IQAP cyclical review (if applicable)?)

Our program students are interested in creative ways of approaching and creating theory, and how theoretical insights can be developed by thinking across academic readings, films, and lived experience. This course invites them to learn through these pairings and will help them develop critical analysis skills and theoretical facility.

2. EXPECTED ENROLMENT:

18 students; Seats not taken by GSFR MA and Graduate Diploma (PhD) students will be open to students in other programs in Humanities.

3. DESCRIBE IN DETAIL THE METHOD OF PRESENTATION OF COURSE MATERIAL (i.e., lectures, seminars): This is a seminar course, which will include some guided instruction of readings and screenings, student responses to readings, structured class discussion and student presentation of readings and research.

4. DESCRIBE IN DETAIL THE METHOD OF EVALUATION (percentage breakdown, if possible): (For 600-level course, indicate the Extra Work to be required of graduate students, i.e., exams, essays, etc. Please also note if a lab or tutorial will be

included.)

Participation: 20% in total: (i) 10% weekly participation in seminar; (ii) 10% online initiation on Avenue to Learn research: Theories, practices, and relationships. Canadian Scholars’ Press, 2018.

March 16: Lives, Loves, and Struggles of Transwomen READ:

Plett, Casey. Little Fish. Arsenal Pulp Press, 2018. POSSIBLE FRAMEWORKS:

Trans Temporalities and the Everyday; Trans Community; Eros; Trans Sex Work; Trauma March 23: Plett Continued

Text as listed above for March 16 March 30: Visiting Speaker Casey Plett, live on Zoom!

April 6: African American Material Culture—Everyday Art

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argument, with detailed reference to the primary text(s); 2) the positioning of yourself in relation to published criticism; and 3) the opening up of a class discussion with questions or references to textual/theoretical complexities when you conclude the formal part of your presentation. Plus an annotated bibliography.

Term Paper (45%) –15 pages, research-based.

5. TO PREVENT OVERLAP, IS A COURSE IN THE SAME OR A RELATED AREA OFFERED IN ANOTHER DEPARTMENT? IF YES, PLEASE ATTACH TO THIS FORM ANY RELEVANT CORRESPONDENCE WITH THE OTHER DEPARTMENT(S). None.

6. IF THE COURSE IS INTENDED PRIMARILY FOR STUDENTS OUTSIDE YOUR DEPARTMENT, DO YOU HAVE THE SUPPORT OF THE DEPARTMENT/PROGRAM CONCERNED?

N/A

PLEASE PROVIDE THE CONTACT INFORMATION FOR THE RECOMMENDED CHANGE:

Name: Dr. Melinda Gough Email: [email protected] Extension: Date submitted:

If you have any questions regarding this form, please contact the Assistant Secretary, School of Graduate Studies, [email protected].

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1 

_{RECOMMENDATION FOR CHANGE IN GRADUATE CURRICULUM - FOR}

CHANGE(S) INVOLVING COURSES & MILESTONES

1. This form must be completed for ALL course changes. Sections of this form pertaining to your requested change

must be completed.

2. An electronic version of this form (must be MS WORD not PDF) should be emailed to the Assistant Secretary, School

of Graduate Studies ([email protected]).

3. A representative from the department/program is required to attend the Faculty Curriculum and Policy Committee

meeting during which this recommendation for change in graduate curriculum will be discussed.

COURSE TITLE Language, Sex and Gender

COURSE NUMBER 6G03 COURSE CREDIT

Antirequisite(s): LINGUIST 4G03

NATURE OF RECOMMENDATION (PLEASE CHECK APPROPRIATE BOX)

Is this change a result of an IQAP review? ☒ Yes ☐ No

NEW

COURSE X DATE TO BE OFFERED (FOR NEW COURSES ONLY): Sept 2022

WAS THE PROPOSED COURSE OFFERED ON DEAN’S APPROVAL? NO

WILL THE COURSE BE CROSS-LISTED (COMBINED SECTIONS) WITH ANOTHER DEPARTMENT? IF YES, PLEASE NOTE WHICH DEPARTMENT:X LINGUISTICS &LANGUAGES

CHANGE IN

COURSE TITLE

DESCRIPTION 600-LEVEL COURSE (Undergraduate course for graduate credit) Please see #4 on page 2 of this form X

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COURSE

CANCELLATION

OTHER

This course investigates how patterns of language behaviour interact with social categories of gender and sexuality, and how speakers use language to express their gender and sexual identities.

Topics (Readings)

Topics shift year to year depending on student interest. The following is a subset of topics & readings from the Fall 2020 400-level course.

Constructing Gender (Meyerhoff 2014; Hall 1999, 2014; hooks 1984; Ahmed 2017; Butler 1993, Zimman 2019) Constructing Sex (Ainsworth 2015; Braun & Kitzinger 2001; Zimman 2014; Hutton 2017)

Constructing Sexuality (Bucholtz & Hall 2004; Munson & Babel 2007)

The Syntax and Morphology of Nonbinary Language (Ackerman 2019; Konnelly & Cowper 2020) The Phonetics of Voices (Zimman 2018; Davidson 2020)

The language of consent, blame, and sexual violence (Kitzinger & Frith 1999; Ehrlich 2019) The gendered language of consumerism (Talbot 2010, 2014; Goffman 1978)

Gould, S. J. (1978, Nov 2). Women’s Brains. New Scientist, 80(1127), 364–366.

Ainsworth, C. (2015, February 19). Sex Redefined. Nature, 518, 288– 291.

Kiesling, S. F. (2019). Chapter 3 “What are gender and sexuality?” In Language, gender, and sexuality: An introduction.

Routledge.

Eckert, P. (2014). The Problem with Binaries: Coding for Gender and Sexuality. Language and Linguistics Compass,

8(11), 529–535.

Meyerhoff, M. (2014). Gender performativity. In A. Bolin & P. Whelehan (Eds.), The International Encyclopedia of Human

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As a course with a social justice lens, the course complements the Linguistics & Languages Department’s 400/600-level offerings, which are weighted towards the laboratory science side of the program. On the GSFR side, the IQAP asked us to create 400/600 splits. By partnering with Linguistics & Languages, this course helps broaden the interdisciplinary focus of our GSFR curriculum. This course is highly relevant to the study of gender, sexuality, queer, and trans identities, and social power, which are at the heart of the Gender & Social Justice Program/GSFR.

2. EXPECTED ENROLMENT: Five at the 600 level. 25 at the 400 level.

3. DESCRIBE IN DETAIL THE METHOD OF PRESENTATION OF COURSE MATERIAL (i.e., lectures, seminars):

Holmes, J. (Eds.). (2014). The Handbook of Language, Gender, and Sexuality (2nd ed.), 220-239.

Braun, V., & Kitzinger, C. (2001). Telling it straight? Dictionary definitions of women’s genitals. Journal of Sociolinguistics,

5(2), 214–232.

Munson, B., & Babel, M. (2007). Loose Lips and Silver Tongues, or, Projecting Sexual Orientation Through Speech.

Language and Linguistics Compass, 1(5), 416–449.

Ackerman, L. (2019). Syntactic and cognitive issues in investigating gendered coreference. Glossa: A Journal of General

Linguistics, 4(1).

Bradley, E. D. (2019). Personality, prescriptivism, and pronouns. English Today, 1–12.

Yuasa, I. P. (2010). Creaky voice: A new feminine voice quality for young urban-oriented upwardly mobile American

women? American Speech, 85(3), 315–337.

Zimman, L. (2018). Transgender voices: Insights on identity, embodiment, and the gender of the voice: Transgender

voices. Language and Linguistics Compass, e12284.

Kitzinger, C., & Frith, H. (1999). Just Say No? The Use of Conversation Analysis in Developing a Feminist Perspective on

Sexual Refusal. Discourse & Society, 10(3), 293–316.

Ehrlich, S. (2019). ‘Well, I saw the picture’: Semiotic ideologies and the unsettling of normative conceptions of female

sexuality in the Steubenville rape trial. Gender and Language, 13(2), 251–269.

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consist of guided discussion of the assigned readings/listenings interspersed with brief lectures on supplementary readings.

included.)

In addition to the undergraduate requirements, students in the 600 level class will prepare and lead a seminar discussion for an assigned reading (additional to the undergraduate reading list), and will interview a guest on their podcast episode. The instructor will obtain course-based MREB approval and follow MREB requirements to oversee and ensure that all episode proposals by 600-level students meet ethics guidelines.

400 level class:

• 20% written responses to assigned seminar readings

• 25% pitch (draft script with annotated bibliography) for a podcast episode presenting a relevant topic from the scholarship to a non-academic audience

• 20% peer review of classmates’ pitches and draft scripts for podcast episodes • 35% final podcast episode

600 level class:

• 15% written responses to assigned seminar readings

• 20% select a reading additional to the undergraduate list, prepare and lead a 20-30 minute class discussion of the reading • 20% pitch (draft script with annotated bibliography) for a podcast episode interviewing a guest researcher on a relevant topic

from the scholarship

• 15% peer review of classmates’ pitches and drafts • 30% final podcast episode

5. TO PREVENT OVERLAP, IS A COURSE IN THE SAME OR A RELATED AREA OFFERED IN ANOTHER DEPARTMENT? IF YES, PLEASE ATTACH TO THIS FORM ANY RELEVANT CORRESPONDENCE WITH THE OTHER DEPARTMENT(S). none

We anticipate the primary audience for CogSciL 6G03 will be students in the Gender Studies and Feminist Research program. GSFR supports this proposal.

Name: Dr. Melinda Gough Email: [email protected] Extension: Date submitted: 22 February 2021

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1 SCHOOL OF GRADUATE STUDIES



_{RECOMMENDATION FOR CHANGE IN GRADUATE CURRICULUM - FOR}

CHANGE(S) INVOLVING COURSES & MILESTONES

1. This form must be completed for ALL course changes. Sections of this form pertaining to your requested change

must be completed.

2. An electronic version of this form (must be MS WORD not PDF) should be emailed to the Assistant Secretary, School

of Graduate Studies ([email protected]).

3. A representative from the department/program is required to attend the Faculty Curriculum and Policy Committee

meeting during which this recommendation for change in graduate curriculum will be discussed.

COURSE TITLE Colonialism and Resistance in Representations of Indigenous Womanhood

COURSE NUMBER 6RI3 _{6 Unit Course ( )} _{3 Unit Course ( X )}COURSE CREDIT _{1.5 Unit Course ( )} REQUISITE(S)

Antirequisites: CSCT 4RI3, ENGLISH 4RI3, INDIG ST 4RI3

NATURE OF RECOMMENDATION (PLEASE CHECK APPROPRIATE BOX)

Is this change a result of an IQAP review? ☒ Yes ☐ No

NEW

COURSE X DATE TO BE OFFERED (FOR NEW COURSES ONLY): Winter 2022

IF YES, PROVIDE THE DATE:

WILL THE COURSE BE CROSS-LISTED (COMBINED SECTIONS) WITH ANOTHER DEPARTMENT? IF YES, PLEASE NOTE WHICH DEPARTMENT:X ENGLISH AND CULTURAL STUDIES, INDIGENOUS STUDIES

CHANGE IN

COURSE TITLE

COURSE

CANCELLATION

PROVIDE THE REASON FOR COURSE CANCELLATION:

OTHER CHANGES

EXPLAIN:

3 units.

This course looks to representations of Indigenous womanhood in a range of contemporary and historical cultural productions for insights into how colonialism shapes all of our lives, in radically different ways.

Antirequisite(s): CSCT 4RI3, ENGLISH 4RI3, INDIG ST 4RI3 Departmental permission is required.

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texts to be used. Topics (Readings)

Topics shift year to year depending on student interest. The following is a subset of topics & readings from the last time the course was taught.

Description:

Indigenous women of Turtle Island (North America) have experienced oppression and dislocation from land, communities, spirituality, and traditional roles as a result of European colonization. These dislocations are accomplished in part through practices of

representation that entrench widespread misunderstandings of Indigenous women through a dichotomy described by Janice Acoose as “easy squaws or Indian princesses.” In this course, we will explore writings and cultural productions by and about Indigenous women that articulate and interpret dislocations and acts of oppression arising from the following: inaccurate and stereotypical images; colonial policies of both Canada and the United States; media and societal-influenced attitudes about the role and positions of Native women; and physical, spiritual, sexualized and racialized images that have caused and furthered oppressive and genocidal actions against Indigenous women, including murder. Genres to be studied include biography, fiction, poetry, drama, media (mainstream and alter/native), and film. By engaging with several such productions, we will ask: How are Indigenous women represented in both Indigenous and non-Indigenous cultural productions? What role do cultural representations play in the processes of colonization and decolonization? What similarities and differences exist across historical and contemporary representations? How do cultural

representations affect the real life experiences of Indigenous women? How do cultural productions by Indigenous women effectively resist and offer corrections to inaccurate portrayals and misrepresentations offered by the colonizer? And in what ways might we as individuals and students be complicit in and/or resist colonial misrepresentations of Indigenous women?

Course Objectives:

By the end of this course, students should be able to:

* Offer thoughtful, critical, informed engagement with the questions listed above.

* Demonstrate critical thinking and reading skills, particularly through an ability to analyze a variety of representations of Indigenous women.

* Demonstrate skills in presentation, verbal communication and discussion through participation in the seminar presentation and weekly discussions.

* Demonstrate an ability to connect individual stories of Indigenous women to the larger social, cultural, and political structures in which they are embedded, identify and confront the representational politics of missing and murdered Indigenous women, and critically and affectively analyze their own position to these structures, these politics and the project itself.

Required Texts:

Clements, Marie. The Unnatural and Accidental Women. Mojica, Monique. Princess Pocahontas and the Blue Spots.

Mosionier, Beatrice Culleton. In Search of April Raintree. Critical edition edited by Cheryl Suzack. Mourning Dove (Hum-Ishu-Ma). Cogewea: The Half-Blood.

Robertson, David Alexander. Betty: The Helen Betty Osborne Story. Courseware Package

Topics and Readings: Introduction

Hodinohso:ni and Nishnaabeg Creation Stories

Watts, Vanessa. “Indigenous place-thought & agency amongst humans and non-humans (First Woman and Sky Woman go on a European world tour!).” (assigned)

Hoy, Helen. “Introduction.” In How Should I Read These? Native women writers in Canada. (assigned)

Sign up for seminar presentations

Overview of MMIW Bio Research Project; form groups

Representation and/as Colonization: Disempowering Sacred Life Givers

Smith, Andrea. “‘Better Dead Than Pregnant:’ The Colonization of Native Women’s Reproductive Health.” (assigned)

Anderson, Kim. “The Construction of a Negative Identity.” A Recognition of Being: Reconstructing Native Womanhood. (assigned)

Anderson, Kim. “New Life Stirring: Mothering, Transformation and Aboriginal Womanhood.” In Until Our Hearts Are On the Ground. (suggested)

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Simpson, Leanne. “Birthing an Indigenous Resurgence: Decolonizing Our Pregnancy and Birthing Ceremonies.” In Until Our Hearts Are On the Ground. (suggested)

Women and the Land: Destruction and Ownership

Smith, Andrea. “Rape of the Land.” Conquest: Sexual Violence and American Indian Genocide. (assigned)

Anderson, Kim. “Chapter Four: The Dismantling of Gender Equity.” A Recognition of Being: Reconstructing Native Womanhood. (assigned)

Lawrence, Bonita. “Gender, Race, and the Regulation of Native Identity in Canada and the United States: An Overview.” (suggested)

Representing Colonization’s Effects: Testimony and Truth-telling Mosionier, Beatrice Culleton. In Search of April Raintree. (assigned)

Representation and/as Colonization: Contemporary Contexts

Acoose, Janice/Red Sky Woman. “Fenced in and Forced to Give Up: Images of Indigenous women in selected non-Indigenous Writers’ Fiction.” (assigned)

Martin-Hill, Dawn. “She No Speaks and Other Colonial Constructs of the ‘Traditional’ Woman.” In Strong Women Stories: Native vision and community survival. (assigned)

Fiske, Jo-Anne. “By, For, or About? Shifting Directions in the Representations of Aboriginal Women.” (suggested)

Appropriation and Locating Voice in early Native Women’s Writing

Cogewea: The Halfblood (assigned)

Ethics Discussion: how is your MMIW Bio Research Project going?

Representation and/as Colonization: Stereotypes

Green, R. “The Pocahontas Perplex: The Image of Indian Women in American Culture.” (assigned)

Mojica, Monique. “Princess Pocahontas and the Blue Spots.” (assigned)

Epidemic of Violence Against Native Women

Amnesty International, Stolen Sisters: A Human Rights Response to Discrimination and Violence Against Indigenous Women in Canada (Amnesty International, 2004) (assigned)

Robertson, David Alexander. Betty: The Helen Betty Osborne Story. (assigned)

Missing and Murdered Indigenous Women: Nation-State Complicity *please watch both videos prior to class

Pam Palmater talk, The Law's Role in Canada's Disgrace: Murdered & Missing Indigenous Women & Girls. (73 mins) https://www.youtube.com/watch?v=6g665LSQpX0

RACE 2014 Keynote 1: Dr. Audra Simpson. “The Chiefs Two Bodies: Theresa Spence and the Gender of Settler Sovereignty”. Unsettling Conversations, #RACE2014yeg (Oct 2014)

https://vimeo.com/110948627 (60 mins)

Not (Ab)normal or Accidental: Confronting Normalized Violence Clements, Marie. The Unnatural and Accidental Women. (assigned)

Representation and/as Decolonization: INM & WWOS *please watch both videos prior to coming to class

Muskrat Magazine. Interview with Metis Artist Christi Belcourt on Walking with Our Sisters. http://christibelcourt.com/muskrat-magazine-interview/ (assigned)

Rebecca Belmore. Vigil. 2002 Talking Stick Festival, Full Circle First Nations Performance. http://www.rebeccabelmore.com/video/Vigil.html. (assigned)

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The GSFR IQAP asked us to create 400/600 splits. Additionally, by partnering with Indigenous Studies and English and Cultural Studies to offer this course to GSFR MA students, we will broaden the interdisciplinary focus of our GSFR curriculum and heighten our existing commitments to intersectionality. This course is highly relevant to the study of gender, sexuality, queer and trans identities, and social power, all of which are at the heart of the Gender & Social Justice Program/GSFR.

2. EXPECTED ENROLMENT: 10 ECS/5 Indigenous Studies/5 GSFR

3. DESCRIBE IN DETAIL THE METHOD OF PRESENTATION OF COURSE MATERIAL (i.e., lectures, seminars):

This course uses a seminar format. Students prepare for each class meeting by reading assigned papers and chapters and by watching assigned films. Class meetings consist of guided discussion of the assigned readings/films interspersed with oral presentations plus brief lectures on supplementary readings.

included.)

For students in the 400 level class, the method of evaluation is as follows: Class Participation: 15% (attendance; response to presenters; October check-in)

Seminar Presentation: 30% (15 min presentation on course reading & one other mainstream representation)

Short Ethics Paper 15% (1-2 pages; consider any ethical or emotional difficulties you anticipate encountering in the final project) MMIW Project w/ Final Reflection Paper: 40% (10-12 pages)

For the 600-level course, the marks breakdown will be as follows:

Participation: 20% in total: (i) 10% weekly participation in seminar; (ii) 10% five written discussion questions (150 words each) submitted prior to seminar meetings

Class Presentation and Annotated Bibliography (35%) -- 15 minute-presentation of weekly readings: 1) the construction of an original argument, with detailed reference to the primary text(s); 2) the positioning of yourself in relation to published criticism; and 3) the “Letter to Prime Minister Harper from Indigenous Women of Turtle Island.” (assigned)

Nanibush, Wanda. “Idle No More: Strong Hearts of Indigenous Women’s Leadership.” (suggested)

Nason, Dory. “We Hold Our Hands Up: On Indigenous Women’s Love and Resistance.” (suggested)

Representation and/as Decolonization: Writing Resistance

Sewell, Anna Marie. “Washing the World.” Available online at http://prairiepomes.com/category/poetry/ (assigned)

Armstrong, Jeanette. “Indian Woman.” (assigned)

Cuthand, Beth. “Post-Oka Kinda Woman.” (assigned)

Dumont, Marilyn. “Squaw Poems.” (assigned)

Harjo, Joy. “The Woman Hanging from the Thirteenth Floor Window.” (assigned)

Keeshig-Tobias, Lenore. “(a found poem).” (assigned)

Johnson, Pauline. “A Cry from an Indian Wife” and “A Strong Race Opinion: On the Indian Girl in Modern Fiction.” (suggested)

Deerchild, Rosanna. “My Poem is an Indian Woman.” (suggested)

Maracle, Lee. “I Am Woman” and “Blind Justice.” (suggested)

December 4th – National Day of Remembrance and Action on Violence Against Women Hosted by McMaster’s Anti-Violence Network

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5

your presentation. Plus an annotated bibliography. Term Paper (45%) –15 pages, research-based.

5. TO PREVENT OVERLAP, IS A COURSE IN THE SAME OR A RELATED AREA OFFERED IN ANOTHER DEPARTMENT? IF YES, PLEASE ATTACH TO THIS FORM ANY RELEVANT CORRESPONDENCE WITH THE OTHER DEPARTMENT(S). none

We anticipate the primary audience for Gender St 6RI3 will be students in the Gender and Social Justice program. We imagine a total enrollment of 20, with 15 seats in the 400 level version (10ECS/5 Indigenous Studies) and 5 seats in the 600 level course for GSFR graduate students.

GSFR supports this proposal. The Department of English and Cultural Studies (lead for the 400 level course) also supports this proposal.

Name: Dr. Melinda Gough Email: [email protected] Extension: Date submitted: 5 February 2021 If you have any questions regarding this form, please contact the Assistant Secretary, School of Graduate Studies, [email protected].

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1 

_{RECOMMENDATION FOR CHANGE IN GRADUATE CURRICULUM - FOR}

CHANGE(S) INVOLVING COURSES & MILESTONES

1. This form must be completed for ALL course changes. Sections of this form pertaining to your requested change

must be completed.

2. An electronic version of this form (must be MS WORD not PDF) should be emailed to the Assistant Secretary, School

of Graduate Studies ([email protected]).

3. A representative from the department/program is required to attend the Faculty Curriculum and Policy Committee

meeting during which this recommendation for change in graduate curriculum will be discussed.

COURSE TITLE Gender and the Textile Arts

COURSE NUMBER GENDRST _6Z03 COURSE CREDIT

Anti-requisite: ARTHISTORY 4Z03

Departmental permission required; Enrollment in a graduate program in Gender and Social Justice.

NATURE OF RECOMMENDATION (PLEASE CHECK APPROPRIATE BOX)

Is this change a result of an IQAP review? ☒ Yes ☐ No NEW

COURSE X DATE TO BE OFFERED (FOR NEW COURSES ONLY): Winter 2022

WILL THE COURSE BE CROSS-LISTED (COMBINED SECTIONS) WITH ANOTHER DEPARTMENT? IF YES, PLEASE NOTE WHICH DEPARTMENT:X SCHOOL OF THE ARTS

CHANGE IN

COURSE TITLE

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2

The last GSFR IQAP asked us to create 400/600 splits. By partnering with SOTA, this 400/600 course helps broaden the

interdisciplinary focus of our GSFR curriculum, and speaks to our students’ interest in art, gender, race, international issues, and social justice. It is an excellent fit with the program’s learning outcomes and priorities.

2. EXPECTED ENROLMENT:

20 total students; 3-5 seats for graduate students in Gender & Social Justice.

3. DESCRIBE IN DETAIL THE METHOD OF PRESENTATION OF COURSE MATERIAL (i.e., lectures, seminars): This is a seminar course, which will include some guided instruction of readings, student responses to readings, structured class discussion and student presentation.

included.) COURSE

CANCELLATION

OTHER

This seminar will critically examine issues related to changes in the art and technology of textile-making and ornamentation of

various cultures at different time periods: visuality, materiality, function, power, wealth, usage, taste, distribution, and especially,

gender.

The primary text will be the 500-page Wiley Blackwell Companion to Textile Culture, Jennifer Harris (ed) (2020). Readings by interdisciplinary academics, artists, and curators are structured along the following themes: histories and frameworks of studying textiles; textiles, trade, and global culture; social and political concerns; representation in textiles; reception of textiles. This book is available as an e-book to all McMaster students, free, through the McMaster Library system.

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3

ASSESSMENT for the 600 level course:

The 600 level course requires weekly discussion questions in addition to the summaries required of 400 level students; more in-depth research for the final project (annotations of 15 as opposed to 10 relevant sources); and a more in-depth final project presentation and paper designed to be the length of a conference paper (3500-4000 words).

Marks breakdown is as follows: 6Z03

• Seminar Participation (20%)

• Weekly Summaries of Assigned Readings, plus Discussion Questions (30%)

• Research Project and Presentation 50%) [marked by steps: a) Choose a title, annotate relevant references (at least 15) 15%; b) Propose a main idea and outline the paper 20%; c) 20-25 minute (conference paper length) presentation in class 10%; d) Conference paper length final paper (3500-4000 words excluding title and references) 55%]

4Z03

• Seminar Participation (20%)

• Weekly Summaries of Assigned Readings (30%) point form

• Research Project and Presentation (50%) [marked by steps: a) Choose a title, annotate relevant references (at least 10) 15%; b) Propose a main idea and outline the paper 20%; c) Presentation in class 10%; d) Final paper 2500-3000 words excluding title and references 55%]

5. TO PREVENT OVERLAP, IS A COURSE IN THE SAME OR A RELATED AREA OFFERED IN ANOTHER DEPARTMENT? IF YES, PLEASE ATTACH TO THIS FORM ANY RELEVANT CORRESPONDENCE WITH THE OTHER DEPARTMENT(S). None.

SOTA and GSFR are working together on this initiative; SOTA is the lead on this course and SOTA director, Dr. Stephanie Springgay, and course instructor, Dr. Angela Sheng, are in support of adding the 600-level version for GSFR students.

Name: Dr. Melinda Gough Email: [email protected] Extension: Date submitted: 22 February 2021

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1

RECOMMENDATION FOR CHANGE IN GRADUATE CURRICULUM - FOR CHANGE(S)

INVOLVING DEGREE PROGRAM REQUIREMENTS / PROCEDURES / MILESTONES

IMPORTANT: PLEASE READ THE FOLLOWING NOTES BEFORE COMPLETING THIS FORM: 1. This form must be completed for ALL changes involving degree program requirements/procedures. All sections of this form must be completed.

2. An electronic version of this form (must be in MS WORD not PDF) should be emailed to the Assistant Secretary, School of Graduate Studies ([email protected]).

3. A representative from the department is required to attend the Faculty Curriculum and Policy Committee meeting during which this recommendation for change in graduate curriculum will be discussed.

DEPARTMENT N/A

NAME OF PROGRAM and

PLAN Gender Studies and Feminist Research M.A. and Ph.D. Diploma

DEGREE M.A. in Gender Studies and Feminist Research; Gender Studies and Feminist Research _{Graduate Diploma (Ph.D.)}

NATURE OF RECOMMENDATION (PLEASE CHECK APPROPRIATE BOX)

Is this change a result of an IQAP review? ☒ Yes ☐ No

CREATION OF NEW MILESTONE ☐

CHANGE IN ADMISSION

REQUIREMENTS

CHANGE IN COMPREHENSIVE

EXAMINATION PROCEDURE CHANGE IN COURSE REQUIREMENTS

CHANGE IN THE DESCRIPTION OF A SECTION IN THE GRADUATE

CALENDAR X

EXPLAIN:

IQAP implementation changes re: program name and its intersectional nature.

OTHER

CHANGES X

EXPLAIN:

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2

PROVIDE A DETAILED DESCRIPTION OF THE RECOMMENDED CHANGE (Attach additional pages if space is not sufficient.)

Please see detailed submission.

RATIONALE FOR THE RECOMMENDED CHANGE (How does the requirement fit into the department’s program and/or tie to existing Program Learning Outcomes from the program’s IQAP cyclical review?): Please see detailed submission.

PROVIDE IMPLEMENTATION DATE: (Implementation date should be at the beginning of the academic year)

September 1, 2021

ARE THERE ANY OTHER DETAILS OF THE RECOMMENDED CHANGE THAT THE CURRICULUM AND POLICY COMMITTEE SHOULD BE AWARE OF? IF YES, EXPLAIN.

Please note that these changes are part our IQAP implementation plan and process, and have been previously discussed (some in more detail) with Dean Swett and ADRGS Horn; they also mirror some approved changes in our undergraudate curriculum this year.

PROVIDE A DESCRIPTION OF THE RECOMMENDED CHANGE TO BE INCLUDED IN THE CALENDAR (please include a tracked changes version of the calendar section affected if applicable):

Please see detailed submission.

CONTACT INFORMATION FOR THE RECOMMENDED CHANGE:

Name: Dr. Melinda Gough Email: [email protected] Extension: Date submitted: Please see detailed submission

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3

If you have any questions regarding this form, please contact the Assistant Secretary, School of Graduate Studies, [email protected]

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Gender Studies and Feminist Research

Graduate Curriculum

Program Changes – Detailed Submission

February 2021

Summary of Program Changes

1. Program name change(s) (M.A. and Ph.D. Diploma)

2. Program description change (M.A. and Ph.D. Diploma)

3. M.A. Program notes changes

4. Ph.D. Diploma notes changes

5. Program course listing changes

6. Course description changes

7. Course additions

1. PROGRAM NAME CHANGE(S)

Current name(s):

Gender Studies and Feminist Research, MA

TO: Gender and Social Justice, MA

AND

Gender Studies and Feminist Research Graduate Diploma (Ph.D.)

TO: Gender and Social Justice Graduate Diploma (Ph.D.)

Rationale: Our last IQAP suggested that we work to illuminate the intersectional nature of our program, which

focuses on gender, race, sexuality, and social justice. Our research, faculty, and courses integrate these

important intersections. By signalling these connections to our communities and potential students, in our

program name, we are making more explicit this commitment and focus.

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On general “GSFR program” page in SGS Calendar:

https://academiccalendars.romcmaster.ca/preview_entity.php?catoid=42&ent_oi

d=5821&returnto=8772

Current description:

Candidates may be accepted for graduate work leading to an M.A. degree or a Graduate Diploma (Ph.D.) in

Gender Studies and Feminist Research. Both programs are dedicated to furthering understandings of the

importance of gender as a category of analysis in scholarly inquiry. Our work is interdisciplinary and draws

together those who study women and gender issues from across campus and the larger community.

New description: (Replace entire description with this text)

The Gender and Social Justice Program at McMaster is a vibrant graduate program and learning community

committed to the intersectional study of gender, sexuality, race, ethnicity, class, ability, age, and other

categories of social difference, through feminist, anti-racist, anti-colonial, and queer social justice lenses. The

program is interdisciplinary in our teaching, learning, research, and activism, and prioritizes

community-engaged research and praxis. Our M.A. is a one-year degree; our PhD Diploma is open to qualified students

admitted to doctoral programs at McMaster as an additional credential.

Rationale: Our last IQAP suggested that we work to illuminate the intersectional nature of our program, which

focuses on gender, race, sexuality and social justice. Our current description does not adequately reflect the

intersections of our work, even though our research, faculty, and courses integrate these important axes of

analysis. By signalling these connections to our communities and potential students in the program

description, we are making explicit the commitment and focus of the M.A. and Ph.D. diploma programs.

3. PROGRAM NOTES UPDATE

On MA Page: https://academiccalendars.romcmaster.ca/preview_program.php?catoid=42&poid=22453&returnto=8772

M.A. Degree

The one year Master’s program leads to the degree of Master of Arts in Gender and Social Justice. Studies and Fem

Research.

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Admission to the M.A. program requires an Honours bachelor’s degree from a recognized university with at least

average (equivalent to a McMaster 8.5 GPA out of 12) in upper year courses in the final year of full time study (or

equivalent). The M.A. program is interdisciplinary and does not require a degree in a specific discipline. Eligible s

will indicate in a statement of interest what in their academic or experiential background prepares them for grad

work in the program. Eligible students should indicate in a statement of interest what in their academic or experi

background prepares them for graduate level work in the field of Gender and Social Justice.

For a full description of application materials and procedures, see the Gender and Social Justice website

(

http://gsfr.mcmaster.ca

) (https://gsj.humanities.mcmaster.ca)

Part Time Studies

Usually, M.A. students in Gender and Social Justice complete the program in one full calendar year, starting in Sep

Applications for part-time studies in the M.A. program will be considered. Applicants for part-time studies should

brief written explanation of the special circumstances that make it impracticable for them to complete the degree

time basis.

The program requirements for the part-time Master’s are the same as those for the full-time Master’s, but may be

completed over a maximum timeframe of 5 years, in accordance with McMaster’s School of Graduate Studies poli

Coursework may be completed in any sequence, but the three core courses must be completed prior to the indep

research project.

Program Requirements

The M.A. program requirements include the following mix of course work, experiential learning, and independen

Three compulsory core courses: (12 units)

• GENDR ST 700 / Current Debates in Feminist and Gender Theory Theorizing Gender and Social Just

• GENDR ST 701 / Doing Anti-Oppressive Research in Feminist and Gender Studies

• GENDR ST 707 / Knowledge in Action

Two additional elective courses: (6 units)

(from an approved list)

An independent A major research project: (6 units)

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• _{a major research paper project (resulting in a 20-25 page publishable article and oral presentation)}

• _{a project in pedagogical research (resulting in the compilation of a reading list, preparation of course outli}

written paper of 7-10 10-15 pages)

• _{a knowledge in action project (based on work with a community organization and including the developm}

document or tool for use by the group and a 10-15 page paper)

• _{an arts-based research/research creation project (in an approved format, and accompanied by a 10-15 pa}

Independent MRP requirements include a short oral presentation sharing work in progress at a symposium/wor

May. All project proposals must be approved by the Program’s M.A. Program Graduate Committee.

Rationale:

1. Program name change made universally.

2. Admissions language updated to better reflect existing admission practices for

the program.

3. Changes of course titles made due to course changes (see course change

forms).

4. To be consistent with other programs in the Faculty of Humanities, we are

changing “Independent Research Project” to “Major Research Project”.

5. Changes in the length of the written paper for the pedagogical research project

for consistency with lengths required for the knowledge in action and arts-based

research creation MRP options.

6. New arts-based research/research creation option added in response to student

demand (we regularly have students who wish to undertake this work). We are

able to offer appropriate supervision for this option with existing faculty expertise

in the Department of Communication Studies and Media Arts, and the School of

the Arts, and as we have been working with Dr. Zeffiro in the Sherman Centre for

Digital Scholarship on digital humanities skills.

7. The MRP oral presentation requirement is not a new requirement, but was not

previously listed clearly in the calendar.

8. Reference to the program’s “M.A. Program Committee”, to distinguish it from our

“Ph.D. Diploma Committee” for clarify and transparency.

4. Ph.D. DIPLOMA DESCRIPTION CHANGES

From:

https://academiccalendars.romcmaster.ca/preview_program.php?catoid=42&poid=22516&returnto=8772

The Graduate Diploma (Ph.D.) in Gender and Social Justice Studies and Feminist Research aims to

enhance the intellectual development and training of students already enrolled in doctoral programs by

allowing them to combine disciplinary research with interdisciplinary scholarship from the fields of

Gender and Social Justice Feminist Studies.

The Graduate Diploma option is available to incoming and in-course Ph.D. students in McMaster’s

Departments of Anthropology, Communication New Media and Cultural Studies, English and Cultural

Studies, French, History, Philosophy, Religious Studies, Social Work, and Sociology English and Cultural

Studies, History, Philosophy, Religious Studies, Social Work, Sociology, French and Communication, New

Media and Cultural Studies.

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Students completing the diploma will receive the notation Completed Graduate Diploma in Gender and

Social Justice Studies and Feminist Research on their academic transcript in addition to the doctorate

degree from their home graduate unit.

Admission

The primary requirement for admission to the Graduate Diploma program (beyond admission to the

home department’s stand-alone Ph.D. program) is distinction in a Master’s degree with sufficient

academic background and preparation (at the undergraduate and/or Master’s level) in women’s, gender,

and/or feminist studies, critical race studies, sexuality studies, disability studies, and/or equity studies.

The University requires that applicants’ previous graduate work be equivalent to at least a McMaster B+

(77-79%), but higher standards may be set in practice by the diploma student’s home department.

The Statement of Interest should clarify what elements in the applicant’s academic background prepare

them for graduate level work in the field of gender and social justice.

For a full description of application materials and procedures see the Gender and Social Justice Studies

and Feminist Research website

http://gsfr.mcmaster.ca

. https://gsj.humanities.mcmaster.ca

Part-time Studies

Doctoral students who wish to pursue a doctorate in their home department together with the GSFR

Gender and Social Justice Graduate Diploma will normally be admitted full-time to both. In the occasional

instance when the home department and the GSJFR program admits, or converts a student, to part-time

studies, the requirements for the diploma program (as for the home department) will remain the same

but will be spread out over a longer time period.

Program Requirements

Program requirements for the Graduate Diploma (Ph.D.), in addition to those of the student’s home

department, are:

• _{one compulsory core course (}

_{700 GENDR ST 700 / Current Debates in Feminist and Gender}

Theory GENDR ST 700 Theorizing Gender and Social Justice

) (3 units) (also required for Master’s

students)

• _{one additional elective course in gender and social justice studies and feminist research (3 units)}

(from an approved list). This course is in addition to coursework required for your Ph.D. degree.

Courses cannot be counted towards both the Ph.D. degree and the GSFR Ph.D. diploma.

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o

regular attendance at symposium events. Important Note: The symposium is a key way in

which we attempt to create an intellectual community in a program in which students

come from many different disciplines. Therefore, students are expected to attend all

symposia. Students who anticipate missing more than one symposium event per year must

contact the Director of the Program and meet with the chair of the Graduate Program

Committee to discuss their particular circumstances.

o

an oral presentation based on the doctoral student’s own research, normally in the third or

fourth year of study; and

• _{a doctoral thesis on a topic related to Gender and/or Feminist Studies, and Social Justice.}

Students will normally complete the 6 units of diploma coursework during their second year. In order to

ensure timely degree completion, diploma students will be encouraged to choose an elective course likely

to directly enhance and move forward their thesis research.

Please note that the 6 units of Graduate Diploma coursework are in addition to coursework required for

the Ph.D. from the home department. Courses cannot be counted towards both the Ph.D. degree and the

GSFR GSJ Ph.D. diploma.

Diploma students will normally give their Research Symposium presentation during their third or fourth

year.

Language Requirements

To be determined by individual home departments.

Thesis Evaluation Procedures

Students in the Graduate Diploma (Ph.D.) program must have their thesis topics approved by both the

home department and the program in Gender and Social Justice Studies and Feminist Research. The

thesis must be on a topic related to the broad fields of Gender and Social Justice. Studies and Feminist

Research. Approval is granted by the Gender and Social Justice program’s PhD Diploma Committee and

occurs in conjunction with the home department’s regular schedule for doctoral thesis proposal

submission and approval. Members of the Gender and Social Justice Studies and Feminist Research

program may sit on diploma students’ doctoral thesis supervisory committees, or serve as external

examiners of doctoral theses. Such arrangements are at the discretion of the home department.

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1.Change Diploma name to harmonize with change in M.A. program name and overall unit’s name.

2.Throughout, change references to the program name to reflect program name change.

3. Admissions description updated to reflect existing admission practices more clearly. Additionally: we are

adding the intersectional wording here, in response to IQAP recommendations.

4 .

List of home departments for students in the Graduate Diploma updated (and alphabetized) for consistency

with information already listed on the program website.

5.Change of course name for GENDRST 700 reflects program name change.

5.Program requirements: specifics regarding attendance at Research Symposium events edited to remove

redundancy. Wording regarding the nature of the research presentation added to more accurately reflect

practices in place over the past several years.

6.References to “Graduate Committee” have been changed to “Graduate Diploma Committee” to clarify that

this committee is different than the M.A. Program Committee, for clarity and transparency. This mirrors the

change made above in the M.A. section.

6. COURSE LIST CHANGES/UPDATES

On this page, in the SGS Calendar, “Gender Studies and Feminist Research Courses”

https://academiccalendars.romcmaster.ca/preview_program.php?catoid=42&poid=22549

Gender Studies and Feminist

Research and Social Justice

Courses

Please note not all courses are offered every year.

Courses

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