Inquiry 1SS3: Inquiry in the Social Science
Representations of "Other": Social Identities
Course Outline for 1999-2000
Class Time : Wednesdays, 6:30-9:30 p.m.
Inquiry is the art and skill of arriving at understandings through the process of asking good questions, searching out evidence and arriving at well reasoned conclusions.
The main objective of this course is to help you develop your skills in conducting an inquiry in the social sciences. You will find these skills invaluable in all of your subsequent university courses as well as more generally in your personal and professional lives.
A second major objective of this course is to provide you with an opportunity to spend some time considering the ways we come to understand ourselves as being similar to --and different from -- others. This is a fascinating and important area which is fundamental to both the social sciences and to our lives as citizens and social beings.
You will find this course to be unique in a number of ways. The course is notable in taking the process of learning to be more crucial than the mastering of any particular body of information. The course emphasizes a participatory approach to learning and the development of the ability to be self-directed in your learning. Also, you will be one of a group of no more than twenty five students assigned to a particular instructor. We will be joining other sections from time to time for large group exercises and presentations. However, we will meet regularly in our small groups and you will have many opportunities for discussions with, and receiving guidance from, your instructor and small groups of your fellow students.
Inquiry is the process of trying to come to an understanding about a problem, an issue or a phenomenon. Inquiry should be envisioned as a continuous feedback process in which questions are formulated and potential answers are investigated leading in turn to new, challenging and relevant questions. The skills and abilities of inquiry include knowing how to formulate good questions, how to identify sources of information, how to evaluate evidence, how to draw reasoned conclusions and how to communicate the process, conclusions and emergent questions, to others.
In this course we will enter the inquiry process with a general topical question which has been already formulated. While the course is oriented to skills, the topic provides the raw material which we will use to learn inquiry and critical thinking. Through our consideration of this body of thought and research, we will consider and challenge the ways in which questions and problems are formulated, the collection and analyses of data, and the manner in which conclusions are reached, are substantiated in oral and written presentations.
Starting with the general question, together we will move through the process of choosing and developing a specific question which will be the basis for your individual inquiries. We will explore some of the basic processes of analyzing written work, such as identifying ideologies and hidden assumptions. We will develop research strategies. We will learn some of the basic skills of finding and evaluating information in a research library, and we will explore the basics of critically assessing and using information from the Internet. We will also develop our skills in writing, both short precis and longer considered research essays, and in communicating ideas orally.
Who are we thinking about when we speak of those who are "one of us"? Who are we excluding? From where come our many culturally shared images and ideas of "types" of people? And how do they make us feel about ourselves? How do they make us feel about those who are not us...those we sometimes call "the other"?
The general topical question which has been chosen for this inquiry course is:
| "Why do images of ethnicity, race, gender, sexuality, age, class, or abilities help to create aspects of personal and community identity?" |
The question is a good starting point for an inquiry because it is complex and open to various approaches and interpretations. There are no simple answers. It is expected that you will only be able to investigate a very specific aspect of the question. Through your identification of problems and solutions related to images or representations of social identities, it is understood that you will arrive, not at definitive conclusions, but at an enhanced perspective and new and compelling questions.
First Term (Sept-Dec, 1999) |
||||
Instructor |
Office |
Office Hours |
Phone |
|
| Christopher Justice | KTH 228 | 24078 | justice@mcmaster.ca | |
| Bill Lee | KTH 327 | 23782 | cblee@mail.spidercom.net | |
| Jim Rice | KTH 322 | 23787 | ricejame@mcmaster.ca | |
| Sheila Sammon | KTH 310 | 23780 | sammon@mcmaster.ca | |
| Wayne Warry | CNH 531 | 23901 | warrywa@mcmaster.ca | |
Second Term (Jan.-April, 2000) |
||||
Instructor |
Office |
Office Hours |
Phone |
|
| Carl Cuneo | KTH 608 | Tuesdays, 11-12; 1:30 - 2:30, or by appointment | 23602 | cuneo@mcmaster.ca |
| Christopher Justice | KTH 228 | 24078 | justice@mcmaster.ca | |
| Stefania Szlek Miller | KTH 534 | Thursdays, 9:30-11:30, or by appointment | 23891 | millers@mcmaster.ca |
| Jim Rice | KTH 322 | 23787 | ricejame@mcmaster.ca | |
| Sheila Sammon | KTH 310 | 23780 | sammon@mcmaster.ca | |
| Wayne Warry | CNH 531 | 23901 | warrywa@mcmaster.ca | |
Though they will be entwined and probably not discernible, the course can be thought of as having three separate currents. They are:
We will begin the course with some exercises designed to stimulate initial discussions on human difference and to give us the visceral sense of what it is to be an 'other'. Initially there will be assigned weekly readings dealing with social identity and its representation which will continue to inform our understandings. As you focus on your own inquiry, you will choose your own readings and will be sharing your perspectives with others in the group.
By week two we will begin building skills and abilities that are central to conducting a self-directed inquiry. In many ways these are the core and essence of the course. Over the course of the term, we will think about and practice reading and writing critically, formulating questions and topics, thinking out a research strategy, using research libraries and the Internet, evaluating information, putting interpretations and conclusions together, and communicating with others. By week three, you will have the opportunity to do some preliminary library research, and by week six you will have completed your bibliography and paper proposal. While receiving feedback from your instructor and other students, you will continue to read the basic texts to guide your inquiry. In the last few weeks, we will focus on presentations of your major research findings and new questions for inquiry.
Copies of the basic texts, as well as some additional readings, are on 2 hour reserve in Mills Library. In addition to the above noted readings, students are responsible for finding sources relevant to their individual inquiry.
The Course Outline and Inquiry Resources for SSC 1SS3 are also available on the web at:
http://socserv2.mcmaster.ca/Inquiry1SS3.htm
In conjunction with Mills Library, we will be conducting two library training sessions outside of scheduled class time. You will be expected to attend both sessions, and complete a short exercise as part of each session. Sessions are limited to 20 students each and you must sign up in advance.
Library orientation and locating books with Morris
Basics of library research and searching journal databases
NOTE: It will be to your great advantage if you arrive at Library Session 2 having done some initial thinking, reading, and perhaps consultation, about where you are going with your inquiry topic or question.
PLEASE NOTE: To take any of the computer workshops for this course, you must have previously registered for CIS Services under MUGSI. This includes:
| Requirements | Due Date | % of Grade |
| 1. Participation (weekly self- assessment forms, library and other assignments to be determined in class). | Throughout Term | 20% |
| 2. First Library Exercise: Locating Books | Jan. 26 | see Participation |
| 3. Assessment of Bafa Bafa Simulation (500 words) | Feb. 2 | 10 % |
| 4. Second Library Exercise: Locating Journal Articles | Feb. 9 | see Participation |
| 5. Paper Proposal (500 words) and Preliminary Bibliography (Hubbuch, pp. 40-1) | Feb. 16 | 10 % |
| 6. Evaluation of Internet Sources (700 words) | March 1 | 10 % |
| 7. Summary or Abstract of Major Paper (300 words) to be circulated to all members of the class one week in advance of in-class presentation; plus presentation. | Sign up in class | 10% |
| 8. Major Paper | April 5 | 30% |
| 9. Research Notebook | April 5 | 10% |
Further details concerning requirements and assessment will be provided in class. Details of course requirements may be subject to change. Students will be informed in class of any revisions. You are expected to attend and be actively involved in all classes. If for unavoidable reasons you cannot make it to a particular class, please inform your Section Instructor.
Planning your work, scheduling time and meeting deadlines, while especially challenging in your first year of university, is an important skill and a reality of life inside and outside the university. As incentive to develop this skill, and to be fair and equitable to all involved, late papers and other marked assignments will be penalized at the rate of three (3) percent per day, including weekend days, except in the most extenuating of circumstances. (If an assignment is due at the start of an evening class (6:30) it will be considered one day late any time after 6:30 p.m. until 4:00 p.m. the following day).
We are required to abide by, and refer you to, the "Statement on Academic Ethics" (http://www.mcmaster.ca/senate/academic/acadeth.htm) and the "Senate Resolutions on Academic Dishonesty" (http://www.mcmaster.ca/senate/academic/academic.htm) which you can find on the web, and in the Senate Policy Statements available from the Senate Secretariat Office, room 104, Gilmour Hall.
You will NOT be permitted to use calculators on the exams. The good news is that you won't need calculators for the exams, because THERE ARE NO EXAMS.
Focus:
Exploring the content of the course and getting to know each other.
Tasks:
Follow the directions from your instructor in completing the self-assessment formrm
Complete MUGSI Registration for CIS Services, including lab account, and off-campus web proxy. Remember your password! This is necessary for taking all computer workshops in this course.
Focus:
Exploring the development of a critical question
Required Readings:
From Hubbuch: Writing Research Papers Across the Curriculum
Section 1: "What Is a Research Paper", 1-12
Section 2: "Where Do I Begin", 13-42
Richard Paul and Linda Elder (1996) Helping Students Assess Their Thinking (2pp) [online] at: http://www.criticalthinking.org/University/univlibrary/helps.nclk [available December 10th, 1999], and Universal Intellectual Standards (2pp) [Online] . [Available Dec. 10th, 1999] at http://www.criticalthinking.org/University/univlibrary/unistan.nclk Centre for Critical Thinking, Sonoma State University.(also in Coursepak)
Tasks:
Follow the directions from your instructor in completing the self-assessment form
Do Library Workshop # 1 about locating books with Morris.
Reminder: Library session between week 2 and 3
Focus:
All sections: Bafa Bafa Inter-Cultural Simulation; Divinity College, Room 226
Individual sections: Small group discussions
Required Readings:
From Custom Courseware:
Beebe, SA et al (1997) "Interpersonal Communication and Cultural Diversity" Chapter 11 in Interpersonal Communication: Relating to Others, Allyn and Bacon.
Ward Churchill, (1994) "Lets spread the fun around" pp 65-72, in Indians Are Us? Culture and Genocide in Native North America, Between The Lines.
Tasks:
Follow the directions from your instructor in completing the self-assessment form
Develop your Research Note Book
Hand in Library Exercise # 1 about locating books with Morris.
Start assessment of the BaFa BaFa simulation (see guidelines for analysis of BaFa in Custom Courseware)
Focus: Thinking about the 'other' - developing critical reading skills. Students will be expected to share their ideas for the paper regarding the 'other'. Students continue the process of identifying their particular interest in relation to the central question - "Why do images of ethnicity, race, gender, sexuality, age, class, or abilities help to create aspects of personal and community identity?"
Required Readings:
From Hubbuch: Section 4: "Reading Critically and Taking Notes", 81-119
From Custom Courseware:
George, Diana (with Susan Saunders) (1995) "Reconstructing Tonto: cultural formations and American Indians in 1990s Television Fiction" Cultural Studies 9(3), pp. 426-52
Ward Churchill, (1994) "In the matter of Julius Streicher" pp 73-88 in Indians Are Us? Culture and Genocide in Native North America, Between The Lines.
Tasks:
Hand in assessment of Bafa Bafa Simulation including basic idea for your paper (10%).
Research Note Book: Continue developing the focus of your topic area related to the central question.
Follow the directions from your instructor in completing the self-assessment form
Focus:
Discussion about using the Internet as a source of information for your paper.
Individual sections; computer labs on using the Internet: Web Search Engine and Internet Workshop.
Locations: TBA
Required Readings:
From Hubbuch: Section 3, "Finding the Evidence"
From Custom Courseware:
Elizabeth Kirk (1996) Evaluating information found on the Internet and Practical steps in evaluating Internet resources. [Online] Milton S. Eisenhower Library, Johns Hopkins University. Available: http://milton.mse.jhu.edu:8001/research/education/net.html [Dec. 11, 1999] (8pp) (in coursepak)
Brenda Danet (1998) "Text as Mask: Gender, Play and Performance on the Internet", in Steven G. Jones (ed.) Cybersociety 2.0: Revisiting Computer Mediated Communication and Community, Sage Publications.
Nancy Crane (1997) Electronic Sources: APA Style of Citation [Online]. University of Vermont. Available: http://www.uvm.edu/~ncrane/estyles/apa.html [Dec. 11, 1999] (5pp).
Tasks:
Bring to class a 3.5" formatted PC diskette and your MUGSI registration logins and passwords for all CIS Services.
Research Note Book: Continue creating your bibliography
Follow the directions from your instructor in completing the self-assessment form
Hand in Library Workshop # 2 on WebSPIRS
Focus:
Discussion on how to write a paper.
Required Readings:
From Hubbuch: Section 5: "Writing Your Paper", 120-161
Tasks:
Research Note Book: Developing your background material for your paper.
Follow the directions from your instructor in completing the self-assessment form
Hand in paper proposal and preliminary bibliography (10%)
| MID-TERM BREAK Feb. 21 - 26 |
Focus:
Small group discussions; students will focus on developing the argument for their paper.
Required Readings:
From Hubbuch:
Section 6, "How to and How Not to Incorporate Your Evidence in Your Paper", 162-191.
Appendix C, APA Style, 258-277
Nancy Crane (1997) Electronic Sources: APA Style of Citation [Online]. University of Vermont. Available: http://www.uvm.edu/~ncrane/estyles/apa.html [Dec. 11, 1999] (5pp).
Selections from Custom Courseware Readings, TBA
Tasks:
Follow the directions from your instructor in completing the self-assessment form
Evaluation of Internet Sources is due (10%).
Focus:
Discussion of how to make a presentation.
Required Readings:
Centre for Student Development, Making Class Presentations.
(Available in bookstore) Also available at:
http://csd.mcmaster.ca/css/booklets.html ; or the Inquiry version at:
http://socserv2.mcmaster.ca/Inquiry/presentationsmaking.htm
From Hubbuch: Section 7, "Documenting Your Sources", 192-199 and Section 8, "Polishing Your Final Draft", 200-208 in Writing Research Papers Across the Curriculum
Tasks:
Follow the directions from your instructor in completing the self-assessment form
For those presenting next week :Summary or Abstract of Major Paper (300 words) to be circulated to all members of the class one week in advance of in-class presentation. (10%)
Tasks:
Follow the directions from your instructor in completing the self-assessment form
Evaluation of student presentations
For those presenting next week :Summary or Abstract of Major Paper (300 words) to be circulated to all members of the class one week in advance of in-class presentation. (10%)
Tasks:
Follow the directions from your instructor in completing the self-assessment form
Evaluation of student presentations
For those presenting next week :Summary or Abstract of Major Paper (300 words) to be circulated to all members of the class one week in advance of in-class presentation. (10%)
Tasks:
Follow the directions from your instructor in completing the self-assessment form
Evaluation of student presentations
For those presenting next week :Summary or Abstract of Major Paper (300 words) to be circulated to all members of the class one week in advance of in-class presentation. (10%)
First period: Presentations
Second Period: All Sections: Sharing the Inquiry Experience (Location: TBA)
Tasks:
Follow the directions from your instructor in completing the self-assessment form
Evaluation of student presentations
The required Custom Courseware contains several articles and important course documents. In addition to the readings noted in the weekly timetable, the following articles are in the Custom Courseware.
Weeks Six to Twelve:(discussed in class)
Solomon, Andrew (1994) "Deaf is Beautiful" New York Times Magazine, August 28, section 6
Evans Donald (1994) "Socialization into Deafness"in Deitz, ML, R Prus and W. Shaffir (eds) Doing Everyday Life: Ethnography as Human Lived Experience, Copp Clark Longham
Stephen Cox and Cynthia Gallois, Gay and Lesbian Identity Development: A Social Identity Perspective, Journal of Homosexuality, Vol. 30(4) 1996, pp. 1-30
LeeAnn Kriegh and Mary Jo Kane, A Novel Idea: Portrayals of Lesbians in Young Adult Sports Fiction in Women in Sports and Physical Activity Journal, Vol 6, No. 2 Fall 1997, pp. 23-62
Wislawa Szymborska (1993) View With a Grain of Sand: Selected Poems, translated from the Polish by S. Baranczak and C. Cavanagh. Harcourt Brace & Co, pp.147-150.
Will Kymlicka (1995) "The Ties That Bind", in his Multicultural Citizenship: A Liberal Theory of Minority Rights. Oxford University Press, pp. 173-195, 235-39.
Susan Zickmund (1997) "Approaching the Radical Other: The Discursive Culture of Cyberhate", Chapter 9 (pp. 185-205) in Steven G. Jones (ed.), Virtual Culture: Identity and Communication in Cybersociety. Sage Publications.
Peggy McIntosh, (1989) "White Privilege: unpacking the invisible knapsack" Peace and Freedom, July/August
© Copyright 2000 Social Science Instructors