LABOUR STUDIES 2J03 WORK AND RACISM SUMMER 2018 MCMASTER UNIVERSITY

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Labour Studies 2J03 Work and Racism
                                         Summer 2018
                                      McMaster University

Instructor: Dr. Jessica Franklin                                             Class: Tuesdays &Thursdays
Email: frankljh@mcmaster.ca                                                  6:00pm-9:00pm
Office Hours: Tuesday 5:00pm-5:45pm                                          Room: LRW 1056
Office: KTH 718

Course Description

This course provides a critical introduction into individual and systemic forms of racism in the Canadian
labour market. Students will have an opportunity to examine the development of the racialized labour
market in Canada and the implications for different groups and industries. Emphasis will be placed on the
experiences of Indigenous peoples, migrant workers and racialized populations from the colonial to the
contemporary period. Through lecture materials, videos, guest speakers, online and in class discussions,
students will be encouraged to tackle critical and controversial questions. These include: What is race?
How has racism manifested itself in the Canadian labour market? What efforts have been made to
counter racism and other forms of discrimination in the workplace? Historical and contemporary
perspectives on racial discrimination in the following areas will also be explored: hiring practices, workplace
culture, unions, and grassroots organizing.

Course Objectives
    1. To expand understandings of race, racialization, and racism and to effectively theorize their linkage
       to labour.
    2. To analyze the relationship between racism and other forms of discrimination (sexism,
       homophobia, ageism etc.) and the impact on employment opportunities and outcomes.
    3. To uncover different racial divisions and hierarchies in the Canadian labour market and the
       implications for different racialized groups.
    4. To explore the collective agency and organization of racialized groups in the Canadian labour
       market.
    5. To strengthen the verbal, reading, research, and written communication skills of students.

Required Texts

1) Choudry, Aziz, Jill Hanley, Steve Jordan, Eric Shragge and Martha Stiegman. 2009. Fight Back:
Workplace Justice for Immigrants. Halifax: Fernwood Publishing. (FB)
2) Satzewich, Victor. 2011. Racism in Canada. Toronto: Oxford University Press. (RIC)
The above texts are available for purchase through the Campus Store.
Links to assigned readings, including journal and newspaper articles, are also available through Libaccess
and/or Avenue to Learn (ATL).

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Course Evaluation and Requirements
Comparative Film Analysis: 15%
Research Paper: 30%
Final Exam: 40%
Participation: 15%

Comparative Film Analysis (15%): Thursday July 5
This assignment provides students with the opportunity to review two films addressing obstacles and
opportunities and experienced by racialized groups in a university settting. Students will be asked to watch
two films, Skin Deep (1995) and What’s Race got to Do with It? (2006) and prepare a comparative analysis.
Students will be expected to address the following questions in their review:
    a) What are the major themes of the films?
    b) What are the differences and commonalities in the experiences of the students? How do these
       relate to themes addressed in the course lectures and readings?
    c) How are racial identities, racialization and different forms of racism (systemic, individual, everyday)
       discussed within the film?
    d) What are some of the film’s strengths? What are some of the film’s weaknesses or limitations?
    e) What makes it relevant for contemporary labour relations?

Assignments should be a maximum of five (5) double spaced pages, have numbered pages, have a
title page with the author’s name, student number and date of submission, and use 12 point font (Times
New Roman is recommended). Students are expected to integrate course materials and readings into their
analysis. Clarify with the instructor on the use of websites, as many are not considered academic
references. APA guidelines are required for the documentation style. Further instructions on research,
writing and citation criteria will be provided in class.

The student is expected to submit two copies of the Analysis. A hard copy of the paper must be
submitted to the instructor at the beginning of class on Thursday July 5. An electronic copy must
also be submitted to the ATL course drop box. The drop box will close at 6:00pm. Emailed
submissions will not be accepted. All electronic submissions must be in Word or PDF format. The
instructor also assumes no responsibility for assignments left in the Labour Studies main office dropbox
afterhours or under office doors. Students will be responsible for picking up their graded papers directly
from the instructor in class or office hours. Details on the policies and penalties for late submissions can be
found under “General Course Policies and Guidelines”.

Research Paper (30%): Tuesday July 24
Students will be required to complete a research paper related to one topic on racism and the Canadian
labour market. Students are encouraged to select one of the topics listed below, but are also welcome to
examine a different topic with the permission of the instructor. Students are expected to conduct external
research (drawing on peer-reviewed academic materials) and to develop their own thesis and supporting
arguments from the topics. Students should seek the advice and feedback of the instructor on the
composition of the paper prior to submission.

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Please select one of the following topics:
    1. Community based workers organizations have criticized Canadian unions for not effectively
       supporting anti-racism agendas. Some improvements have occurred but the relationship between
       the Canadian labour movement and anti-racism activism remains complex and contentious.

    2. For marginalized and stigmatized groups, the workplace can be an unsafe and unhealthy
       environment. Outward forms of harassment and experiences of everyday discrimation can result in
       significant professional and personal impacts.

    3. The under-evaluation of non-Canadian work experience and accreditation systems for newly
       immigrated professionals has created significant employment barriers in Canada.

    4. In recent years, several organizations in the private and public sector have implemented anti-
       racism strategies to acknowledge historical violence against racialized groups and challenge
       discrimination. Strategies may reflect increased efforts to work towards inclusion and diversity on
       paper, but long-term enforceable measures are lacking.

    5. Updates to federal and provincial legislation and the revision of temporary foreign worker programs
       are required to protect workers from exploitation, discrimination and trafficking.

    6. Several innovative responses to name discrimination in hiring practices have emerged in North
       America, but the practice continues. Stronger regulations in the private and public sector are
       required to end the practice.
The distinguishing features, strengths, outcomes and major criticisms of each topic should be addressed
along with consideration of which you find the most persuasive and why. Course concepts, theories and
readings must be integrated into the paper to support your arguments. These materials should not be
simply repeated, but critically engaged.
The paper should be between eight (8) to ten (10) double spaced pages, have numbered pages, have a
title page with the author’s name, student number and date of submission, and use 12 point font (Times
New Roman is recommended). It must incorporate course materials and a minimum of five (5) external
materials (books, journal articles, published interviews etc.). Clarify with the instructor on the use of
websites, as many are not considered academic references. APA or Chicago Manual of Style guidelines
are recommended for the documentation style. The student is expected to submit two copies of the
research paper. A hard copy of the paper must be submitted to the instructor at the beginning of
class on Tuesday July 24. An electronic copy must also be submitted to the ATL course drop box.
The drop box will close at 6:00pm on Tuesday July 24. All electronic submissions must be in Word or
PDF format. Emailed submissions will not be accepted. The instructor assumes no responsibility for
assignments left in the Labour Studies main office dropbox afterhours or under office doors. Students will
be responsible for picking up their graded papers directly from the instructor in class or during office hours.
Details on the policies and penalties for late submissions can be found under “General Course Policies and
Guidelines” on page 4 of the syllabus.

Final Exam (35%) Thursday August 2

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Students will be required to complete a final exam, which will be held on Thursday August 2. An exam
review will be held prior to the examination date. The final exam will be cumulative and will consist of both
short answer and essay questions. Answers should be written in an essay format and should address the
topic in a concise and informed manner and integrate materials introduced throughout the course.

Participation (15%)
Roundtable Sessions

A section of selected LS 2J03 classes will be dedicated to Roundtable sessions. These sessions will be
student-led and include case studies, individuals, historical or contemporary issues related to race and
labour. Each session will be related to the lecture materials covered during that class.

The purpose of Roundtable sessions are to strengthen student’s presentation and communication skills, by
sharing a topic they are interested in and stimulating discussion among their classmates. Students must
incorporate and explain at least one short answer term from their materials into their presentation. These
terms could be included in the course’s final exam. Presenting students will be designated 15 minutes to
complete their presentation and offer discussion questions.

The instructor will be provide Roundtable topics in the first week of the course. Each student will be
responsible for signing up for one (1) Roundtable date in class. The maximum number of presentations per
class is four (4). Mandatory sign up for Roundtable sessions closes on Tuesday June 26.

Participation grades will be based on attendance, in class participation and individual roundtable sessions.
The instructor reserves the right to discredit any unreasonable, offensive or plagiarized comments and to
postpone and reschedule sessions if necessary.

General Course Policies and Guidelines
Submission Requirements
Late assignments will be penalized at rate of 5% per day (including weekends) to a maximum of five days,
after which they will no longer be accepted and will receive a mark of 0. Unless arranged with the instructor
in advance, extensions will be granted for medical reasons or other extraordinary reasons if approved by
your faculty office. Please provide your faculty office with the proper documentation as required. Papers
submitted after the stated deadline, including those granted extensions will be marked, but will not include
comments.
Grading Guidelines
The following grading criteria will be applied in the evaluation of the research paper for LS 2J03:
    1.   Does the research paper establish a thesis and arguments in a clear and succinct manner?
    2.   Is the research paper well organized and structured, and effectively argued in a logical manner?
    3.   Does the research paper adequately define and explain key terms and distinctions?
    4.   Does the research paper effectively identify and integrate relevant theoretical perspectives?

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5. Does the research paper demonstrate knowledge and understanding of the issue at hand and
       present sufficient, related, and well-researched evidence to support arguments?
    6. Does the research paper show evidence of independent analysis, creativity and critical thinking?
    7. Does the research paper source the material consistently, adequately and correctly? Is the
       bibliography riddled with errors?
    8. What is the quality of the writing? Are there several grammar, punctuation and spelling errors? Are
       sentences well structured?

Grade Petitions
Grade appeals must be provided in writing and must be received no more than five days after the return of
the assignment. The appeal must directly refer to the comments provided by the grader or the instructor
and identify the specific reasons why a change of grade is deserved. Upon reviewing the work, the
instructor reserves the right to increase, decrease or maintain the original mark provided.
Exams
Students must be available to write the final exam in the time slot allotted by the Office of the Registrar at
the end of the term. It is highly recommended that students not make any other commitments that could
potentially conflict with the final exam schedule. In the extreme case that a make-up exam is required, all
arrangements must go through the Office of the Registrar.
Etiquette in class and on ATL
Please do not text message, check your voice mail during lectures or use your laptops in class for purposes
other than note taking. These activities are both disruptive and distracting to the instructor and your fellow
classmate. Computer use in the classroom is intended to facilitate learning in that particular lecture or
tutorial. At the discretion of the instructor, students using a computer for any other purpose may be required
to turn the computer off for the remainder of the lecture or tutorial
This course will grapple with some controversial and sensitive topics regarding race, racism and the
workplace. You are asked to always be respectful and courteous to your fellow classmates in the
classroom environment and on ATL and to avoid comments that could be deemed inappropriate or
offensive. If at any point during the course, you are displeased with the content of the materials or the
commentary of the students or the instructor, please see the instructor immediately.

Lecture Topics and Readings
                            UNDERSTANDING RACE, RACISM AND LABOUR
June 19 - Course Introduction and Expectations

June 21 - What is Race?
(ATL) Li, Peter S., ed. 1999. Race and Ethnicity. In Race and Ethnic Relations in Canada. Toronto: Oxford
University Press.

June 26 - Racialization and Racism
(RIC) Chapter 1: Defining and Measuring Racism

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(RIC) Chapter 2: Explaining Racism

June 28 - Theorizing Race and Labour
(ATL) Bolaria, B. Singh and Peter S. Li.1988. Theories and Policies of Racial Domination. In Racial
Oppression in Canada. Toronto: Garamond Press.

(ATL) Bolaria, B. Singh and Peter S. Li.1988. From Slavery to Indentured Labour: Blacks in Canada. In
Racial Oppression in Canada. Toronto: Garamond Press.

(ATL) Calliste, Agnes. 2000. Sleeping Car Porters in Canada: An Ethnically Submerged Spilt Labour
Market. In Canadian Working Class History, eds. Laurel Sefton MacDowell and Ian Radforth. Toronto:
Canadian Scholars Press. 595-604.

July 3 - Colonialism, Capitalism and the Economic Exploitation of Indigenous Peoples
(RIC) Chapter 4: Racism and Aboriginal Peoples

(ATL) Lutz, John. 2000. After the Fur Trade: The Aboriginal Labouring Class of British Columbia. In
Canadian Working Class History, eds. Laurel Sefton MacDowell and Ian Radforth. Toronto: Canadian
Scholars Press.

July 5 - Intersecting Privileges and Discriminations
COMPARATIVE FILM ANALYSIS DUE

Crenshaw, Kimberle. 2015. Why Intersectionality Can’t Wait. The Washington Post. September 24, 2015.
https://www.washingtonpost.com/news/in-theory/wp/2015/09/24/why-intersectionality-cant-
wait/?noredirect=on&utm_term=.5bcb14624b12

(ATL) The Combahee River Collective 1978. 2009. A Black Feminist Statement. In Still Brave: The
Evolution of Black Women’s Studies, ed. Stanlie M. James, Frances Smith Foster and Bevely Guy-
Sheftall. New York: The Feminist Press at the City University of New York.

(ATL) Yates, Charlotte and Belinda Leach. 2007. Racializing Work/ Reproducing White Privilege. In Work in
Tumulutous Times, eds. Vivian Shalla and Wallace Clement. Montreal: McGill University Press.

                   ENCOUNTERING RACISM IN THE CANADIAN LABOUR MARKET

July 10 – Unfree Labour? Migrant Worker in Canada
(FB) Chapter 5: Seasonal Agricultural Workers

(FB) Chapter 6: Canada’s Live in Caregiver Program: Popular among Both Employers and Migrants—But
Structured for Dependency and Inequality

July 12- Canadian Immigration Policy, Race and Labour
(FB) Chapter 2: Context

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(FB) Chapter 3: Making Immigrant Workers

(RIC) Chapter 3: Immigration Policy

Recommended Reading:
Nangia, Parveen. 2013. Discrimination Experienced by Landed Immigrants in Canada. Ryerson Centre for
Immigration and Settlement.
http://www.ryerson.ca/content/dam/rcis/documents/RCIS_WP_Parveen_Nangia_No_2013_7.pdf

July 17 - What’s in Name? The Application and Impact of Name Discrimination
Betrand, Marianne. This Problem has a Name: Discrimination. Chicago Booth Review. May 21, 2016.
http://review.chicagobooth.edu/behavioral-science/2016/article/problem-has-name-discrimination

Jimenez, Marina. Right resume, wrong name. The Globe and Mail. May 20, 2009.
http://www.theglobeandmail.com/life/right-rsum-wrong-name/article4274218/

(ATL) Oreopolous, Philip. 2016. Why do Skilled Immigrants Struggle in the Labour Market? A Field
Experiment with 13,000 Resumes. In Social Inequality in Canada: Dimensions of Disadvantage, eds.
Edward G. Grabb, Jeffrey G. Reitz and Monica Hwang. Toronto: Oxford University Press.

July 19 – Workplace Racism and Harassment
(ATL) Hagey, Rebecca, Jane Turrittin and Tania Das Gupta. 2007. Racial Discrimination in Nursing. In
Racialized Migrant Women in Canada: Essays on Health, Violence and Equity, eds. Vijay Agnew. Toronto:
University of Toronto Press.

(ATL) Henry, Frances et al. 2017. The Everyday World of Racialized and Indigenous Faculty Members in
Canadian Universities.The Equity Myth: Racialization and Indigeneity at Canadian Universities. Vancouver:
UBC Press.

July 24 - Racial Equity Programs: Policy Prescriptions and Oversights
RESEARCH PAPER DUE

(ATL) Abu-Laban, Yasmin and Christina Gabriel. 2002. Employment Equity. In Selling Diversity:
Immigration, Multiculturalism, Employment Equity and Globalization. Toronto: University of Toronto Press.

(ATL) Anand, Raj. 2014. Real Change? Reflections on Employment Equity’s Last Thirty Years. In
Employment Equity in Canada: The Legacy of the Abella Report, ed. Carol Agocs. Toronto: University of
Toronto Publishing.

                       ANTI-RACISM ACTIVISM IN THE CANADIAN LABOUR MARKET

July 26 - Unions: Allies or Adversaries in the Fight against Racism?

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(ATL) Walker, Marie Claire. 2006. Are we there yet? The Struggle for Equity in Canadian Unions. In
Unions, Equity and the Path to Renewal, eds. Janice Foley and Patricia Baker. Vancouver: University of
British Columbia Press.

(ATL) Gupta, Tania Das. 1998. Anti-Racism and the Organized Labour Movement. In Racism and Social
Inequality in Canada, ed. Vic Satzewich. Toronto: Thompson Educational Publishing.

(ATL) Calliste, Agnes. 2000. Sleeping Car Porters in Canada: An Ethnically Submerged Spilt Labour
Market. In Canadian Working Class History, eds. Laurel Sefton MacDowell and Ian Radforth. Toronto:
Canadian Scholars Press. 605-615.

July 31 - Grassroots Anti- Racism Organizing
(ATL) Calugay, Joey et al. 2016. Organizers in Dialouge. In Unfree Labour? Struggles of Migrant and
Immigrant Workers in Canada, eds. Aziz Choudry and Adrian A. Smith. Toronto: University of Toronto.

(FB) Chapter 7: Survival and Fighting Back

August 2- Final Exam (In Class)

Important Policies and Services
Absence Reporting: http://www.mcmaster.ca/msaf/ On-line self-reporting tool – illness lasting less
than 5 days. Can only be used once per term. Instructors are not allowed to accept medical notes! These
must be submitted to the Faculty office.
Academic Ethics: http://www.mcmaster.ca/academicintegrity/students/index.html
Academic dishonesty consists of misrepresentation by deception or by other fraudulent means and can result
in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the
transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion
from the university.

It is your responsibility to understand what constitutes academic dishonesty. For information on the various
kinds of academic dishonesty please refer to the Academic Integrity Policy, specifically Appendix 3, located
on the website above.

The following illustrates only three forms of academic dishonesty:
     Plagiarism, e.g. the submission of work that is not one's own or for which other credit has been
      obtained.
     Improper collaboration in group work.
     Copying or using unauthorized aids in tests and examinations.

Code of conduct: http://studentaffairs.mcmaster.ca
“McMaster University is a community dedicated to furthering learning, intellectual inquiry, the dissemination
of knowledge and personal and professional development. Membership in this community implies

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acceptance of the principle of mutual respect for the rights, responsibilities, dignity and well-being of others
and a readiness to support an environment conducive to the intellectual and personal growth of all who study
work and live within it.”
Computer use in the classroom is intended to facilitate learning in that particular lecture or tutorial. At the
discretion of the instructor, students using a computer for any other purpose may be required to turn the
computer off for the remainder of the lecture or tutorial.

Course Modifications: The instructor and university reserve the right to modify elements of the course
during the term. The university may change the dates and deadlines for any or all courses in extreme
circumstances. If either type of modification becomes necessary, reasonable notice and communication
with the students will be given with explanation and the opportunity to comment on changes. It is the
responsibility of the student to check their McMaster email and course websites weekly during the term and
to note any changes
E-Mail Communication Policy of the Faculty of Social Sciences: all e-mail communication sent from
students to instructors (including TAs), and from students to staff, must originate from the student’s own
McMaster University e-mail account. This policy protects confidentiality and confirms the identity of the
student. It is the student’s responsibility to ensure that communication is sent to the university from a
McMaster account. If an instructor/TA receives a communication from an alternate address, the instructor
may not reply at his or her discretion. Please always include student name, ID, course # and TA name in
messages.
Evaluations (Online): http://evals.mcmaster.ca, and log in via MACID.
These help faculty and the School of Labour Studies to meet our goal of continually improving teaching
effectiveness. All students in the course are invited and encouraged to complete the evaluation.

Student Accessibility Services: http://sas.mcmaster.ca                     MUSC-B107 905-525-9140
x28652
NOTE: Disclosure of disability-related information is personal and confidential.
Student Accessibility Services offers various supports for students with disabilities. We work with full time
and part time students. SAS provides or assists students with their academic and disability-related needs,
including: Learning Strategies, Assistive Technologies, Test & Exam Administration, Note-Taking Programs,
and Classroom Accommodations.
*Please inform the instructor if there are disability needs that are not being met.
McMaster University Policy on Academic Accommodation of Students with Disabilities & McMaster
University Anti-Discrimination Policy
    http://www.mcmaster.ca/policy/Students-AcademicStudies/AcademicAccommodation-
       StudentsWithDisabilities.pdf

Student Success Centre: http://studentssuccess.mcmaster.ca                    GH-110 905-525-9140 x24254
Provides the following services: student orientation, academic skills, leadership, service-learning,
volunteerism, educational planning, employment and career transition.

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Student Wellness Centre: http://wellness.mcmaster.ca/                  MUSC-B101         905-525-9140
x27700
Provides services in: Personal and Psychological Counselling, Mental Health Support, Medical and Health
Services

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