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Course Logistics and Assessments – Critical Social Theory (Vocabulary)

Schedule & Modality

  • The class uses a hybrid schedule with alternating online and in-person sessions. The current week is online; next week is online per part of the schedule, but there is an upcoming correction that will move next week to in-person, with online resumed after that.

  • The instructor will communicate exact dates clearly against the calendar and fix any misaligned dates that appear in the downloaded template.

  • In-person class details: Building D, Newnham Campus, Third Floor, Room 3054. The instructor typically allows a window from 08:55 to 09:10 for students to attend.

  • If there is a need for quick questions, students are encouraged to unmute and ask during the session.

  • A WhatsApp group may be created to facilitate communication; students can opt in by sharing phone numbers if permitted.

  • For online access, the ongoing address remains the same as the online class link; for in-person, use the specified room details.

  • The instructor emphasized the importance of keeping to the posted schedule and calendar commitments to avoid scheduling conflicts for others.

Course Goals & Thematic Focus

  • The course centers on critical social theory with a strong emphasis on anti-colonialism, DEI (Diversity, Equity, and Inclusion), and sustainability.

  • There is a push to move beyond land acknowledgment to a deeper engagement with colonialism and decolonization throughout the term.

  • Students are viewed as future leaders (e.g., OCT licenses in education), so discussions on settler colonialism and its ongoing impacts are integrated into the curriculum.

  • Land acknowledgement and related concepts are framed as necessary but insufficient without active engagement in decolonization work.

Textbook & Materials

  • Core textbook: The Journey Toward Justice and Equity in Canadian Society. Publisher: Top Hat. Students are encouraged to obtain it from the Seneca bookstore; alternative access via publisher is also acceptable.

  • Some course activities rely on external materials hosted by Top Hat or other publishers.

  • There will be a Seneca sandbox workshop for the digital storytelling component, tentatively scheduled for November 21 (online class).

Course Structure & Key Components

  • Core sequence: Weeks 1–3 cover foundational concepts such as forms of oppression, diversity, privilege, and marginalization; weeks 4 onward dive deeper into critical social theory, with discussion-leading and reflection activities.

  • Reflection boards: Open-book reflections anchored in daily class content.

  • Discussion Lead & Engagement (DLEG): Structured discussion leadership with prompts, audio-visual resources, and peer engagement.

  • Digital Story: A two-part digital storytelling project about a Canadian leader or a course topic, tailored for communicating to a younger audience through a narrative/story format.

Assignments & Evaluation Overview

  • Reflection Boards

    • Count: 5 reflection boards throughout the term.

    • Weight: Each reflection board is worth 10\%, for a total of 50\% of the course grade from reflection boards.

    • Format: In-class writing; open-book reflection prompts; no full bibliography required, but in-text citations are expected where sources are used (include page numbers if using the textbook; provide time stamps for audio/video sources).

    • Responses: Each reflection requires two responses from peers, with each response between 50-100\,words.

    • Timing & expectations: All reflections are to be completed in class, with the instructor providing prompts. Reflection prompts are not posted in advance for the first reflection; subsequent reflections relate to in-class discussions and the leading/discussion engagements.

    • Time management: A one-hour window is typically provided to write the reflection in class, with an emphasis on personal reflection and engagement rather than simple recall.

  • Discussion Lead & Engagement (DLEG)

    • Opportunities: Approximately seven to eight weekly opportunities to lead or engage in discussions, depending on class size (up to about 18 students, implying roughly nine pairs if led as paired discussions).

    • Sign-up: For DLEG, a Google spreadsheet will be used for sign-ups; groups can be formed by the instructor to balance workload.

    • Format: Each week, one or more students lead a 20-minute introduction to a reading (e.g., a chapter on a topic such as gender), followed by about 15–20 minutes of discussion questions.

    • Audio/Video: Students should select an audio or video resource (podcast, YouTube, TED Talk, etc.) to support discussion; a brief discussion around 5 prepared questions should be included.

    • Grouping: If students opt to work in pairs, the two-person group will present on the same reading; groups can choose to work independently if they prefer.

    • Deliverables: A written discussion summary (to be posted before the class) that outlines the key points and questions to guide in-class discussion; the summary is graded along with the in-class performance.

    • Time management & structure: The discussion should start with a 20-minute summary of the reading, allocate 15–20 minutes for discussion, and include 5–6 substantive discussion questions.

    • Individual vs group: Students may work individually or in groups; the instructor will set up a sign-up system and clarify expectations for group work when needed.

  • Digital Story

    • Purpose: A final project designed to communicate critical social concepts to a broad audience (children) through storytelling.

    • Topic options: Choose a Canadian leader or connect to a course topic to highlight issues such as sexism, racism, ableism, or ageism in an accessible way.

    • Grouping: Group formation for the digital story is handled via Blackboard; groups are randomly assigned if not selected by the students.

    • Workshop: A sandbox workshop is scheduled for November 21 (online) to guide the digital storytelling process.

    • Deliverables & format: The project has two components: a script (planning stage) and a digital story video. The template suggests 20–30 seconds per slide, with slide-by-slide narration and notes. The final slide should include references.

    • Audience considerations: The storytelling approach should be suitable for younger audiences, using relatable narratives or mascots (e.g., Orange Shirt Day) to convey complex concepts like colonialism or residential schools in an engaging way.

    • Timeframe: Sign-up and topic assignment will be posted on Blackboard; the workshop date is fixed as online on November 21.

  • General guidelines for all major components

    • Academic integrity: Seneca’s policy on plagiarism and academic integrity is strictly followed; instructors emphasize original work and caution against relying on AI for writing tasks.

    • AI usage: AI tools (including chatbots) should not be used to generate or rewrite content. Grammarly can be used for grammar and spelling checks only, not for rewriting content.

    • Citations & references: Students should include in-text citations with page numbers when drawing from the textbook; if using audio/video, include precise time stamps. A formal bibliography is not required for reflections, but proper citations are expected.

    • Extensions & accommodations: Extensions require at least one week notice with a written request (via email) outlining the accommodation needs and the steps for the extension. In-person or online accommodations will be discussed and arranged ahead of time.

    • Breaks & class pacing: Short breaks (e.g., for washroom or coffee) may be offered; instructors aim to avoid overloading students with information and will adjust pacing as needed.

    • Textbook access: If a student is unable to obtain the textbook, the instructor will provide postings of presentations and core material, but reading the textbook is strongly encouraged for discussion readiness.

Textbook Access & Reading Strategy

  • Reading assignments are aligned with weekly class discussions and reflections; students are expected to read chapters in advance to participate effectively in discussions and reflection prompts.

  • Open-book reflection format allows use of the textbook during reflections; however, students should be prepared to answer questions that may require recall beyond surface-level details.

Classroom Norms, Communication, & Etiquette

  • The instructor discourages superficial engagement and emphasizes critical thinking and genuine peer learning.

  • Students are encouraged to discuss concerns with the instructor ahead of class to plan accommodations or scheduling adjustments.

Real-World Contexts & Examples Used in Class

  • Case examples include discussions of Canadian figures such as Viola Desmond and Rosa Parks to illustrate leadership in civil rights and racial justice.

  • The instructor emphasizes the importance of Canadian historical contributions to civil rights and challenges the notion that Canada is without racism.

  • The discussion around Indigenous history and residential schools includes references to Orange Shirt Day and broader settler-colonialism issues, highlighting the need for ongoing decolonization work.

Practical Implications & Examples for Practice

  • The digital story component demonstrates how to translate complex social concepts into accessible narratives for younger audiences, using storytelling devices and age-appropriate framing.

  • The course aims to prepare students to engage with issues of oppression and privilege in professional settings, including classrooms and public institutions.

  • Students are encouraged to bring real-world experiences into reflections to demonstrate engagement with the material and critical thinking about applications in their own contexts.

Quick Reference: Key Dates & Deliverables (as discussed)

  • November 21: Seneca sandbox workshop for digital storytelling (online).

  • Next week: In-person session (location: Building D, Newnham Campus, Third Floor 3054) with a window from 08:55 to 09:10.

  • Reflection boards: 5 boards spread across the term, each worth 10\%; total reflection impact 50\%.

  • Discussion Lead & Engagement: Approximately 7–8 opportunities, with sign-ups via Google Sheets; topics posted in advance for planning.

  • Digital Story: Two-phase process (script planning + video production); groups formed via Blackboard; two-person groups encouraged; 20–30 seconds per slide; final slide with references.

  • Textbook access: Seneca bookstore preferred; alternative access via publisher; essential readings to participate effectively.

Questions Students May Prepare

  • How will dates shift between online and in-person sessions affect my study plan?

  • How will group assignments be formed for the digital story and discussion lead tasks, and can I request a specific partner?

  • What are the exact expectations for in-class reflections and citations? How strict are time limits for reflection submissions?

  • How should I handle extensions if I have a medical accommodation or other needs? What constitutes a valid written request?

  • Can you provide a concrete example of a completed reflection or discussion summary rubric to guide my work?

  • Which Canadian leaders beyond Viola Desmond and Rosa Parks could be used for the digital story, and what criteria should be used to select a leader?