GGR 246 H1F: Geography of Canada

FALL SEMESTER 2015

Lecture: Mondays, 6-8pm, L5101

Instructor: Micah J Hewer, PhD (ABD)

Office hours: Mondays, 3-5pm, Geography Department, University of Toronto, SSH 5038

Email: [email protected]

TAs: Jina Gill, Katie Mazer, Maria Ponnambalam, Andrew Picard

 All inquiries pertaining to the course should be directed to me and not to the TAs.

About the course:

[W]hile one can take Canadian geography out of Canada, one cannot take Canada out of
Canadian geography. Disciplinary knowledge does not exist in the firmament but is always
grounded, including grounded within specific state formations involving national agendas, forms
of bureaucracy and governmentality, historical relationships with other nations, the treatment of
citizens including the very definition of a citizen, sub-national regional political divisions, and
larger cultural discourses around what it means to be in this case Canadian (Trevor Barnes, “The
Geographical State”, 2007: 162).

In this course, we will examine the „Geography of Canada‟ using critical theoretical
perspectives. Rather than learning about different „parts‟ of Canada in the vein of a regionalist
approach, we will take a thematic approach through which we will explore Canada‟s historical,
economic, cultural and political geographies. A particular focus of the course will be the role of
violence in the production of Canada as nation. Some of the themes that will be covered include
colonialism, territoriality, regionalism, immigration, border-making and representation. Issues of
power, inequality and social differentiation, particularly as sanctioned by law and policy, will
thread through the course, as will debates about belonging and exclusion in Canada.
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Taking a geographic approach to Canada means taking a look at the social construction of
„Canada‟ through the politics and production of spaces. We will explore how landscape, borders,
regions, territory, land, and environment are imagined, organized, contested and fought for by
different people. This course will spotlight how Canada, as an „idea‟ with material effects,
emerges through inclusions and exclusions, historically and at present. It will also examine the
role of geographical knowledges and practices in the making of Canada as nation.

Very important proviso:

„Nation‟, „nationality‟ and „nationalism‟ are necessarily political topics and are therefore likely
to arouse all kinds of feelings and passions. In this course, we will deal with these topics as well
as various historical and contemporary social issues that may elicit difficult discussions. We will
not shy away from these topics, and we will uphold the university‟s own statement of
institutional purpose by explicitly interrogating our cherished beliefs about what Canada „is‟ and
what it ought to be. And we will do this with an open mind and respect for one another. In order
for this to happen effectively, it is crucial that we make our classroom into a safe space by
respecting each other despite our differences. In this spirit, I want to issue a reminder: that our
classroom, like the university more broadly, is governed by comprehensive policies on anti-
harassment and anti-oppression. Breaches of these policies will be taken very seriously.

Goals of the course:

 To explore the utility of geographical concepts and approaches, including critical

theories, to the study of Canada‟s geographies and the concept of „nation‟
 To examine not only what we know about Canada‟s geographies, but also how we
acquire these geographical knowledges
 To unpack the roles that geographical imaginations and practices play in the making of
Canada as a nation
 To develop critical thinking skills not only for reading scholarly sources, but also for
engaging with public discourses (e.g., policy debates, media coverage, etc.)
 To develop and hone other skills, including effective writing and critical reading as well
as time management and interpersonal communication.
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Required readings:

The readings for this course are a sizable list of assigned academic journal articles (listed in the
course schedule starting on page 6). The course readings can be accessed online through the
University of Toronto Library website, or through the „Readings‟ tab on Blackboard.

Please be aware that many of the readings for this course are challenging. You will likely need to
spend between 2-3 hours each week doing the readings, which is not uncommon for a 2nd year
class. You are expected to come to class having read the assigned readings for that class. This
will allow us to deal in class with any questions that you may have about the readings. It is
essential for you to keep up with the readings, firstly, because falling behind will only increase
your reading load in subsequent weeks, and secondly, because you will be examined on them
during the midterm test and final exam.

Course format:

For this course, we will meet for two hours in a day, once a week, for a total of twelve classes for
the term. Most of the classes will be devoted to the delivery of lectures. From time to time, we
will also use short videos as supplementary learning tools. We will also devote some time of
each class to discussions. Please use this time to ask questions, including clarifications, on
lectures or the readings.

Please note that taking photographs and video recordings during class is not permitted. Should
you wish to audio record during the lectures, you are required to seek my permission in advance.
Violation of these rules will be pursued under the Code of Student Conduct, and various forms of
disciplinary action could apply.

Accessibility needs:

The University of Toronto is committed to accessibility. If you require accommodations for a

disability, or have any accessibility concerns about the course, the classroom or course materials,
contact Accessibility Services as soon as possible: [email protected] or
http://studentlife.utoronto.ca/accessibility. Also, please feel free to talk to me in person or via
email if you have comments or suggestions on how to make our course work better for you.
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Course site on Blackboard:

This course will use Blackboard primarily for (1) course announcements, (2) posting of
important documents (e.g., syllabus, assignment handouts, course readings), and (3) email
correspondence. To access Blackboard, log in to the UofT portal log-in page
(http://portal.utoronto.ca) and look for the course link under the „My Courses‟ module. Please
make sure that the email you have on ROSI is one that you check regularly, since this is the
email that Blackboard uses to communicate with you. Ideally, this should be your utoronto
email. Forwarding your utoronto email to another account (e.g., gmail) is not advisable, as
emails to and from the instructor might end up in junk mail folders. Also, please note that any
marks posted on Blackboard are provisional and that only marks posted on ROSI are treated as
official.

Email correspondence policy:

Per official university policy, email communication for this course should be from official
university email addresses.

All email correspondence for this course should be directed to me and not the TAs. If you have
concerns about deadlines, course content, marks or any of the deliverables for this class, please
do not hesitate to email me (I will try to respond to emails within 24 hours, weekends excluded).
Generally though, email should be reserved for asking questions that can be answered briefly.
More extended discussions, including requests for reconsideration of marks, should be done
during scheduled office hours or by appointment.

Please note that while the use of overly formal language in emails is not required, it is generally
advisable that you use professional language and tone. Avoid the use of slang, text message
shorthand, and incomplete and ungrammatical sentences.

Grading scheme:

Assignment 1 (20%): Due at the start of class on Oct. 5

This short paper (~4 double-spaced pages) requires you to critically engage with two academic
journal articles and use them to analyze a case study of your choice involving Aboriginal people
M Hewer GGR 246 (Fall 2015) Page 5

protesting a specific economic development project in Canada. Assignment one will involve a
brief description of the historical context surrounding the protest, a summary of each of the
academic sources and then a critical discussion of the two sources. Do the two articles present
conflicting or complementary views on the issue? What geographic concepts are being employed
in the analysis? What areas require further research in order to obtain a more complete
understanding of the issue?

Midterm Test (25%): In-class on Oct. 19

The midterm test will cover material from both lectures and readings, with slightly greater
emphasis on the former. The midterm test will include short answer (one paragraph) and long
answer (one page) questions.

Assignment 2 (25%): Due at the start of class on Nov. 21

This research paper (~6 double-spaced pages) requires you to examine some aspects of the
labour, gender, racial and political geographies of temporary agricultural migrant work as they
appear in the current academic literature (e.g. journal articles, chapters in edited books chapter).
Assignment two will be written as a formal essay, including an introduction, an appropriate
number of body paragraphs (3-4) and a conclusion. The paper will rely on six academic sources,
from which a thematic analysis will be conducted in order to identify themes that occur within
this body of literature. The body paragraphs will represent these themes. The conclusion will
summarise the main findings while also providing critical insights into the methodological
approach to this area of study as well as identify current knowledge gaps in the literature and
potential areas for future research.

Final exam (30%): TBA, exam period

The final exam will cover material mostly from the second half of the class, though you will be
expected to retain major lessons from the first half of the class. You will be examined on
material from both lectures and readings, with slightly greater emphasis on the former. The final
exam will include short answer (one paragraph) and long answer (one page) questions.
M Hewer GGR 246 (Fall 2015) Page 6

Late submissions and missed midterm test:

The two assignments for the course need to be submitted at the beginning of class on the due
date. All submissions received after will be treated as being a day late and penalties will be
assessed accordingly. Please note that late work will be accepted without penalty only if a valid
medical or registrar‟s note is submitted with your assignment or if you acquire explicit approval
from me. Unexcused late work (i.e., those submitted without a valid medical or registrar‟s note
or without my prior approval) will only be accepted until the Monday immediately after the due
date (or the Tuesday immediately after in the case of a holiday Monday). In other words,
unexcused late submissions for Assignment 1 (due: October 5) will only be accepted until the
end of the workday on Tuesday, October 13. Unexcused late submissions for Assignment 2 (due:
November 23) will only be accepted until the end of the workday on Monday, November 30.
Please be aware that the Geography front office (SSH 5047) is open from 9am to 5pm, Monday
to Friday, during the Fall 2015 semester, except in the case of the Friday before an official
holiday (i.e. Friday, October 9, 2015), when the office closes at 3pm.

Late work will be assessed the following deductions: 10% per day, commencing immediately
after the start of class on the due date and a mark of zero if not submitted by the first business
day after the weekend, one week from the due date. Please note that late assignments will not be
accepted by email – a hard copy must be submitted directly to me (i.e., not under my office door)
or to the assignment drop box at the Geography front office.

If you miss the midterm test and can provide a valid medical or registrar‟s note, you will be
given the opportunity to write a make-up midterm. Please get in touch with me as soon as
possible. The make-up midterm will likely be sometime in early November. I will confirm
scheduling and location during class, on Blackboard and via email.

Writing and academic integrity:

If you think you may require help with your writing, please visit your college‟s writing centre.
To check out what services are available or to book an appointment, visit the central university
website on writing: http://www.writing.utoronto.ca.
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Plagiarism and other forms of academic dishonesty are serious and will not be tolerated.
Offences will be dealt with to the full extent possible under university policies. These offences
include, but are not limited to, the use of others‟ work without proper citation (e.g., quoting
someone else‟s work word-for-word without the use of quotation marks), the inclusion of
fabricated references, the re-submission of work for which you have already received credit, the
falsification of documents and cheating during examinations. Possible penalties include a failing
grade for all or part of the course, suspension and expulsion.

To familiarize yourself with what counts as academic dishonesty and for more information on
how to avoid committing such offences, please visit the following University of Toronto
websites:

 Code of Behaviour on Academic Matters:

http://www.governingcouncil.utoronto.ca/policies/behaveac.htm
 „How Not to Plagiarize‟:
http://www.writing.utoronto.ca/images/stories/Documents/how-not-to-plagiarize.pdf

Procedure for reconsideration of marks:

I do not normally reply to emails about marks within 24 hours of you receiving those marks. I
ask that you take those 24 hours to digest the marks and comments you receive on tests and
assignments. If, after 24 hours, you still think that you deserve a higher mark on an assignment
or test, you can submit a request for re-assessment directly to me (i.e., not to any of our TAs).
This request should include (1) the marked up copy of your submitted assignment, (2) the
grading rubric with the mark and comments that you received and (3) a page or so specifying
why you think you deserve a better mark. Please be aware that re-assessment could lead to you
receiving the same mark as the original, or a higher or lower mark.

Please note that University policy requires that requests for reconsideration of marks be
submitted no later than two weeks after the work was returned to you.
M Hewer GGR 246 (Fall 2015) Page 8

Class Schedule:

Date Lecture Readings

I. “O. Canada” - The Nation as Idea
Sept 14 Course Introduction – Geographies of Canada No Readings
Sept 21 Knowing Canada: nation, identity, geography Mackey (2000)
Dittmer & Larsen (2007)
Barnes (2007)
II. “Our Home and Native Land” - Canada as White Settler Nation
Sept 28 Canada and the violent geographies of colonialism Mawani (2007)
De Leeuw (2007)
Oct 5 Continuing dispossessions: geographies of the colonial Harper (2006)
present in Canada Culhane (2003)
Blomley (1996)
Oct 12 Thanksgiving Holiday, No lecture No Readings (Work of Assignment 1)
III. “We See Thee Rise” - Nature, Resource, Territory
Oct 19 Resources, frontiers and territorial expansion Parker (1988)
 Assignment 1 is due Harris (1993)
Barnes (1993)
Oct 26 Great white north: nature, nation and the Canadian North Lackenbauer & Farish (2007)
Hall (2013)
Nov 2 Mid-term Test, No Lecture No Readings (Study for Test)
Nov 9 Study Break, No Lecture No Readings (Work of Assignment 2)
IV. “From Far and Wide” - Geographies of Immigration and Multiculturalism
Nov 16 Where are you from?: geographies of immigration and Thobani (2000)
multiculturalism Roberts & Mahtani (2010)
Nov 23 Not good enough to stay?: temporary migrant workers as Preibisch (2010)
non-citizens Inouye (2012)
 Assignment 2 due
V. “We Stand on Guard” - Geopolitics of the Border, War and Peacekeeping
Nov 30 Selective entry: geographies of the Canadian border Mountz (2004)
Wiebe (2009)
Dec 7 War and peace: Canada in the world Jefferess (2009)
Gordon & Webber (2008)
VI. “Glorious and Free” - Canada’s Geographical Features
Dec 9 Physical Geography of Canada No Readings (Study for Exam)
M Hewer GGR 246 (Fall 2015) Page 9

Required Readings Bibliography (APA):

Anderson, K. (1987). The idea of Chinatown: the power of place and institutional practice in the
making of a racial category. Annals of the Association of American Geographers, 77(4):
580-598.
Barnes, T.J. (1993). Knowing where you stand: Harold Innis, staples theory and local models.
Canadian Geographer, 37(4): 357-359.
Barnes, T.J. (2007). The geographical state: the development of Canadian geography. Journal of
Geography in Higher Education, 31(1): 161-177.
Blomley, N. (1996). Shut the province down: First Nations blockades in BC, 1984-1995. BC
Studies, 111: 5-35
Culhane, D. (2003). Their spirit lives within us: Aboriginal women in Downtown Eastside
Vancouver emerging into visibility. American Indian Quarterly, 27(3-4): 593-606.
Cowen, D. (2007). Struggling with „security‟: national security and labour in the ports. Just
Labour, 10: 30-44.
De Leeuw, S. (2007). Intimate colonialisms: the material & experienced geographies of BC‟s
residential schools. Canadian Geographer, 51(3): 339-359.
Dittmer, J. and Larsen, S. (2007). Captain Canuck, audience response and the project of
Canadian nationalism. Social & Cultural Geography, 8(5): 735-753.
Gordon, T. and Webber, J. (2008). Imperialism and resistance: Canadian mining companies in
Latin America. Third World Quarterly, 29(1): 63-87.
Gough, B.M. (1976/77). The character of the British Columbia frontier. BC Studies, 32: 28-40.
Hall, R. (2013). Diamond mining in Canada‟s Northwest Territories: a colonial continuity.
Antipode, 45(2): 376-393.
Harper, A.O. (2006). Is Canada peaceful and safe for Aboriginal women? Canadian Woman
Studies, 25(1-2): 33-38.
Harris, C. (1993). Innis on early Canada. Canadian Geographer, 37(4): 355-357.
Harris, C. (2010). The spaces of early Canada. Canadian Historical Review, 91(4): 725-759.
Inouye, K. (2012). Conditional love: representations of migrant work in Canadian newsprint
media. Social Identities, 18(5): 573-592.
Jefferess, D. (2009). Responsibility, nostalgia and the mythology of Canada as a peacekeeper.
University of Toronto Quarterly, 78(2): 709-727.
Lackenbauer, P.W. and Farish, M. (2007). The Cold War on Canadian soil: militarizing a
northern environment. Environmental History, 12(4): 920-950.
Mackey, E. (2000). „Death by landscape‟: race, nature and gender in Canadian nationalist
mythology. Canadian Woman Studies, 20(2): 125-130.
Mawani, R. (2007). Legalities of nature: law, empire and wilderness landscapes in Canada.
Social Identities, 13(6): 715-734.
Mountz, A. (2004). Embodying the nation-state: Canada‟s response to human smuggling.
Political Geography, 23(3): 323-345.
Parker, I. (1988). Harold Innis as a Canadian geographer. Canadian Geographer, 32(1): 63-69.
Preibisch, K. (2010). Pick your own labour: migrant workers and flexibility in Canadian
agriculture. International Migration Review, 44(2): 404-441.
Roberts, D. and Mahtani, M. (2010). Neoliberalizing race, racing neoliberalism: placing „race‟ in
neoliberal discourses. Antipode, 42(2): 248-257.
Thobani, S. (2000). Closing ranks: racism and sexism in Canada‟s immigration policy. Race and
Class, 42(1): 35-55.
Wiebe, S. (2009). Producing bodies and borders: a review of immigrant medical examinations in
Canada. Surveillance and Society, 6(2): 128-141.