PS 4A03

PS 4A03: Research Seminar

Movements for Peace and Justice

Course Outline — Fall 2010

Fridays 12:30-2:30 KTH 107

Instructor: Dr. Colin Salter

Office: TSH 302

Phone: (905) 525 9140 | Extension 23722
Email: saltec@mcmaster.ca
Consultation Times: Mondays 12:30-2:00
Tuesday 12:30-2:00

Other times by appointment

My tutorial time and room:

My Tutor:

Office:

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PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 1 of 13
Subject Description
PS 4A03 explores contemporary movements for
peace and justice. We reflect on the strategies and
tactics adopted in actions seeking to promote
positive social change and move towards a peace-
based society.

The aim is to examine and reflect on approaches

adopted across a variety of contexts and locations
including grassroots movements for change in
Africa, Latin America and Canada.

During the first several weeks we will engage with existing theory and perspectives on movements for
change. With this grounding, we will move to look at specific contemporary events including the World
Social Forum, the Bolivarian revolutions in Latin America and the G20 mobilization in Toronto.

Assessment Summary
Assessment Format Length Due Date Weighting

1 Participation in-class discussion weekly 25%

max 12 minutes
2 Short Presentation 20%
(see notes)

3 Reflection writing task 750 words October 8 15%

Essay or
4 Dialogue writing task 100 words November 8 5%
proposal
Essay or
5 writing task 3000 words December 10 35%
dialogue

Courseware
There is no set textbook for this course. Instead a list of scheduled readings is provided in this outline.
You will be expected to undertake significant independent research to supplement the weekly readings.

PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 2 of 13
Learning Outcomes
PS 4A03 will expose you to some of the current
debates and discussions about and within
movements for change. Through all of the
assessment tasks, you will have to find
materials for yourself and to connect these
discussions and theory to case studies in
original ways (independent learners).
Through designing presentations, facilitating
group discussion and your final essay, you will
have to address key i ssues faced by
contemporary movements for change (problem
solvers). Through shorts you’ll develop skills in
verbal communication; through the final essay
you’ll develop skills in written communication
(effective communicators).
By addressing key issues faced by individual/
collective action in the broader context of
movements for change, you will develop a
greater appreciation of your role in society and
how you can act appropriately and responsibly
(responsible).
Informed
Have a sound knowledge of peace studies
pedagogy through exploring case studies and
theories/discussions related to contemporary
movements for change.
Independent Learners
Engage with new ideas and ways of thinking,
enquiry and critical analysis of issues and
research through a number of case studies that
culminate in the ability to reflect broadly on
contemporar y movements for change.
Acknowledge the work and ideas of others.
Problem Solvers
Take on challenges and apply the relevant skills
required to respond effectively to the central
issues raised. Be flexible, thorough and
innovative and aim for high standards.
PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 3 of 13
Effective Communicators
Articulate ideas and convey them effectively
using a variety of modes. Engage
collaboratively with people in different settings.
Responsible
Understand how personal you can act, in a
manner in which the means reflect the ends, in
seeking to both engage, and act in a manner
conducive, with movements for peace and
justice.
PS 4A03 Pedagogy
As a research seminar, this course is run a bit
differently to others you have taken. Please read
the subject outline carefully rather than
assuming things are like other classes.
- Emphasis is placed on you to come to class
prepared and to actively participate.
- You have a lot of choice in choosing the
focus of the course and your assessment
topics.
- Be prepared for some lively and interesting
discussions.
There are no lectures in this course. Central to
PS 4A03 is independent learning supported by
peer discussion. You will be responsible for find
and analyzing sources and discussing them in a
supportive learning environment, helping
yourself and others to learn.
What happens in class?
- Discussion of weekly readings (Week 2-13)
- Shorts (weeks 5-11)
The readings listed for each week are a starting
point for discussion. You are required to
undertake further research and to come to class
prepared to discuss what you have found. This
includes peer-reviewed sources, news articles
and material produced by those involved in
respective movements.
Weekly focus
Week 1 (Friday Sept 10): Introductions.
Introductions, getting to know each other.
Discussing PS 4A03 Pedagogy and course
outline. Ask yourself the question: what do you
want to take away from this course?
Readings
Colman McCarthy (2010) ‘Anarchism,
education, and the road to peace’ in Amster et al
(ed), Contemporary Anarchist Studies: an
introductory anthology of anarchy in the academy,
Routledge, p: 175-180
Nancy A. Naples (2006) Praxis and Politics:
knowledge production in social movements,
Routledge, pp. 21-38
We e k 2 ( S e p t 1 7 ) : Th e r o o t s o f
contemporary movements
This week we look at what some argue are the
foundations of current praxis, the actions of
those seeking to change the world. Research
the Reclaim the Streets movement(s) and come
to class prepared to discuss.
** We will have a preliminary discussion about
the Shorts and topics this week. You will need
to decide on your choice of topic, and week for
presentation, during next week’s class.
Readings
Nick Southall (2010) ‘Love and Revolution’,
transcript reproduced in Links International
Journal of Socialist Renewal.
Guevara, E., 1965, “Socialism and Man in
Cuba”, in Che Guevara Reader: Writings on
PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 4 of 13
Guerrilla Strategy, Politics and Revolution,
Deutschmann, D. (ed.), Ocean Press,
Melbourne, pp. 197-214. (Specifically ‘Love of
living humanity’).
Michael Hardt & Antonio Negri (2000) Empire,
Har vard University Press, p: 411-413
(‘Militant’).
Week 3 (Sept 24): What Makes a social
movement?
Having reflected on love as a fundamental
element of action for change, this week we look
deeper at the concept of social movements. We
reflect on a number of questions, including
what makes a movement distinct from a protest
or other action? When do actions for change
(resisting practices, peacebuilding exercises),
become movements?
In light of Tilly’s attempt to define social
movements, and Juris’ reflections on those
involved in movements in Barcelona, what are
some of the key questions that emerge?
** The schedule for shorts will be determined
this week
Readings
Charles Tilly (2004) Social Movements,
1768-2004, Paradigm Publishers, p: 1-15
(Chapter 1: Social movements as politics)
Jeffrey S Juris (2010) ‘Anarchism, or the
cultural logic of networking’ in Amster et al
(ed), Contemporary Anarchist Studies: an
introductory anthology of anarchy in the academy,
Routledge, p: 213-223
Week 4 (October 1): The Multitude
This week’s readings provide an introduction
(extending on the reading in Week 2) to
Michael Hardt and Antonio Negri’s concept of
the multitude. How does this contrast with
more traditional Marxist analysis? Do you
think it is more reflective of contemporary
struggles?
Readings
Laurence Cox (2001) 'Barbarian Resistance
and Rebel Alliances: Social Movements and
Empire', Rethinking Marxism, 13: 3, pp: 155-167
Nick Dyer-Witheford (2007) ‘Hegemony or
Multitude? Two versions of radical democracy
in the internet’ in Lincoln Dahlberg & Eugenia
Siapera (eds.) Radical Democracy and the Internet:
interrogating theory and practice, Palgrave
McMillan, pp. 191-206.
Further reading
Michael Hardt and Antonio Negri (2000)
Empire. Harvard University Press. Full text
available online: http://www.infoshop.org/
texts/empire.pdf
Michael Hardt and Antonio Negri (2004)
Multitude: War and Democracy in the Age of Empire.
Penguin Press.
Week 5 (Oct 8): The World Social Forum
This week we explore further the concept of the
multitude, as introduced by Hardt and Negri,
to reflect on the rise of the alter-globalization
or global justice movement.
Do you agree with Boaventura de Sousa Santos’
description that the WSF, ‘the “movement of
movements” is not one more movement. It is a
different movement’? Or do you think that
Owen Worth and Karen Buckley’s description
of the WSF as resembling ‘a type of court
jester’ is a more apt description?
Readings
Owen Worth & Karen Buckley (2009) 'The
World Social Forum: postmodern prince or
court jester?', Third World Quarterly, Vol. 30, No.
4, pp. 649-661
PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 5 of 13
Boaventura de Sousa Santos (2004) ‘The World
S o c i a l Fo r u m : a c o u n t e r - h e ge m o n i c
globalisation (part 1)’ in Jai Sen et al (eds.) The
World Social Forum: challenging empires, Viveka
Foundation, pp. 235-245.
Further reading
Ben Powless (2009) World Social Forum –
another world still needs refining, published on
Rabble: news for the rest of us, http://rabble.ca/
blogs/bloggers/ben-powless/world-social-
forum-–-another-world-still-needs-refining
Geoffrey Players (2009) ‘World Social Forum
2009: a generation’s challenge’, published on
Open Democracy. h tt p : / /
www.opendemocracy.net/article/world-social-
forum-2009-a-generation-s-challenge
José CorIêa Leite (2005) The World Social
Forum: strategies of resistance, Haymarket Books.
Jai Sen, Anita Anand, Arturo Escobar, & Peter
Waterman, eds (2004). The World Social Forum:
challenging empires, Viveka Foundation. Some
c o n t e n t a v a i l a b l e o n l i n e : h tt p : / /
w w w.c h o i k e.o r g / 2 0 0 9 / e n g / i n f o r m e s /
1557.html
** Your reflection is due before the start of class
today.
Week 6 (Oct 15): Zapatismo
The Zapatista uprising in Chiapas is often
re f e r red to a s t h e t u r n i ng p o i n t i n
contemporary social movements. It is valorized
by social justice activists and used as a symbol
of struggles against oppression. In reflecting on
the actions taken, should we view the struggle
as based on negative peace or positive peace?
Were/are they either, or can they be both? Was
the violence, or threat of violence, just?
Reading
Jeff Conant (2010) A Poetics of Resistance: the
Revolutionary Public Relations of the Zapatista
Insurgency, AK Press: pp. 23-8, 39-47.

There is a wealth of material about the

Zapatista uprising online and in peer-reviewed
sources. Come to class having undertaken your
own independent research and prepared to
discuss this in relation to the questions posed.

Week 7 (Oct 22): Bolivarian revolutions

and social uprisings in Latin America
This week we look at the peoples uprisings in
Venezuela and Bolivia, and the corresponding
rise of Hugo Chavez and Evo Morales as state
leaders.

How do you perceive the rise of Bolivarianism

in Venezuela and politics from below? What do
you think of some of the critiques (undertake should we address some of the implications of
your own independent research)? the dissemination (and framing) of narratives?

Readings
Robert Albro (2005) ‘“The Water is Ours,
Carajo!” Deep Citizenship in Bolivia’s Water
War, in Nash (ed.), Social Movements: an
anthropological reader, Blackwell publishing, pp.
249-271
Raúl Zibechi (2010) Dispersing Power: Social
Movements as Anti-State Forces, trans. Ramor
Ryan, AK Press, pp. 1-9, 11-17.
Week 8 (Oct 29): Campaigns against conflict
minerals in the Congo
This week we look at the movement to make
the Congo safer for women, as part of a larger
campaign surrounding what are termed conflict
minerals. The readings focus on voice,
narrative, and raise some critical questions.
D o e s t h e w e s t (m e d i a , p o l i t i c i a n s ,
organizations and social change agents)
privilege certain types of narrative? How
Readings
Sarah Chatellier (2009) “We Have Suffered in
Silence Too Long...” Women’s Narratives and
Peacebuilding in the Democratic Republic of
Congo, Master’s Thesis, Utrecht University.
**Not included in Courseware. Available online
at http://igitur-archive.library.uu.nl/student-
theses/2009-0903-200136/UUindex.html
Hooks, b., 1989, Talking back: thinking feminist,
thinking black, South End Press, Boston, MA.,
pp. 10-18.(Chapter 3: ‘when i was a young
soldier for the revolution’: coming to voice).
Online
R a i s e H o p e f o r C o n g o . h tt p : / /
www.raisehopeforcongo.org
Have Pulitzer Center video (Rape as a weapon)
h tt p : / / w w w . y o u t u b e . c o m / w a t c h ?
v=MaOl98KVAqM. Is this negative peace or
positive peace? Is it both, transforming to the
latter?

PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 6 of 13
Further reading
Michael Flood (2007) ‘Involving Men in
Gender Policy and Practice’ Critical Half , Vol. 5,
No. 1 (special issue: ‘Engaging Men in
“Women’s Issues”: Inclusive Approaches to
Gender and Development’), pp: 9-14
Judy Bushra-El (2007) ‘Feminism, Gender, and
Women’s Peace Activism’ Development and
Change, Vol. 38, No. 1, pp: 131-147
Week 9 (Nov 5): Alter-globalization
protests
The protests against the WTO in Seattle in
1999 seemed to take the (corporate) world by
surprise. Many consider it as a turning point in
the alter-globalization movement. Do you
agree? What were the roles of means and ends
in Seattle and subsequent mass mobilizations?
Readings
Gillian Hughes Murphy (2004) ‘The Seattle
WTO Protests: Building a Global Movement’,
in Rupert Taylor (ed), Creating a Better World:
Interpreting Global Civil Society, Kumarian Press
p: 27-42
Starhawk (2002) ‘How we really shut down the
WTO’, in Benjamin Shepherd & Ronald
Hayduk (eds), From ACT UP to the WTP: urban
protest and community building in the era of
globalization, Verso, pp: 52-6
** Your essay or dialogue plan is due on
Monday November 8 by 4pm. You can submit
this via email. Please note the email
communication policy listed on the last page of
this outline.
Week 10 (Nov 12): The G20 in Canada
This week we look at the July 2010 G20
mobilizations in Toronto. Drawing from what
we have covered so far, and your own
independent research, how would you describe
the actions taken? What would you suggest
PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 7 of 13
could (and perhaps should) have been done
differently?
Why was there opposition to the meeting?
What sort of alternatives were raised? Do these
relate to the goals under the banner of the alter-
globalization movement?
The response of the police to the mobilizations
in Toronto took the public by surprise. Why do
you think this was the case?
Readings
Jesus H. Chris (2010) ‘Cop Car Burned! All
Criticisms of Global Capitalism Rendered
Moot!’, blog post, Propagandhi, 27 June,
A c c e s s e d 2 A u g u s t 2 0 1 0 , h tt p : / /
propagandhi.com/2010/06/959/
Slavoj Žižek (2008) Violence, Picador, p. 19-39
(Chapter 1: Adagio ma non troppo e molto
espressivo: SOS Violence)
Week 11 (Nov 19): Online activism &
Infoshops
Given the rise in use of new/social media
technologies, we look at the roots and rise in
online activism.
How was twitter used during the G20? Has
Facebook become a tool for social change? Can
social media be used as tools for social chance?
Do you think it is effective ‘armchair activism’,
or is it a way to make people in the west feel
better about doing very little?
When looking at this week’s set readings, reflect
on how the concepts and case studies relate to
contemporary movements you are aware of.
Bring examples to class and be prepared to
introduce and discuss them.
Readings
Miekle (2002) Future Active: media activism and
the internet, Routledge, pp: 88-112 (Chapter 4:
Open Publishing).
Damian Trewhella & Melissa H. Conley Tyler
(2007) — Online Technology and the
Australian Peace Movement: The Campaign
against the Invasion of Iraq in 2003, Australian
Journal of Peace Studies, Vol. 2, No. 1, pp: 1-18
Further Reading
Yochai Benkler (2006) 'Introduction: a
moment of opportunity and challenge', in
Wealth of Networks: How Social Production
Transforms Markets and Freedom, Yale University
Press, New Haven Connecticut, pp: 1-28.
Joel Olson (2010) ‘The problems with
infoshops and insurrections: US anarchism,
movement building and the racial order’ in
Amster et al (ed), Contemporary Anarchist Studies:
an introductory anthology of anarchy in the academy,
Routledge, p: 35-45
podcasts/shows/citizenshift/43-six-nations-
and-caledonia-land-dispute
Further reading
Linden, S. B. 2007. The Report of the Ipperwash
Inq u i r y, To ro n to : O n t a r i o Prov i n c i a l
Government. (Vol. 2, Chapter 2: Primer on
Aboriginal Occupations). Available online at
http://www.archives.gov.on.ca/English/
collections/e-records/ipper wash/report/
vol_2/
Undertake your own independent research,
seeking out Haudenosaunee accounts of the
reclamation.

Week 12 (Nov 26): A shift to the local

The broad community campaign seeking to
save and protect the Red Hill Creek valley,
which lasted more than 50 years and
culminated in an occupation, tree-sits and a
number of arrests in 2004, can be seen as a
pivotal point in Hamilton’s recent history.

Do linkages with the Caledonia dispute make
the dispute part of a movement? Do you think
the Caledonia land reclamation is part of a
larger movement?
Readings
Friends of Red Hill Valley website (archive),
http://www.hwcn.org/link/forhv/
Kristin Lozanski (2007) ‘Memory and the
impossibility of whiteness in colonial Canada’,
Feminist Theory, Vol. 8, No. 2, pp: 223-225
Maggie Hughes (2007) ‘Six Nations and the
Caledonia Land Dispute’, podcast, CitizenShift,
Rabble: news for the rest of us, No. 43, May 8,
Available online at http://www.rabble.ca/
Week 13 (Dec 3): Reflections
This week we reflect on the case studies we
have considered, in light of the theories and
readings we have covered, group work, and the
discussions that have emerged.
The focus of discussion determined by class
interest, to see if our understandings and any
conclusions drawn have shifted over the
session.
** Your essay or dialogue is due on Friday
December 10 by 4pm.

PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 8 of 13
Requirements and assessment tasks
Assessment and submission
- Assignments due outside of class time are
to be submitted at my office. If I am not
available, they can be dropped off in the
box outside of TSH 313 (the
Interdisciplinary Studies Office). See
‘Submitted work’ under the Course
Policies on the last page of this outline.
- You are not required to pass every
component of assessment to pass the
subject.
- Penalty for late submission of work: 10
marks per day out of 100.
- The instructor reserves the right to hold an
additional oral examination for any piece
of assessment.
Attendance
Attendance at class is a key requirement of this
course. Non-attendance will significantly
impact on what you can learn from this course.
By not participating, you also detract from the
ability of others to learn with you.
If you miss more than 2 classes, marks will be
subtracted from your final mark, as follows:
- 0, 1 or 2 absences: no penalty
- 3 absences: 6% subtracted
- 4 absences: 12% subtracted
- 5+ absences: 18%+ subtracted
For example, if your course mark is 75% but
you missed 4 classes, your final mark will be
75% - 12% = 63%.
If you are present for only part of a class, that
counts as fractional attendance. For example,
2.5 absences leads to a 3% penalty.
If you will not be able to attend a class, please
contact me in advance.
PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 9 of 13
Participation
Due date: Weeks 2-13
Weighting: 25%
Each week, you are expected to substantially
contribute to in-class discussions. This includes
illustration of a sound engagement with the
week’s reading materials, further independent
research, reflection on the topic and a case
study of your choosing.
You should come prepared with points for
discussion, questions about the reading
material or other matters arising of the weekly
focus.
Short
Due date: Shorts are given in class in weeks 4 to
11. The week for your short will be decided in
week 3.
Weighting: 20%
Length: 9-12 minutes/12-16 minutes
A short is a brief presentation relating a week’s
reading material to a case study of your
choosing (related to the week’s focus). The aim
is to stimulate discussion on the week’s topic
through application to your case study. It will
also test your ability to present detailed
information in a short time period.
You should also discuss at least two sources,
such as books or scholarly articles, in addition
to the set reading material. Outline what these
sources say in your own words as well as giving
the full references.
Short reports must be spoken from memory or
dot-point notes. Do not read from text. If you
read from text or notes, you will be asked to do
another short.
If you use a multimedia display, speak to your
points and let the audience read any text you
put on the screen — in silence. Don’t read this
out loud.
If you get really nervous speaking without
reading, then write down what you plan to say
on your slides (not more than 100 words per
slide, please), and let the audience read them.
The maximum time for an individual short is 12
minutes. You may be cut off at that time.
Practice beforehand. It will make your short
much more effective. You will find 12 minutes is
quite short!
If you wish, you can do your short jointly with
one other person. Maximum time for two-
person shorts: 16 minutes. You will each
receive the same mark. You are responsible to
ensure collaboration is undertaken to a fair and
appropriate standard.
There will be a multimedia set-up in the room.
If you’re using an electronic presentation, bring
it to class on a flash drive and arrive early so it
can be put on the computer (sending it to
yourself on email is not convenient). If you’re
using YouTube or some other Internet source,
bring the address on your flash drive or know
exactly how to get to it quickly. Embedded web
links in slide shows may or may not work, so
don’t rely on them — have a back-up method.
A more reliable method is to save the video to
you computer/thumb drive. There are a
number of free services available such as that
provided by http://www.keepvid.com. Test
your slide show before class.
Your help in this will make the classes go much
more smoothly.
Checklist
This checklist will aid you in preparing your
short
- I’ve introduced my case study and related
it to the week’s focus.
PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 10 of 13
- I’ve discussed two sources about the
theory/concept.
- I am prepared to talk to the class. I won’t
read text from my notes or my slides.
- I’ve organized my material to finish in less
than 12 minutes (or 16 if presenting with
another person).
- I’ve arranged to arrive early or on time
with a flash drive and web links that I need.
- I have tested that my slideshow, and any
embedded media, works from my flash
drive.
Assessment criteria
Shorts will by assessed based on the following
criteria (roughly equally)
- Selection and understanding of the case
study
- Understanding of theory/concept
- Application of theory/concept to the case
study
- Quality of expression
Reflection
Due date: October 8
Weighting: 15%
Length: 750 words
The reflection is your account of how the
foundations of current praxis, as introduced in
the first four weeks, fit within a peace studies
pedagogy.
The main purpose of the reflection is to get you
thinking about these ideas before we engage
with them in relation to a number of case
studies.
Essay or dialogue plan
Due date: November 29
Weighting: 5%
Length: 100 words
The plan is an introduction to your case study
and the theories or concepts your propose to
apply. Describe how you intend to apply the
theories and concepts to your case study. For
the dialogue, outline the characters your
propose to use in the dialogue. You are writing
your own question.
You can submit this by email.
If it is satisfactory, your mark for the plan will
be the same as for the essay/dialogue. If not,
you’ll be asked to prepare a revised version. If
it’s late, you lose 10% per day. If you don’t hand
it in, you get zero for this component.
The main purpose of the plan is to get you
thinking about your case study, theories and
concepts early. By all means submit your plan
before the due date!
Essay or dialogue
Due date: December 10
Weighting: 35%
Length: 3000 words
Write an essay, or fictional dialogue between
two people (or possibly more), that engages
with theories and concepts we have discussed
in class and apply these to a contemporary
movement for change. If you wish to modify
your question (submitted as part of your plan),
you need to consult with me.
For example, you might examine how
patriarchy and whiteness shape the Raise Hope
for Congo campaign.
PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 11 of 13
Writing a dialogue isn’t all that difficult. What’s
challenging is processing the information to
present it in a different format.
The people ostensibly engaging in the dialogue
can be fictional or real, dead or alive, but
should not be staff or students at the university.
For example, the dialogue might involve Aung
San Suu kyi, Thich Nhat Hanh, Gandhi, Johan
Galtung, Toronto police Chief William Blair,
Stephen Harper, Elizabeth May, Antioni Negri,
Subcomandante Marcos, or Evo Morales. The
dialogue should be as realistic as possible
within the assumptions about the participants
and situation. Virtually the entire text should
b e d i a l o g u e . Yo u m a y a d d “ s t a g e
directions” (see stage plays for examples).
Each participant in the dialogue should speak
from and/or advocate a specific position. For
example, William Blair might challenge
Antonio Negri’s that love was the foundation of
of the G20 actions and that the subjective
violence of protestors was a direct result of
state repression and the structure of the
economic system.
Assessment criteria
Essays will be assessed using these criteria
- Understanding of the case study
- Understanding of theories and concepts
- Use of sources (about case study and
theory)
- Expression, structure and quality of
analysis
General grading criteria
The following criteria will be utilized in the
assessment of all written work and will guide
the assessment of all other assignments.
Excellent (A+, A, A-) (100% - 80%)
Thoughtfully develops interesting and original
ideas; secondary material and course readings
are used intelligently and not as a substitute for
the learner’s own thinking; clear indication of
conceptual understanding ; originality,
creativity and enthusiasm; solid organization;
convincing/well supported statements;
virtually free of errors in grammar, spelling and
punctuation; uses the conventions of scholarly
documentation correctly.
Very Good to Good (B+, B, B-) (79% – 70%)
Competent/accurate treatment of its topic;
well written with a clear purpose; may
demonstrate weaker conceptual understanding;
may lean uncritically on secondary sources;
organization is clear and sentences are
comprehensible; few errors in grammar and
spelling; follows conventions of scholarly
documentation.
Good to Fair (C+, C, C-) (69% - 60%)
Lack of clarity; trivial/underdeveloped
purpose/thesis and/or arguments;
considerable summary and paraphrase, with
only occasional analytical commentary; may be
characterized by conceptual and research
inaccuracies; may rely exclusively on secondary
sources; organization is disjointed; some
sentences may be convoluted and
incomprehensible; mistakes in grammar,
spelling and punctuation; carelessness with
scholarly documentation.
Problematic (D+, D, D-) (59% - 50%)
Serious inaccuracies or inconsistencies;
minimal grasp of topic; sources are often
misused or misinterpreted; expresses opinion,
but does not support effectively; lacks
coherence/clarity; has errors in grammar,
spelling and punctuation.
Failures (F) (49% - 0%)
Total misunderstanding; disorganization;
considerable grammatical errors; unscholarly
presentation. (This grade is also given for
plagiarism/other academic integrity issues)

Image sources
James Leftwich’s tribute to Rosa Parks — http://www.anigami.com/jimwich/jimwich_archives/
jwpicts_10_11_12_2005/iSWIWT.html

Andy Singer syndicated cartoons — http://www.andysinger.com via http://filipspagnoli.wordpress.com/

2009/07/28/human-rights-cartoon-137-corporate-social-responsibility/

The editorial cartoons of Clay Bennet — http://www.claybennett.com/pages2/no_nukes.html

‘Vegetarians Taste Better – Kristi-Anna Brydon and Lana Went’, Ted Szukalski — http://www.digital-photo.com.au/
2007/05/01/vegetarians-taste-better-kristi-anna-brydon-and-lana-went

PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 12 of 13
Course Policies
Submitted work
Assignments must be submitted by due dates. Late
submissions will be penalized by 5% of their .value per
day (including weekends) unless an extension has been
granted by the instructor (only the course instructor may
grant extensions). Extension requests will only be
granted if appropriate documentation is provided (e.g. a
doctor’s note). Late assignments will receive a grade, but
no additional comments.
The instructor cannot accept/grade work after the end of
term. Under rare circumstances learners who were not
able to complete their work during the regular term may
apply for an extension by submitting an application to
the Undergraduate Reviewing Committee before the end
of term (see http://www.humanities.mcmaster.ca/
forms/DeferredTermWork.pdf).
The instructor is not responsible for any misplaced
assignments—always keep an extra copy of your work.
Assignments not submitted in class may be dropped off
in the box outside of TSH 313 (the Interdisciplinary
Studies Office). Do not slip assignments under the
instructor’s door—these will not be accepted.
Electronic/email copies of assignments will not be
accepted.
Group Work Participation:
It is an issue of academic integrity, closely allied to
plagiarism and cheating, to be a “free-loader” in one’s
group. “Free-loading” is providing less than an equal
contribution to the work and decision-making of the
group, i.e. benefiting in marks from work done by other
members of the group in an unjust way.
To contribute, each learner needs to be present and
contribute during all group activities—during and
outside of class time. Thus, attendance will be peer
monitored and absences may result in a reduction in the
grade awarded an individual for the class activity
(amount to be determined on a case-by-case basis).
Multiple absences may be taken as negating membership
in group. Failure to effectively contribute to the group
work may also result in a reduction of the participation
grade awarded.
In order to ensure the groups work effectively, group
members must maintain open communication with the
instructor regarding their group’s dynamics. Please
inform the instructor of any conflicts or cases of uneven
workload distribution as soon as possible.
PS 4A03: Movements for Peace and Justice. Course outline 2010 — page 13 of 13
Statement on Academic Integrity:
You are expected to exhibit honesty and use ethical
behaviour in all aspects of the learning process.
Academic credentials you earn are rooted in principles of
honesty and academic integrity.
Academic dishonesty is to knowingly act or fail to act in
a way that results or could result in unearned academic
credit or advantage. This behaviour 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
types of academic dishonesty please refer to the
Academic Integrity Policy, located at http://
www.mcmaster.ca/academicintegrity
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
examination.
All assignments will be evaluated to ensure academic
integrity. Academic dishonesty will be treated as a very
serious matter in this course and all cases of academic
dishonesty will be reported to the Office of Academic
Integrity.
Email Communication Policy
The course instructor will only open emails sent from
McMaster email addresses. Emails sent from any other
email provider (e.g. Hotmail, Gmail, Yahoo) will not be
opened and will be deleted immediately. This policy
protects confidentiality and confirms your identity.
Assisted Learning
The Centre for Student Development is always available
to help students with different learning needs (MUSC
B-107; Ext 24711; http://csd.mcmaster.ca). If you
require special arrangements, you should talk to the
course instructor as soon as possible.