Académique Documents
Professionnel Documents
Culture Documents
Course Outline
Course Description
During this course, we will read and critically examine the growing body of narratives
related to migration aimed for young adults, in publications from 2000 to date. These
narratives will include, among others, YA novels, films and graphic novels that mainly
focus on transnational movements and deal with topics such as documented vs
undocumented migration, border crossing of unaccompanied minors, second generation
immigrants, regional diversities and the construction the identity of young immigrants as
Others. By familiarizing yourselves with the growing body of narratives related to
cultural identity and cultural diversity, we will explore current debates on immigration.
Also, you will acquire the skills to discuss and compare these themes in the form of a
research paper.
Lesson Outcomes
Prerequisites
Fluency in English and Spanish (an advanced level is required for one of the two
languages and at least an intermediate level for the second) as some of the materials
we will be examining are originally written in Spanish and have not been translated yet.
Discussions will be conducted in English but students are allowed to write their
assignments in any of the two languages they prefer.
The list of supplementary readings required for the course will be posted on a weekly
basis on Courselink. Concerning the mandatory readings, be aware that they might not
be available in the library, so you are required to access them by your own means. In
case you find yourself struggling with finding access to the materials, consult your
instructor/TA for assistance. The following list of readings is obligatory for the course
(the list is subject to change upon agreement with the students).
Assessment Criteria
1) Participation 10%
Students are required to actively participate in class discussions related to the
reading material on a weekly basis. Students will be assessed for participation in
the following way:
In-class discussion 5%
Frequent contribution to class conversations related to the study material in a way that
exhibits a profound comprehension of the readings.
Students are encouraged to meet with the instructor or TA during office hours to
furtherly discuss their ideas. Although these meetings are not mandatory, they are
strongly encouraged, especially if students find themselves struggling with in-class
participation.
By week 4, you will be asked to write your own book review on one YA migration
literature novel of your choice. You can do so either by providing a printed form of your
assignment, or by posting it on an online platform (blogs and websites such as
goodreads.com). Instructions on how to write a book review will be provided by a guest
speaker during lecture time, two weeks prior the book review is due. Each student will
be randomly and anonumously assigned two peer reviewers from the classroom and a
third one which will be your TA or instructor. Students will be asked to read their peers
reviews in class and provide feedback as well as a mark. After your grades by your
peers have been submitted, a week later you will receive your TAs grade and feedback.
Your final grade will be the average of the three different marks you will receive for this
assignment.
The final paper is based on the outline that has received peer and instructor feedback
and has been returned to the student. Its length should not exceed the 4000 word limit,
and it should be double spaced. The final paper is a literary analysis of at least one of
the works found in the syllabus and requires its examination in relation to some
academic bibliography that the students should accurately cite at the end of their paper.
The paper is evaluated based on content and accuracy, organization (introduction, main
body and whether there are sufficient and clear arguments presented in the paper
conclusion) and correctness in citing the bibliography according to the MLA style 8th
edition. The paper should be submitted electronically (by email or dropbox) by the end
of week 12.
Schedule of Topics
Standard Statements
The following are standard statements for inclusion on all course outlines (adapted with
permission from the College of Arts). Some departments or colleges may also elect to
post this information on a common website and link to such sites in the course outline.
However, it is strongly recommended that statements on academic misconduct and
links to the academic misconduct section of the academic calendars are included on all
course outlines.
E-mail Communication
As per university regulations, all students are required to check their
<mail.uoguelph.ca> e-mail account regularly: e-mail is the official route of
communication between the University and its students.
Drop Date
Courses that are one semester long must be dropped by the end of the fortieth class
day; two-semester courses must be dropped by the last day of the add period in the
second semester. The regulations and procedures for Dropping Courses are available
in the Undergraduate Calendar.
Accessibility
The University promotes the full participation of students who experience disabilities in
their academic programs. To that end, the provision of academic accommodation is a
shared responsibility between the University and the student.
When accommodations are needed, the student is required to first register with Student
Accessibility Services (SAS). Documentation to substantiate the existence of a disability
is required, however, interim accommodations may be possible while that process is
underway.
Accommodations are available for both permanent and temporary disabilities. It should
be noted that common illnesses such as a cold or the flu do not constitute a disability.
Use of the SAS Exam Centre requires students to book their exams at least 7 days in
advance, and not later than the 40th Class Day. More information:
www.uoguelph.ca/sas
Academic Misconduct
The University of Guelph is committed to upholding the highest standards of academic
integrity and it is the responsibility of all members of the University community faculty,
staff, and students to be aware of what constitutes academic misconduct and to do as
much as possible to prevent academic offences from occurring. University of Guelph
students have the responsibility of abiding by the University's policy on academic
misconduct regardless of their location of study; faculty, staff and students have the
responsibility of supporting an environment that discourages misconduct. Students need
to remain aware that instructors have access to and the right to use electronic and other
means of detection.
Please note: Whether or not a student intended to commit academic misconduct is not
relevant for a finding of guilt. Hurried or careless submission of assignments does not
excuse students from responsibility for verifying the academic integrity of their work
before submitting it. Students who are in any doubt as to whether an action on their part
could be construed as an academic offence should consult with a faculty member or
faculty advisor. The Academic Misconduct Policy is detailed in the Undergraduate
Calendar.
Recording of Materials
Presentations which are made in relation to course workincluding lecturescannot be
recorded or copied without the permission of the presenter, whether the instructor, a
classmate or guest lecturer. Material recorded with permission is restricted to use for
that course unless further permission is granted.
Resources
The Academic Calendars are the source of information about the University of Guelphs
procedures, policies and regulations which apply to undergraduate, graduate and
diploma programs.
Course Rationale
The idea for the creation of this course arose from my personal research project
and dissertation topic, whose full title is Childrens and YA Immigration Narratives and
Pedagogical Strategies for the Multicultural Classroom. The refugee crisis in Europe in
2015 had an enormous impact on the rest of the world and contributed to a proliferation
of migrant narratives, especially in young adult literature that deal with phenomena such
as discriminatory behaviours and xenophobia which creates difficulty in the integration
of new-comers in the host country or to those who, although they might have been born
and raised in a place, struggle with issues of cultural identity. In a time migrants are
easily targeted as Others in a variety of aspects of daily discourse, teachers are
presented with an important tool: literature. For university students who are in their
majority, young adults, literature can be used as a tool to encourage and promote
inclusivity. The migration narratives that were selected for the course contain literature
forms (novels, documentaries, graphic novels), that constitute a powerful device that
creates a pedagogical space in which the teacher can address issues of exclusion and
inclusion. By selecting readings for the class that portray the experience of people that
are marginalized, misunderstood and misinterpreted in society, teachers are making a
conscious effort: to expose and address attitudes of discrimination and prejudice.
The course aims to promote and enhance two different skills for the students that
will attend it. For a learner-centered teacher, the most important aim of an educational
experience is individual and collaborative learning (Weimer 2012). Following this
principle, my first goal is collaborative learning. According to Prince, collaborative
learning can refer to any instructional method in which students work together in small
groups toward a common goal. The way that the courses assessment methods are
organized encourages group cooperation as students are asked to collaborate for
several of their assignments (group discussions, oral presentations, peer-feedback
reviews). The ability to work with others to achieve a common goal is imperative and
emphasizes the interaction between the students rather than on learning as a solitary
activity ( Prince 223). As Weimer suggests, a classroom is seen as a community of
learners and as research has shown, students learn from one another. It is the goal of a
learner-centered teacher to develop structures that promote shared commitments to
learning.
The second goal of the course, is to allow students to act independently as far as
their own research is concerned. Continuous academic support is provided to the
learners throughout the course and a constant effort for the creation of a positive class
atmosphere is made, where learners are encouraged to actively participate in the on-
going discussions and critical approaches of the material, without the fear of being
reproached for their mistakes. At the same time, it is important to treat students like
human beings who sometimes struggle to meet our expectations. However, what often
occurs from treating students in an almost too delicate way, is that we as instructors,
might fall into the trap of spoon-feeding the learners, not allowing them the necessary
space for growth and improvement and the development of critical thinking. For this
reason, promoting autonomy in the classroom is extremely significant, as we enable
students to establish their own context of research and interests, which will prove useful
for their future academic endeavours. Autonomy in this particular course is promoted by
the activities and assignments which are constructed in order to have progressive
difficulty. Students therefore receive instructions,practice their newly-explored skills and
receive feedback for their attempt before finally moving to more demanding
assignments. An example of how scaffolding strategies are employed can be seen in
the assessment methods that were specifically created in order to help students
progress while gaining new skills step by step. Students are given enough time to
familiarize with the themes as well as the literary theories employed in the course (week
7) before they are asked to choose their research paper topic and create an outline of
how it will be structured. Only after having receiving feedback from their peers as well
as from their instructor or TA are students supposed to move forward with their final
project. This type of assignment offers the following advantages:
a) It promotes autonomy and creativity as students are given the freedom to
choose their own topic, related but not limited to the readings/themes
explored in the classroom.
b) It promotes collaborative learning as it facilitates the interaction with fellow
classmates whose feedback can contribute creatively by exposing the
student to new ideas.
c) It allows students to see their incomplete work through the eyes of others
and use their feedback so the organization of their arguments is more
coherent.
d) Having completed part of the work in advance, students find themselves
with an idea that they have to develop but whose possible weaknesses
they have already considered.
Possible problems that might arise during the course are to be expected. For
example, students might not feel comfortable with the fact that they are partly graded by
their peers in their book review. I believe that a very important part of teaching is being
honest and clear about the requirements of the course from the beginning. In general,
students are gently pushed to step outside of their comfort zone and expose themselves
to the critique of others. It is the instructors job to ensure that the learners are being
made aware of the practices in the classroom and the merits that each of them
presents. It is also the instructors responsibility to ensure that students are treated with
respect and graded fairly. For these reasons, continuous communication between
students and the facilitators of the course is strongly encouraged. Feedback related to
the class is given by students to their instructor and TA on a regular basis.
Overall, the course aims to be learner-centered by promoting both cooperative
learning as well as autonomy, with an ultimate final goal of sharpening the learners
critical thinking in topics that arise through the engagement with young adult migration
narratives.
References
Last Name, First Name. "Title of Article." Name of Journal, Volume, Issue, Year,
Pages. doi/URL.
Prince, Michael. Does Active Learning Work? A Review of the Research.
Journal of Engineering Education, Vol.93(3), 2004, pp.223-231
Weimer, Maryellen. Five Characteristics of Learner-Centered Teaching. Faculty
Focus, 13 Aug 2012, https://www.facultyfocus.com/articles/effective-teaching-
strategies/five-characteristics-of-learner-centered-teaching/