In the highest-grossing soccer film since its 2002 release, Gurinder Chadha’s Bend It Like Beckham, we are spectators of Jesminder “Jess” Bhamra’s dilemma; she’s a British Sikh teenager who dreams of becoming a professional soccer player, much to the dismay of her religious family that believes in stringent roles for Indian women.  Jess must decide, then, how she’ll achieve her goal while also honouring her roots.

Jess is a charming, quirky character whose arc is about learning to tactfully communicate her wishes to other people and negotiate the roles expected of her in every facet of her life.  Throughout the film, her multiplex identity is fleshed out by the relationships she has with her relatives and peers.

Our budding soccer star begins her journey at home, where she studies diligently, does housework with her mother, helps prepare for her sister Pinky’s wedding, and hosts gatherings, among other things, with the latter being particularly useful for scoping out a prospective suitor who could be arranged to marry her.

Despite bending over backward to prioritize soccer over these obligations, however, Jess does want to please her family and expresses remorse whenever she disregards their concerns.  Considering that we didn’t have notable media dedicated to Indian, much less South Asian women at large in the west by that point, I think this nuance is important to discuss.  It wasn’t until recent years when we’d explore the first-generation experience deeper in shows like The Mindy Project and Never Have I Ever, but Beckham was the only time we’d witness a first-gen woman of colour in sports who neither fulfills the “model minority” trope nor assimilates entirely into the dominant culture.  Such characters, who don’t often get to be the leads, have been frequently relegated to stereotypical depictions one way or the other without much depth if at all.

Seeing Jess work to overlap her communities so that everyone feels more involved in her life—just as she is in theirs—is far more relevant than any attempts to “modernize” the character because her actions mirror the responsibility we might feel we have to improve our own relationships.  While we may not always gain personal satisfaction from doing certain things for others, they can absolutely help us sustain trust and kindness toward one another.  Jess undoubtedly appears more human and present as a character in this regard.

Jess’s relatability to wider demographics could be twofold; she shows the importance of unlearning stubbornness so that we can be patient and grow with our loved ones—as opposed to antagonizing them or shutting down when conversations become uncomfortable.  On the other hand, her development perhaps speaks to those of us who (initially) believe we have no choice other than to act out and sneak about like she does, since our needs are either being neglected or abnegated.  The consequences that arise from mistakes both parties make can serve as a catalyst for necessary discussions.

I think there are two subtle, intertwined commentaries that the film reinforces: the first is that Jess is a reflection of her parents, particularly her mother, having to earn their stripes upon moving to London so that they can be taken seriously when calling the shots.  Beckham’s narrative seems to support the notion that the bar is higher for women, especially of colour, to prove themselves in their endeavours and to be responsible for championing their own agency despite the systems they partake in being rigged against them.  This segues nicely into the second commentary: that we shouldn’t only praise resilience, but also ensure that unconditional love supersedes discriminatory approaches to testing one’s merit.

The latter definitely applies to the other major domain of Jess’s life.  We meet her on the soccer field next, which is as socially concerned as it is action-packed.  Whether it’s keeping secrets with the character Pinky or getting dressed in a sari by her teammates for the wedding, placing Jess in situations where one environment affects the other lends much more credence to her struggles and bonds.  What this also does, I’d argue, is nuance her values; her personal life intermingles with an already-diverse sport setting where the women endure gender-related, racial, and financial tensions.

Their team receives little support from spectators (and some of those who do come to watch come to make sexist remarks) and sponsors.  Even referees enable derogatory behaviour from rival players.  The team also anticipates that their coach, Joe, will eventually leave them in favour of an opportunity to train a men’s league.  What this means for Jess is that she must build rapport with her teammates by sharing their burdens and devising game plans to win over the skeptics.  Though that’s not all; the vulnerability and compassion she cultivates with them transcends sharing the same change room and into the understanding that their life experiences are what bind them, not just the game they love.

While it’s never explicitly addressed in the film, I believe it invites the question of whether Jess actually appreciates her feminine side but is pressured to conceal it.  Self-expression can often be complicated for women because our choices are thought to carry implications for what roles we could play in society and how we’ll be perceived by others.  I do appreciate that despite the occasional catcall Jess receives, her beauty is never objectified from a filmmaking standpoint, and even when she is in full dress it’s a celebration of her culture rather than exoticism.

Unsurprisingly, platonic and familial love take precedence over romance in Beckham.  To be sure, it has its place in a Jess’s life – she just doesn’t have to base her decisions around it.  Her relationship with Joe is incidental but still noteworthy because of how it compares with cultural expectations.  While Jess keeps her parents in the loop and wants their approval, she chooses her partner based on parameters she finds suitable and sets the pace for their relationship with him.

There are positive takeaways here for Beckham fans, especially younger ones: being yourself doesn’t mean you’re confined to particular ways of thinking, acting, and living.  You certainly aren’t obligated to be entirely divorced from your heritage and conform to values someone else considers beneficial for self-enrichment.  For me, progression comes from a creative attitude toward performing in your roles, whether it’s deciding on principles that matter most to you or blending them together.  They can be worth celebrating regardless of whether others subscribe to them.  I oppose the idea of depicting individuals who don’t “fit the bill” as deserving of isolation or punishment in media because it may encourage a similar mentality in the real world.

In light of fellow writer Jessica Young’s article “Surviving Intimate Partner Violence”, it’s nonetheless crucial we don’t tolerate extreme views that delegitimize women’s well-being.  I’m glad we have stories like Beckham that accomplish the exact opposite.

These themes are reflected in the accounts of the protagonist Offred, and I should point out that this review is only for the version of Offred found in the novels, as I have not yet watched the popular television series of the same name.

She serves her Commander and his wife as a concubine in Gilead, an American territory that has been reimagined as an authoritarian, theocratic entity for the purpose of this story.  She’s possibly one of the most authentic, complex characters put to paper, for she’s left us with a question we still haven’t been able to answer conclusively after all these years: is she a feminist figure, or a pawn of Gilead’s system?

Perhaps there’s a reason for the uncertainty.  Throughout the novel, Offred exhibits a range of qualities and flaws that encourage us to believe in her self-empowerment while also sympathizing with her plight.  Her ability to conceive children protects her from being sent to a labour camp—but only if she follows the rules, which includes obeying her superiors and minding her restrictive lifestyle.  Understandably, she elects to not deviate from her role lest she is battered and worked to death.

This doesn’t deter Offred from a subtle rebellion, however, like stealing little objects that bear her personal significance and sharing this very tale with a resistance group.  Even when her relationships deepen with her employers, she doesn’t ask for very much: most notably, a photo of her lost daughter and, again, small items that offer her some comfort.  Her one truly self-serving act is her affair with the chauffeur Nick, but it’s about reclaiming her sexuality given it’s meant to benefit others.

Offred’s behaviours suggest that she doesn’t wish to overstep her boundaries, but also endeavours to rediscover her humanity.  She seems to value having emotions, urges, and independence, though I feel she doesn’t take it too far—not just for her safety, but because she doesn’t want to abuse whatever power she gains the same way this new government does.

Atwood characterized Offred as a mirror for readers to look into and reflect on how they might identify with her situation.  When I read her story, I imagine, even though I can’t change the past, how much more appreciative I should’ve been of my freer life and whether it would’ve been different had I not taken for granted opportunities to fulfill it.  I’d be afraid to defy orders—and even be horrified by my actions—but I also wouldn’t deny my needs when someone finally listens to and treats me like a person.  For me, love and sex would not be about seeking romantic satisfaction, but a means to reconnect with myself and the world.

Offred’s experiences allow me to feel this way because I can believe these are precisely the complicated thoughts she has to grapple with in the novel.  They have a palpable effect on her, and sometimes grimly so.  I think that despite her tendencies to hold herself back, sorting through her feelings allows her to live as much as she can, considering the circumstances.

The Handmaid’s Tale is not a book about fighting back; it’s about carving out one’s individuality in a place where doing so is nigh impossible.  Offred’s contribution, on a wider scale, functions as a warning to future generations about upholding dehumanizing beliefs and forgetting our integrity—regardless of our position in the community.

On a personal level, however, Offred’s development revolves around navigating very nuanced—often uncomfortable—relationships she has with the other characters and social constructs.  She struggles with establishing her perspective on autonomy, issues of consent, enslavement, intimacy, and control; furthermore, she finds that her feelings about people who she’d otherwise view as “good” or “evil” are quite layered.

I’m not of the opinion that asking whether Offred can be deemed feministic or plays into gendered conventions is especially helpful here, because we can’t impose our worldviews on a character who must figure that out by herself.  Another reason why Offred becomes a Handmaid is due to the nature of her marriage: she was her husband’s mistress, which makes her “sullied” to Gileadean authorities and undeserving of better options.  She’s conditioned to believe that obedience and childbearing are her sole purpose in society.

Gilead’s assumptions about gender have a devastating impact on Offred and other citizens, including men.  But they are nevertheless deconstructed the more we learn about the characters.  The Handmaid’s Tale is such a compelling read to me, as it prompts us to decide how we’ll engage with difficult subjects while also reminding us that destructive institutions cannot be easily reformed without contemplating our part in them first.

This article, from early July, was the start of a new series, and inspired by an older column, Women of Interest.  It’s a step away from our usual fare of advice, recipes, and personal opinions and more a step toward academic writing or discussion, something that remains difficult for AU courses to foster very well. So if we can help foster that here, that certainly deserves to be part of the Best of, in my opinion.

If you have a course that you would like to see a Course Exam article written for or you recently took a course that you would like to recommend to other AU students, please feel free to reach out with the course name and number, and any questions or feedback you may have.  We’ll be happy to write about it in our next Course Exam article.

HSRV 201 is an entry-level, general interest course in the Bachelor of Professional Arts, Human Services degree program that introduces students to social work, human services, and the social policies that govern both fields.  The historical underpinnings, approaches, and principles of human services and social work will guide students through the discourse surrounding social welfare.

By engaging with the theories and methods in this course, students should gain a clearer sense of their position on social welfare and are expected to express their reasoning in a personal philosophy statement.  Students will also learn to: read and research at or above the course level; apply the course material to hypothetical scenarios; implement policies as they pertain to persons, families, groups, or communities; consult available resources to establish issues in social work and human services; educate people on said issues; and become an ethically conscious practitioner in the field.

This three-credit course for individualized study has no prerequisites or preclusions, and can be challenged for credit.

Dr. Melissa Jay

Who Should Take This Course and Why

Course coordinator Dr.  Melissa Jay, who is a Nehiyaw member of the Métis Nation of Alberta, says HSRV 201 offers a great introduction to students who are eager to learn more about human services and social work.  She adds that the course is popular among students from other disciplines as well.

Student feedback over the past year has helped Melissa revise the assignments to allow students more freedom in how they share their knowledge, so they should look forward to creative opportunities for self-expression.

Course, Assignments, and Exam Details

Thoughtfully created by Dr.  Jane Arscott, HSRV 201 provides students with a substantial overview of course expectations.  It has four parts, ordered chronologically: Social Welfare; Professional Practice; Practice, Process, and Levels; and Working with Special Populations.

Part One contains the most sections: Getting Started; Social Welfare and Social Work in Canada; The Pillar of Income Security; The History of Social Work; and International Social Work.

Part Two covers Theory and Approaches to Social Work Practice and Professional Practice, while Part Three explores Working with Individuals and Families and Working with Groups and Communities.  It is in these parts where students will demonstrate their fundamental understanding of the coursework by assigning actions to the appropriate populations.

In Part Four, which is called Working with Special Populations, students must respond to particular situations by incorporating their studies from the entire course.

Aside from the personal philosophy statement, which is worth 20% of the final grade, there are three other assignments: Social Work with Individuals, Families, Groups, and Communities (30%), Social Work with Special Populations: Case Consultation (30%), and the Self-Evaluation: Discussion Forum (20%).

These assignments are unique in that, as Melissa explains, “students are invited to choose the type of submission whether it be a traditional paper or PowerPoint presentation.” She also clarifies that the first three assignments are designed to aid students in a tangible integration of course concepts, while the final one prompts students to reflect on their class participation throughout HSRV 201.

How to Be Successful in the Course

Course Tutor’s Advice for the Course

This course, according to Melissa, invites students to be curious and open minded as they are expected to pay close attention to nuanced processes that are often present in professional environments.

The assignments require students to use the seventh edition of the APA style; thus, they will need to become familiar with it as early as possible.  Melissa advises them to refer to their APA manual when necessary and seek support from their tutors as well as AU’s Write Site.

Questions?

If you have any further questions regarding the course, please do not hesitate to contact Melissa at mjay@athabascau.ca.  Happy learning!

If you have a course that you would like to see a Course Exam article written for or you recently took a course that you would like to recommend to other AU students, please feel free to reach out with the course name and number, and any questions or feedback you may have.  We’ll be happy to write about it in our next Course Exam article.

ADMN 405 is a paced, three-credit course in the Business and Administrative Studies program that invites students to discuss and critically analyze management frameworks, enhancing their problem-solving and collaboration skills in the process.  Important topics include decision-making guidelines, emotional intelligence, ethical considerations, and proper netiquette.

Depending on their business bachelor’s degree program, students will need to complete the required courses before taking ADMN 405.  They are encouraged to take ADMN 404 as a supplement, but it is not mandatory for course enrollment.

Students cannot take the course for credit if they already received one in ADMN 401, and it is unavailable for Challenge.

Who Should Take This Course and Why

ADMN 405 is a compulsory course for BComms students who have been in the program since 2019.  However, Course Coordinator Richard Dixon says that student feedback over the years is nevertheless the best indicator of who the course is recommended to outside of the program.

Based on said feedback, Dixon concludes that students who embrace cooperative settings and wish to test their interpersonal skills, as well as other soft skills in various scenarios such as approaching difficult managers, addressing inappropriate behaviour by co-workers, and/or discussing strategy with superiors should consider taking ADMN 405.

Course, Assignments, and Exam Details

This sixteen-week course consists of, in chronological order, an orientation module and six key themes: Strategy and Operational Effectiveness; Strategic Foresight; Value Creation and Capture; Strategy and Ethics; Innovation and Entrepreneurship; and Marketing Strategies.  Acclaimed management frameworks students will study as they work through each theme include Oxford University’s Strategic Planning Approach and Prof.  Michael Porter’s Creating Shared Value.

Students will be placed in groups for a business case during the first month of the course that either focuses on implementing strategy or developing and applying a strategic plan.  In both cases, the groups must produce an oral presentation worth 10% of their final grade and a report valued at 20%.

Class participation, which comprises 20% of the grade, is crucial for students to apply communication and language skills, social graces, affective empathy, time management, leadership attributes, personal habits, and other abilities from their learning experiences through course materials (i.e.  watching videos, reading articles, writing solo and group reports, and simulating a workplace environment) and previous courses in their respective programs.

Students will also engage in AI-powered simulations, or Virtual Co-op, for a series of projects collectively worth 25% of their grade intended to help them improve their teamwork skills.  These projects involve email correspondence with fictional colleagues and debriefs with a fictional mentor.

The simulations aid in framing the Soft Skills paper, which is prepared by each student individually and makes up 20% of the grade.  For this assignment, students are asked to reflect on one of the two simulations they choose to participate in – financial or digital services.

Finally, students are expected to provide peer-to-peer feedback for 5% of their grade.

How to Be Successful in the Course

Course Tutor’s Advice for the Course

As ADMN 405 is a greatly contribution-oriented course with weekly deadlines, Dixon emphasizes the importance of commitment to the tasks, and openly communicating possible concerns and/or plans can facilitate progress on the assignments.  He is eager to speak with students about anything related to the coursework.

Questions?

If you have any further questions regarding the course, please do not hesitate to contact Dixon at rdixon@athabascau.ca.  Happy learning!

If you have a course that you would like to see a Course Exam article written for or you recently took a course that you would like to recommend to other AU students, please feel free to reach out with the course name and number, and any questions or feedback you may have.  We’ll be happy to write about it in our next Course Exam article.

WGST 460 is a comprehensive three-credit course offered by AU’s Women’s and Gender Studies program.  Through transnational and postcolonial approaches, it chronicles feminist responses to economic, social, religious, and political systems that had reinforced gender inequality from the late eighteenth to the early twentieth century.

Academic Coordinator Nicola Dove says that studying the works of key feminist figures and the development of feminism as a social movement over time is imperative for understanding the evolution of feminism and the significance of what feminism has achieved to date.  By the end of WGST 460 students will be able to describe key issues presented over the six units, define feminism, discuss the influences on the conception and history of feminism, and compare the contributions and backgrounds of feminists they studied throughout the course.

Classified as both an arts and humanities course, WGST 460 is cross listed under HIST 460 and GLST 460.  Students cannot take it for credit if they have already received a credit for HIST 366, GLST 366, WGST 366, HIST 401, WGST 400, or WMST 400.  While the course has no prerequisites, students may see benefit in taking other History and/or Women’s and Gender Studies courses before attempting it.  WGST 460 also provides a Challenge for Credit option.

Who Should Take This Course and Why

Nicola invites students who wish to broaden their understanding of feminist history and are interested to learn more about the prominent advocates represented in this course to give it a try.  She also feels WGST 460 will be suitable for students looking to hone their research and writing abilities, particularly if they find life histories fascinating.

Course, Assignments, and Exam Details

The introductory unit lays the groundwork for the course objectives and questions to consider as students work their way through the material.  It ends with five short essays to be submitted as one assignment worth 20% of the final grade, which tests students’ comprehension of the unit readings.

The second unit, Feminism: “Liberal Democracy’s Younger Sister,” covers feminism during the Age of Enlightenment.  The third unit, Social Revolutionaries: Flora Tristan, Alexandra Kollontai, Emma Goldman, and James Oppenheim, explores feminism through the Industrial Revolution.

The fourth unit, Feminism, Nationalism, and Colonialism: Qasim Amin, Huda Shaarawi, Shareefeh Hamid Ali, and Rokeya Sakhawat Hossain, observes feminist activity in nineteenth- and twentieth-century nationalist movements.  Students are then expected to turn in a research paper proposal comprising 5% of their grade upon completing the unit.

The fifth unit, Women and the Family: Friedrich Engels, Alva Myrdal, and Margaret Sanger, contextualizes the socialist aspects of feminism.  By applying the readings, students will produce ten short essays as one assignment that makes up 40% of their grade at the end of the unit.

The last unit, Feminism, Madness, and Creativity: Charlotte Perkins Gilman and Virginia Woolf, reflects on the challenges faced by feminists all through the aforementioned historical periods.  To complete the course, students will prepare a research project that is based on their proposal and accounts for 35% of their grade.

Nicola and Course Tutor Dr. Halladay suggest that students familiarize themselves with the suggested study schedule provided at the beginning of WGST 460 to gauge the amount of time they should dedicate to each unit and assignment.

How to Be Successful in the Course

Course Tutor’s Advice for the Course

Dr.  Halladay is accessible through telephone during tutor’s hours and email at any time; students should contact her about “specific course-related questions as they arise,” brainstorming ideas for essays, and academic etiquette such as “paper formatting and creating citations.” Her comments on submissions are always thorough so that students can gain a clear sense of how to improve their writing.  The AU Write Site is also a helpful tool for less experienced writers.  Taking initiative, Nicola says, “lessens the likelihood of procrastination!”

WGST 460 fosters creativity in student engagement; Nicola and Dr.  Halladay advise students to support each other through relationship and knowledge building.  They explain that, for example, students may use the forums to nurture insights and peer interaction; another useful resource is the student-generated glossary of principles and terminology that includes text and visuals.

Students’ Advice for the Course

Much of Nicola and Dr. Halladay’s recommendations is mirrored in the recent experiences shared by two students who were successful in WGST 460.

Elizabeth H.  specified her methods:

“I found the best approach to HIST 460 was using each of the surveyed feminists as an example of how history is experienced by different populations, particularly by non-European and European women considered to be in lower economic classes.  Once I understood how a historical event was interpreted by one representative of a group, I used that individual as a resource to search out their proponents and their opponents.  The next step, after understanding these females’ perspective in the context of their times, was writing about these individuals.  I imagined my audience – in this case, my professor – as clearly as possible as I researched and wrote the essays, but it also helped to consider students I knew so that I could write with an aim to educate, as well as to express an academic argument.  I’d also suggest that students reach out to the professor and to AU’s Write Site personnel to receive more guidance on essay style, Chicago citations, and generating focused arguments – along with peer-reviewed evidence to support those arguments.”

 Afope S.  expressed similar thoughts:

“One of the ways I reached the goals I set for this course was by choosing to communicate with my instructor.  My professor gave helpful feedback and offered any clarification as I implemented new learnings from the feedback given.  I made sure to read as many primary sources as I could and attempted to understand them independently before reading any commentaries.  Again, whatever ideas I was unsure about, I either wrote down questions or pressed further in the reading to investigate.  Lastly, give yourself time to proofread your work.  I failed to do this efficiently in my last assignment and the lack of proofreading cost me easy marks.”

Questions?

If you have any further questions regarding the course, please do not hesitate to contact Nicola Dove at ndove@athabascau.ca or Dr.  Alexa DeGagne, who will return as Academic Coordinator in February 2022, at adegagne@athabascau.ca.  Happy learning!

If you have a course that you would like to see a Course Exam article written for or you recently took a course that you would like to recommend to other AU students, please feel free to reach out with the course name and number, and any questions or feedback you may have.  We’ll be happy to write about it in our next Course Exam article.

HIST/INST 370 deals with the Métis experience from the fur trade era to the present day.  It explores complex discourses on Métis identity, modern Supreme Court rulings, and initiatives concerning social justice.  Dr.  Frits Pannekoek, who is the course coordinator, course tutor, and course author, hopes that students will enjoy the units on Métis culture that cover clothing design, beadwork, music and literature.  As the readings follow the twists and turns of public policy and identify systemic racism, this course will also introduce students to the Métis and Métisse heroes and heroines of the twentieth century.

This three-credit, arts/humanities course for individualized study has no prerequisites, although students are advised to take three credits in either Indigenous studies or Canadian history.  As HIST/INST 370 is available for enrollment under two separate disciplines, you can only take the course for one of them.  It also offers a Challenge for Credit option.

Who Should Take This Course and Why

Dr.  Pannekoek says that HIST/INST 370 “should appeal to both Indigenous and non-Indigenous students.” He adds that the course aims to facilitate intrigued students’ exploration into Métis history, identity, rights, literature, music, and culture by broadening their understanding of these subjects.  Students will learn from, among others, “readings by the most recent historians, and videos of famous Métis musicians,” Dr.  Pannekoek explains.

Course, Assignments, and Exam Details

The course is comprised of four units: Métis History and Identities, Métis Rights and the Law, Leadership and Métis People, and Métis Culture.

Students must complete four assignments – each worth 10%, 15%, 15%, and 30% respectively – and a final exam valued at 30% to receive a credit for HIST/INST 370.

Course Tutor’s Advice for the Course

Dr.  Pannekoek encourages students to, above all, embrace the content and flexibility that HIST/INST 730 has to offer.  Unlike many other courses, he stresses that the carefully selected, quality videos and images are not supplementary materials, but rather mandatory for student learning.

Special attention, he continues, should be paid to AU Elder in Residence Dr. Maria Campbell’s autobiography Halfbreed, which is an essential reading for the course.  Dr. Pannekoek elaborates that Dr. Campbell’s work has been instrumental to the development of Indigenous education in Canada.

The first assignment is intended to be short.  It allows Dr.  Pannekoek to identify areas of improvement so that students can internalize his feedback and perform well on the subsequent assignments.

Questions?

If you have any further questions regarding the course, please do not hesitate to contact Dr. Pannekoek at fritsp@athabascau.ca.  Happy learning!

If you have a course that you would like to see a Course Exam article written about or you recently took a course that you would like to recommend to other AU students, please feel free to reach out with the course name and number, and any questions or feedback you may have.  We’ll be happy to write about it in our next Course Exam article.

HIST 331 is an arts/humanities course at the intermediate-undergraduate level designed for individualized study.  It highlights key constructs in Canada’s social history from 1867 to the present.  These include national identities, demographics, the 2SLGBTQ+ movement, immigration, health, consumerism, and eugenics.

This three-credit course has no prerequisites, although it picks up from the content found in HIST 330 (Social History of Canada: European Contact to Early Industrialization).  Students cannot enroll in HIST 331 if they have previously taken HIST 329.  The course is also available as a Challenge for Credit.

Who Should Take This Course and Why

Dr. Frits Pannekoek, who is the course coordinator and tutor, says that HIST 331 “is as diverse as a student’s imagination” and recommends it to students who are intrigued by unorthodox perspectives on Canada’s past.  Some of the questions he would want interested students to consider are: the Canadian’s changing attitude toward the human body, the evolving concepts of gender, the commemoration of Canadian identity, and the influence of eugenics theory on policies regarding gender roles, immigrants, and residential schools.

Course, Assignments, and Exam Details

The course is split into four parts.  The first part looks at Canadian identity; the second part covers the changing Canadian demography (immigration, gender, and sexual orientation); the third part discusses the impacts technology and science have had on consumers; and the last part addresses men and women’s health, particularly how humans are medicalized, and what constitutes illness according to societal norms.

To complete HIST 331, students must submit two assignments worth 25% and 35% each as well as the final exam valued at 40%.

Course Tutor’s Advice for the Course

With deep knowledge about Canada’s social history and heritage as well as Indigenous history, and having done extensive research on residential schools, heritage interpretation, and heritage preservation policy, Dr. Pannekoek encourages students to approach him with any inquiries about the course’s material.

HIST 331 provides an ever-expanding, multimedia teaching experience, and Dr.  Pannekoek believes that there are plenty of topics for students to ponder over that could be relevant to them.  Such topics include, for example, household appliances and the car, adolescence, medical history, the woman’s body, immigration, and being a man in a regulated environment.  The organization of “self-contained and distinct” units in this course, he adds, also helps students to focus their individual interests.

Questions?

If you have any further questions regarding the course, please do not hesitate to contact Dr.  Pannekoek at fritsp@athabascau.ca.  Happy learning!

Pictured: Dr. Frits Pannekoek

If you have a course that you would like to see a Course Exam article written for or you recently took a course that you would like to recommend to other AU students, please feel free to reach out with the course name and number, and any questions or feedback you may have.  We’ll be happy to write about it in our next Course Exam article.

Eventually students graduate, but that doesn’t mean it’s the end of their education.  So we’ve expanded the course exam to look at some of the interesting courses beyond your bachelor’s degree.

MAIS 640 introduces students to a research methodology called grounded theory, which has been seeing increasing use among social scientists to develop theories solely based on raw data.  It differs from methodologies that require researchers to test their theories in the field or those put forth by secondary sources, and its creation is not contingent upon studies available in a given literature.

In this three-credit arts course, students will learn to: unpack the provenance, strengths, and limitations of grounded theory; distinguish between exploring and corroborating theory; discuss the logic surrounding relevant research practices; and produce a final project using the foundations and practicalities obtained from course materials.

Who Should Take This Course and Why

I believe students who enjoy or seek a creative, hands-on approach to doing research would benefit from the unique skills this course promotes.  If students are working toward publishing or sharing their research at a conference, for instance, there is an opportunity here to experiment with fresh ideas that might someday contribute to and encourage future studies in areas of great interest to them.

I recommend the course particularly to students who are doubtful of the methodology and may be apprehensive about diving into it with no strict rules on how to build theories.  Discovering the possibilities of important topics that may be largely neglected by scholars, in my opinion, is worth the risk of not perfecting the craft on the first attempt.

Course, Assignments, and Exam Details

The course is divided into three stages: the first prompts students to familiarize themselves with grounded theory and deliberate over their topics; the second gives students the opportunity to collect, code, and analyze their data; and lastly, students will work toward a presentation of their findings in the third stage.

To achieve a credit, students are expected to submit forum reflections (22%), progress reports (10%), ePortfolio journal entries (24%), and the grounded theory research report (44%).

How to Be Successful in the Course

Student’s Advice for the Course

Because grounded theory is investigative by design, students who decide to take the plunge should not expect to exit this course with conclusive work ready for wider accessibility.  I do, however, encourage them to adopt good habits that could serve them as they navigate through each stage of academic work.

Course Tutor Dr. Russ Wilde offers exceptional feedback and is very approachable, so I advise students not to exclude any questions or uncertainties from their assignments.  Except for the report, submissions are generally meant to be short, and there is a set number of each type that must be completed by the end of each stage; thus, I suggest handing them in as early as possible to gain a much clearer sense of how to progress in or improve on theory building and data collection, categorization, and interpretation, among the other processes.  Doing so will also leave plenty of room for writing the report.

Due to time constraints, I found it easier  (thanks to Dr.  Wilde’s advice) to select a topic that didn’t necessitate conducting, for example, interviews, questionnaires, or surveys, but instead gathering social media posts as they are publicly available.  I would tell newcomers to grounded theory to do the same thing I did, though on the other hand, going the other route can allow for better immersion, therefore facilitating potential explanations for the phenomena being studied.

Depending on the research goal, gaps in the data possibly indicate either a need to return to the field or to narrow down the perspective so that the theory is focused and productive.  A brief literature review is only needed for context in the report; otherwise, students should use their experiences and analytical capabilities when engaging with theory.  The notes they take on their data will provide the underpinning for the report.

Ultimately, each student’s journey will be individualized; they must use their best judgement when consulting resources (Dr. Wilde often shares content tailored to general inquiries and specific projects as well) and determining the scope of their investigation.

Questions?

If you have any further questions regarding the course, please do not hesitate to contact Dr. Wilde at wilderuss@gmail.com.  Happy learning!

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INST 203 introduces students to the longstanding impacts of governmental policies on First Nations, Métis, and Inuit peoples in Canada through four key disciplines: political science, anthropology, history, and sociology.  Students will also review federal and provincial statutes and legislations affecting Indigenous lives, including the British North America Act of 1867, the Constitution Act of 1982, the Indian Act of 1976, and treaties.

By analyzing the broader context of Indigenous-European relations, this three-credit, art/social science course aims to elucidate issues faced by Indigenous peoples from their first contact with European settlers to the present day.  Using students’ theoretical and practical faculties developed throughout the course, they should be able to discuss a range of relevant topics; these include the changing (meanings of) terminology describing Indigenous groups, the endeavors of Indigenous leadership and initiatives to reclaim independence for their people, the state’s attempted assimilation programs, and the significance of Métis populations in policy shaping.

While it has no prerequisites, students cannot take INST 203 for credit if they have already obtained one in INST 200 or NTST 200.  The course is also available as a Challenge for Credit.

Who Should Take This Course and Why

Course Tutor and James Smith Cree Nation member Dr. Neal McLeod recommends the course to all students, explaining that because we dwell on the land, we partake in its stories encompassing Indigenous societies.  He adds that the course should encourage future education, particularly among “teachers and other people who will work extensively with and alongside Indigenous people.”

INST 203 provides a gateway to other undergraduate courses – including research methods – in Indigenous studies, which Course Coordinator, Dr. Josie C.  Auger (who is a nehiyaw iskwew (Cree woman)), suggests to students continuing their research on “how the past affects the present.” She goes on to say that non-Indigenous students should freely pursue knowledge by Wisdom Seeking and/or using the Indigenous Research Methodology when working with Indigenous peoples for self-determination.

Dr. Auger explains that doing so respects the diversity of worldviews, languages, traditions, customs, gender, and aspirations of Indigenous peoples in accordance with Mother Earth; by sharing this knowledge, Nations may be restored and strengthened.  Should non-Indigenous students want to engage in research methods, she asks that the knowledges of Indigenous peoples be respected and affirmed.

Course, Assignments, and Exam Details

This course is comprised of three units (in order, with proposed, updated unit and section titles): Identity: Social, Political, Psychological, and Legal Consequences; Treaties; and The Métis: The Emergence and Status of Indigenous Peoples.  The first unit covers “The Indian Act and Racial Categorization”, “The Indian Act and Indigenous Women”, and “Terminology and Identity”.

The next unit contains the most sections: “Background to Treaties’, “The Royal Proclamation of 1763 and Subsequent Unnumbered Treaties”, “The Meaning of Treaties”, “The Numbered Treaties, 1871-1923”, and “Indigenous Understanding of Treaty Terms”.  The last unit concludes with “What’s in a Name? The Emergence of the Métis”, “Indigenous Women and the Emergence of the Métis”, and “The Political Emergence of the Métis”.

There are three assignments, each worth 15%, 20%, and 25% respectively, as well as a final exam valued at 40%.

How to Be Successful in the Course

Course Tutor’s Advice for the Course

At the beginning of the course, Dr. McLeod advises students to take the self-assessment so they may understand their strengths and areas of improvement.  Furthermore, he says that enhanced one-to-one instruction is an advantage of the course and he strives to offer the best possible experience to students, so they should seek guidance “whenever they need it.” He believes that students can successfully complete the course “with regular work, focus, and the openness to ask questions”.

Questions?

If you have any further questions regarding the course, please do not hesitate to contact the Course Coordinator at jauger@athabascau.ca.  Happy learning!

Interviews conducted by Karen Lam.

References
The Assembled Circle of Delegates of the Summer Institute (1996). Appendix 2: Saskatoon Declaration of Indigenous Cultural Restoration and Policy Recommendations on Cultural Restoration Developed at the Saskatoon Summer Institute. In Marie Battiste [Ed.], Reclaiming Indigenous Voice and Vision (2000), UBC Press.

Oscillating between Madrid and La Mancha, Spain, Volver follows Raimunda as she endures various misfortunes interlaced with those of the key women in her life.  When her husband is murdered in self-defence by their daughter Paula, who he tried to assault, Raimunda elects to lock his corpse in a freezer and bury it unbeknownst to anyone else.

The depth of Raimunda’s character starts with that freezer.  She subverts the feisty, passionate archetype we might equate to, for instance, the spicy Latina trope in North American media.  This isn’t to say she doesn’t display spirit or conviction, but instead of being judgmental and argumentative, she puts aside her emotions to resolve issues and provide support when other characters need it.  The main cast make choices and live with consequences they’re not proud of; to see Raimunda as a catalyst for reconciling societal expectations with ethical problems is relatable and thought-provoking for the viewer.

My favourite character trait of Raimunda’s is her apparent sense of community.  She never hesitates to enlist the help of her fellow women, whether it’s disposing of the freezer or running her restaurant.  Thematically, I find it fitting that she does so not because she’s too proud to ask a man, but because she trusts her companions that much —and wants them to rely on her as well when they mourn, are distraught, seek forgiveness or redemption, or wish to overcome solitude.

Having bonds with other inspiring characters gives Raimunda a healthy outlet through which to channel her energy; however, a large part of her arc is allowing herself to be taken care of and express her feelings when she faces heavy truths about her past.  Considering the repressionist views Volver explores with regards to women, this is a big deal.  Traditionally, women have been thought of as serving, listening to, and consoling others, presumably without struggles or aspirations of their own.  Spotlighting Raimunda’s story and needs, however, reinforces the importance of understanding and addressing hardships women can have.

That’s why I don’t believe Volver endorses rebelling against or resenting men, particularly since it doesn’t seem to be framed that way, which I’m grateful for.  Instead, it shows us how these women reclaim their lives after being subjected to injustices at the hands of specific men, namely pedophilia, incest, adultery, or some form of insensitivity.  We watch our leads become simultaneously self-sufficient and interdependent, embracing a balance between confidence and solidarity.

This leads me to the other messages I think are well-conveyed on screen.  For one, the narrative doesn’t sacrifice Raimunda’s femininity to position her as a progressive character.  Mothers in film, it seems, tend to fade in the background so their daughters can shine through, but here she’s allowed to be beautiful, fashionable, and artistically expressive.  The scene where she sings her mother’s song for the crowd gives me goosebumps, as it’s not only a celebration of motherhood, but can also be interpreted as a symbol of her growing freedom.  I feel that the mother, when advertised, is often tied too tightly to the concept of family and doesn’t get to discover her own individuality, so I applaud Volver for letting us see it through that lens.

Furthermore, Raimunda’s approaches to problem-solving and communication with other characters suggest that the idea of strength doesn’t necessarily entail doing things alone or blazing through life as if you know the answer to everything.  For her character to change, Raimunda must stop keeping her pain to herself and learn to cope through building rapport with people, especially the ones from whom she’s strained, bringing me to a final point: Volver appears to put forth the notion that love and relationships aren’t hierarchical.  Ideally, everyone should decide what connections will make them happiest without submitting to social pressures; in Raimunda’s case, these are her daughter, mother, and friends.

I hope we continue to see stories like Raimunda’s, where we can explore how different aspects of a character contributes creatively to their strengths and vulnerabilities.  We might even take it a step further and consider the implications of a character treading the beaten path as opposed to carving out one that makes the most sense for them from a narrative standpoint.