Institute of Interdisciplinary Studies
Winter 2024
HUSJ 3301A Racialization, Racism and Human Rights
TUESDAY 8:35- 11:25 A.M
LOCATION: TORY BUILDING
( This course will be in person unless if circumstances change)
ISTRUCTOR INFORMATION
Instructor Email Tel
Evelyn Namakula B.M.M Ph.D evelynmayanja@[Link] 6135202600 ext.4094
Office: Danton Towers, 13th Floor Office: 1325 or via Zoom
[Link]
Office Hours: Tuesday: 12:00 - 2:30 [Link] appointment
GENERAL INFORMATION
*This course outline is preliminary and subject to change after discussing the details with the
students
Carleton University acknowledges the location of its campus on the traditional, unceded
territories of the Algonquin nation.
Welcome! I am delighted to be your instructor for this class. I look forward to journeying and
learning with you. All our encounters will be in person. Besides class encounters, BrightSpace
email and announcements will be our major mode of communication. Besides my office hours, I
will be available to meet with students after class. Please do not hesitate to notify me of any
problems you might encounter as we proceed through the semester. Whenever you email me,
expect a response within 24 hours.
COURSE DESCRIPTION
“Racism is a blight on the human conscience. The idea that any people can be inferior to
another, to the point where those who consider themselves superior define and treat the rest as
sub-human, denies the humanity even of those who elevate themselves to the status of gods.”
—Nelson Mandela
Controversies about race, racialization, and racism play an important role in the public domain.
In this introductory course, we will explore social, historical, economic, and political context of
race, racialization, racism, and human rights in Canada and across the globe. The course is
designed to introduce students to the complexities and controversies of race, racialization, and
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racism, their connection to and violation of human rights. The course draws from a range of
disciplines such as philosophy, history, political economy, linguistics, indigenous studies, and
African studies to examine the complexities of race, racialization, and racism. We will also
deploy various theoretical frameworks including post/anti/neocolonial, decolonization, feminist,
and critical race theory to analyse race, racialization, racism, Blackness and whiteness. We will
engage with historical and evolving discourses around racism, such as immigration, the war on
terror, climate change, COVID-19, politics, economics, national and international norms.
Preventing and challenging racism should always be our fundamental goal. We aim to create a
space where those who have been affected by racism will feel free and secure to share their
experiences. We will discuss how to respond to racism and its propagators, accomplices, and
interlocutors (including ourselves). Basing on the Universal Declaration of Human Rights that
states that we are all born equal in dignity, supporting and advocating for the rights of those who
have been harmed by racism and racialization is a powerful humane and political statement.
We will grapple with questions such as:
• What are the lies that are binding us around race and racism?
• Why is racism and racialization a violation of human rights?
• How has race, racialization and racism been defined and justified?
• How has language been used to reinforce racism and racialization?
• How does power and privilege shape racism and racialization?
• How does whiteness and white privileges in settler states and global systems and
structure impact our daily lives?
• How does racism operate in tandem with colonialism, neocolonialism, natural resource
looting, capitalism, sexism, genderism, environmental destruction and so on?
• What is the connection between anti-racism and decolonization?
The material in some classes will be more descriptive than analytical, but even this will provide
useful background for discussions. In this course, it is quite possible and understandable that you
may feel emotionally overwhelmed by the issues we study, the cruelty and disregard for human
dignity and human right from those who use race as a ‘weapon’ of oppression and exploitation to
advance their privileges. If you ever find the material and issues we discuss troubling or difficult
to bear, please speak to me, or to someone else you confide in.
COURSE OBJECTIVES
By the end of the course, students will be able to:
1. Identify and explain the theories of race and racialization in the context of human rights.
2. Discuss the connection of race with culture, nationhood, multiculturalism, health care,
education, employment, political and economic policies in Canada and other countries.
3. Critically examine how power, capitalism, imperialism, and globalization reinforce racism and
racialization.
4. Challenge dominant assumptions about race, racism, racialization, in gender relations,
feminism, immigration, and employment.
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5. Identify the forms of racism and racialization for example in social- daily interactions and
language, and asses their impacts on individuals, races, communities, and societies.
6. Reflect on one’s positionality, in relation to race, racism, racialization and explore measures
for curbing racism at personal, community, national, and international levels.
TEACHING METHODOLOGY: The course is envisioned as a seminar in a synergetic
learning environment where, following Ubuntu pedagogy, students learn in interaction with each
other and the instructor. The teaching method will integrate pedagogical approaches including
brief lectures from the instructor, group presentation, class discussions, ‘on street observation’,
case studies, media analysis, and case studies.
There will be weekly classes on Tuesday 8:35- 11:25 A.M. At some of the seminars we will
be joined by guests who have either directly experienced and resisted racism and racialization or
have assisted survivors to work through the impacts of racism. Personal life experiences, guests,
on the street observations, together with videos, will combine to bring racism, racialization, and
human and to the course. With regards to class presentations and discussions, I would like to
emphasize that all opinions, ideas, questions, and criticisms are welcome. However, I have two
requests. First, please try and present arguments that are thought out and where possible are
supported with evidence. Second, even though I expect and hope that you will disagree with one
another and me (intensely so at times), try to be civil and speak to others with respect.
READINGS
Included here is a schedule of classes and readings for the course. Specific page numbers and
articles are provided for each week. The total number of pages to be read will vary from week to
week. Where the readings are long, I have considered their degree of difficulty. Furthermore,
though some readings are from the 2000s and may seem outdated, I include them because they
are the best, I have found at conveying certain themes and issues I wish to discuss with you. In
addition to books (accessible from the library), there are several readings that you will need to
access online. Links to videos that we will use in some lectures will be posted along with class
notes in BrightSpace.
Students are expected to read the assigned readings PRIOR to every class. Students should come
to class with thoughts and questions pertaining to course readings and be READY TO ENGAGE
IN CLASS DISCUSSIONS. Doing so will help you get more out of the lectures and in-class
discussions.
How To Read Articles & Books
Many students may have never received any formal training and/or practice in how to obtain the
most from reading assignments in the least amount of time. The most effective approach to this
task, in my experience, has been to follow and to practice very particular guidelines in reading
the assignments for this course:
1) What is the author's thesis? The major point s/he is trying to make?
2) What are the major assumptions the author makes (and expects you to accept)
in arguing that thesis?
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3) What are the implications for research or practice if the author's thesis and
underlying assumptions are valid or true?
4) What are some important or useful concepts the author presents?
5) How does the reading relate to previous readings?
6) Critically reflect on and assess the text as a whole; what are its strengths and
weaknesses?
7) Are there any other arguments or perspectives that might explain the topic better
than the author’s argument?
REQUIRED TEXTS
Gupta, D. Tania. Race and Racialization: Essential Readings (2ndedition). Toronto, Ontario:
Canadian Scholars, 2018 (Library has an electronic copy).
Fleming, Crystal M. How to be less stupid about race. Kirkus Reviews. Kirkus Media LLC,
2018. (Library has a hard copy).
Memmi, Albert. Racism. Minneapolis: University of Minnesota Press, 2000. (Library has an
electronic copy).
Saad, L. F. (2020). Me and white supremacy : combat racism, change the world, and become a
good ancestor. (Library has an electronic copy)
CLASS SCHEDULE AND READINGS
Week 1: 9-16 January Introduction:
Conceptualizing race, racialization, racism, White supremacy and Human Rights
Memmi, A. (2000). Racism, pp.91-121
Grosfoguel, R. What is racism? Journal of World-Systems Research, 22no.1 (2016), 9-15.
Barot, Rohit, and John Bird. "Racialization: the genealogy and critique of a concept." Ethnic and
racial Studies 24, no. 4 (2001): 601-618.
Fleming, Crystal M. “How to be less stupid about race.” Introduction: The Origins of Racial
Stupidity. Pp. 1-22.
Saad, Layla F. Me and White Supremacy : Combat Racism, Change the World, and Become a Good
Ancestor. Naperville, Illinois: Sourcebooks, 2020.
Supplementary readings
Golash-Boza, Tanya. "A critical and comprehensive sociological theory of race and
racism." Sociology of race and ethnicity 2, no. 2 (2016): 129-141.
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Olson, Joel. “W.E.B. Du Bois and the Race Concept.” Souls (Boulder, Colo.) 7, no. 3-4 (2005):
118–128.
Week 3 January 23 Theories of Race, Racism, & Racialization
Winant, H. “Race and Race Theory.” Annual review of sociology 26, no.1 (2000): 169–185.
Markus, H. R. (2008). Pride, prejudice, and ambivalence: toward a unified theory of race and
ethnicity. American Psychologist, 63(8), 651.
Delgado, R., & Stefancic, J. (2017/ 2013). Critical race theory: An introduction pp. 1-18.
Jackson, John P., and Nadine M Weidman. “The Origins of Scientific Racism.” The Journal of
blacks in higher education 50.50 (2005): 66–79.
Ray, V. (2019). A theory of racialized organizations. American Sociological Review, 84(1), 26-
53.
Supplementary Readings
Fleming, Crystal M. How to be less stupid about race. Ch. 1: The Idiot’s Guide to Critical Race
Theory pp. 23-48.
Ladson-Billings, G. (2020). Just what is critical race theory and what’s it doing in a nice field
like education? In Critical race theory in education (pp. 9-26). Routledge.
Week 4: January 30. Racism and Colonial Capitalism
Monarrez, Pedro M., Joshua B. Zimmt, Annaka M. Clement, William Gearty, John J. Jacisin,
Kelsey M. Jenkins, Kristopher M. Kusnerik, et al. “Our Past Creates Our Present; a Brief
Overview of Racism and Colonialism in Western Paleontology.” Paleobiology 48, no. 2 (2022):
173–185.
Reich, Michael. "The economics of racism." Problems in Political economy 107 (1971): 1-6.
Williams Jr, Robert A. "Documents of barbarism: The contemporary legacy of European racism
and colonialism in the narrative traditions of federal Indian law." Ariz. L. Rev. 31 (1989): 237-
278.
Stam, Robert, and Louise Spence. "Colonialism, racism and representation." Screen 24, no. 2 -
20(1983): 2-20.
Supplementary Readings
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Eric Williams, “Capitalism and Slavery”, in Gupta, D. Tania. Race and Racialization: Essential
Readings. Pp. 229-240.
Topic/case: e.g. Capitalism, greed, and profit over people and the planet, commodification and
objectification of the “other.”
Week 4: February 6 `Racism, the nation state, Global politics, and International Relations
Mamdani, M. Beyond settler and native as political identities: overcoming the political legacy of
colonialism. Comparative Studies in Society and History,2001. 43(4), 651-664.
Price, John. (2013). Canada, White Supremacy, and the Twinning of Empires. International
Journal, 68(4), 628-638.
Christian, Michelle. “A Global Critical Race and Racism Framework: Racial Entanglements and
Deep and Malleable Whiteness.” Sociology of race and ethnicity (Thousand Oaks, Calif.) 5, no.
2 (2019): 169–185.
Acharya, Amitav. “Race and Racism in the Founding of the Modern World Order.” International
affairs (London) 98, no. 1 (2022): 23–43.
Case: e.g Racism and racialization in Canada and other settler states
Is multiculturalism possible?
Supplementary readings:
Scan through Gupta, et el . Race and Racialization: Essential Readings Gupta et el. Pp. 522-544
Week 6: February 13. Racism in Language, the Media and Technology
Every student should come to class with Three examples and sources about racism in language,
media and technology. We will share experiences in class.
Fleming, Crystal M. How to be less stupid about race. Pp. 130-154
Littlefield, Marci Bounds. "The media as a system of racialization: Exploring images of African
American women and the new racism." American Behavioral Scientist 51, no. 5 (2008): 675-
685.
Matamoros-Fernández, Ariadna, and Johan Farkas. “Racism, Hate Speech, and Social Media: A
Systematic Review and Critique.” Television & new media 22, no. 2 (2021): 205–224.
Drew, Emily M. "“Coming to terms with our own racism”: Journalists grapple with the
racialization of their news." Critical Studies in Media Communication 28, no. 4 (2011): 353-
373.
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Case: e.g How is racism, Whiteness and Blackness manifested in the media, technology and in
the language, we use everyday?
Supplementary readings:
Scan through Gupta, D. Tania. Race and Racialization: Essential Readings. Pp. 473-497,
WINTER BREAK – February 19-February 23–NO CLASSES
Week 7 February 27 Intersections of Race, Racism, Class and Gender
Razack, S. (2018). “When place becomes race”. In Gupta, et al. Race and racialization (pp. 113-
129).
Mancini, S. (2012); Patriarchy as the exclusive domain of the other: The veil controversy, false
projection and cultural racism. Int J Const Law 2012; 10 (2): 411-428.
Fleming, Crystal M. How to be less stupid about [Link]. 49-75, 156-176
Solomos. Routledge International Handbook of Contemporary Racisms. pp. 301-364
Case: e.g Racism against women, queer, LGBTQ etc ; racism,patriarchy, misogyny, sexism,
mixed marriages etc.
Week 8: March 5 The interconnection of Racism, Immigration, climate change and wars
Every student should come to class with examples of the intersectionality of race, racism and
immigration, climate change and war.
Matas, David. "Racism in Canadian immigration policy." In Perspectives on Racism and the
Human Services Sector. University of Toronto Press, 2016. pp. 93-103 (E copy in the library)
Gulliver, T. (2018). Canada the redeemer and denials of racism. Critical Discourse
Studies, 15(1), 68-86.
Williams, M. T., Khanna Roy, A., MacIntyre, M. P., & Faber, S. (2022). The traumatizing
impact of racism in Canadians of colour. Current trauma reports, 8(2), 17-34.
Racism and Climate Change Are About You | Dr. Atyia Martin
[Link]
How Racism, Climate Change, & Conflict Lead to Displacement
[Link]
Scan through: Gupta, D. Tania. Race and Racialization: Essential Readings. Pp.274-298
Week 9: March 12 Racism, racialization, economics stability and health care
A Broken Healthcare System: Racism and Maternal Health | Dr. Ndidiamaka Amutah-
Onukagha
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[Link]
Indigenous leaders say racism is rampant in Canadian health care
[Link]
[Link]
Racism in Healthcare
[Link]
Mellis C. “Climate Change and Structural Racism.” Journal of paediatrics and child health 57,
no. 11 (2021): 1835–1836.
Krieger, Nancy. "Enough: COVID-19, structural racism, police brutality, plutocracy, climate
change—and time for health justice, democratic governance, and an equitable, sustainable
future." American Journal of Public Health 110, no. 11 (2020): 1620-1623.
Uenal, Fatih, Jim Sidanius, Jon Roozenbeek, and Sander Van der Linden. "Climate change
threats increase modern racism as a function of social dominance orientation and ingroup
identification." Journal of Experimental Social Psychology 97 (2021): 104228.
Devakumar, Delan, Geordan Shannon, Sunil S. Bhopal, and Ibrahim Abubakar. "Racism and
discrimination in COVID-19 responses." The Lancet 395, no. 10231 (2020): 1194.
Topic or case: e.g What is the connection of racialization and Racism to Covid and Climate
change?
Supplementary readings
Chavers, Monyai, Sarra Tekola, Winston Carroo, Mikhiela Sherrod, Raymon Shange, Jerry
Pennick, and Leo Woodberry. "The Intersectionality of Racism, Globalization, Climate Change,
and Forced Migration." Professional Agricultural Workers Journal 8, no. 1 (2021): 10.
Devakumar, Delan, Geordan Shannon, Sunil S. Bhopal, and Ibrahim Abubakar. "Racism and
discrimination in COVID-19 responses." The Lancet 395, no. 10231 (2020): 1194.
How is climate change racialized?
Week 10: March 19 Resisting Racism, national and international laws against Racism
Memmi. (2000). Racism pp. 125-165.
Hudson, S. & Khogali, Y. “We Will Win: Black Lives Matter”. In Gupta, et el. Race and
racialization pp. 695-713.
Universal Declaration of Human rights [Link]
human-rights
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United nations (1963) International Convention on the elimination of all forms of Racial
Discrimination [Link]
convention-elimination-all-forms-racial
United Nations (1992) Declaration on the Rights of Persons Belonging to National or ethnic,
religious, or Linguistic Minorities
Canadian law against racism: [Link]
How can people resist racism and racialization Vs whiteness and white privileges? How is
resistance support respect for human rights?
Why laws have failed to transform racism and racialization?
Week 11: March 26 Decolonizing the Mind and anti-racism
Fleming, Crystal M. How to be less stupid about race. Pp. 177-202
For the following two books, half of the class will read one and the other half read the other.
DiAngelo, Robin. White fragility: Why it's so hard for white people to talk about racism. Beacon
Press, 2018.
DiAngelo, Robin. Nice Racism: How Progressive White People Perpetuate Racial Harm. Beacon
Press, 2021.
Addressing whiteness
Week 12: April 2 Pending topics, rounding up, and what did we learn from the course?
COURSE EVALUATION
Assignment/Exam Weight Date
Class attendance & participation in class 15% Weekly
discussions, focusing any insight from the
readings, what excited you, made you
angry etc.
Create a dossier resulting from your posts 30% Weekly till Feb.
on the discussion board on Bright Space
From week 2-6, every week record:
a) What you knew about a week’s topic,
b) What you set out to learn from the
topic,
c) a brief summary of every weeks
readings,
d) New knowledge learnt from the
readings,
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Assignment/Exam Weight Date
e) Questions one might still have.
f) Comment on three posts of your peers
Reflection paper on one of the topics 25% February 17, 2023
discussed in class
Final Research paper 30% April 12, 2023
For every assignment, expect the grade after two weeks
Carleton Grading Policy
90-100 A+ 77-79 B+ 67-69 C+ 57-59 D+
85-89 A 73-76 B 63-66 C 53-56 D
80-84 A- 70-72 B- 60-63 C- 50-52 D
Standing in a course is determined by the course instructor subject to the approval of the Faculty
Dean. This means that grades submitted by the instructor may be subject to revision. No grades
are final until they have been approved by the Dean.
IMPORTANT INFORMATION
Keep electronic copies of your essay in case they are misplaced by the course instructor. Also
hold on to the graded essay until your final mark is received, to guard against errors made in
tabulation.
It’s crucial that you regularly check your Carleton email, since the instructor will communicate
with you solely via that account. Please do not use personal accounts (e.g. gmail, Hotmail, yahoo
etc.) for any course-related communication.
Students are responsible for thoroughly reviewing the information contained in this outline, and
for correctly following essay and exam instructions. If you have any questions, please contact
your instructor
COURSE REQUIREMENTS
[Link] attendance and participation: Attendance and active participation is essential to the
success of classroom learning. Students should come prepared to discuss the weekly readings,
and to contribute to the week’s discussion in person and on Brightspace. The participation grade
will take in account thoughtful contributions in class and online. No attendance marks will be
awarded if students arrive 10 minutes after the start of class or leave early without consultation
with the instructor. If you have to miss a class, arrive late, or leave early due to illness or
other exceptional circumstances, please inform your instructor.
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Success in this class requires that you do all the reading, come regularly to class, and participate
in discussions in class and online. We will follow a pro-active, hands-on learning approach to
prepare you for life beyond the university. Evaluation of your class participation in class and
online will be based on the following criteria:
1) Raising and answering questions related to the assigned readings.
2) Sharing ideas and insights.
3) Sharing personal experiences and observations.
4) Pointing out relevant data.
5) Relating and synthesizing ideas of others.
6) Providing constructive feedback on processes in the classroom.
7) Pointing out relationships to earlier discussion.
8) Helping others develop their ideas and views.
2. Second assessment –due February 16, 2023. Individually, in pairs or groups of not more
than 3 students, you will prepare a podcast, short video, song, poem, etc. on a topic that has
developed out of your continued reflection about one of the topics discussed in class. The goal is
to bring every student’s talent in the learning space and to exemplify how knowledge and
strategies for and against PR are inculcated through different mediums. If you are unsure about
the relevance of your reflections, ask your instructor. The podcast, video etc. should be succinct
between 7-10 minutes. We will design the grading rubric together, focusing on the content and
proper usage of the chosen medium to convey the message. For example, what are the
characteristics of a good podcast, video, poem, etc. 25% of your grade will be based on the
thought paper.
[Link] Paper: due April 12. The final term paper will be 10-12 pages long, in any writing
style (APA, Chicago, Harvard etc.), with a clear development of an argument stemming from all
the readings done in class, leading to an informed conclusion that demonstrates a personal stance
on a current debate about racism and human rights. Chose your topic early and discuss it with
your instructor. See Carleton University library about writing a research paper:
[Link]
COURSE SHARING WEBSITES Classroom teaching and learning activities, including
lectures, discussions, presentations, etc., are copy protected and remain the intellectual property
of their respective author. All course materials, including PowerPoint presentations, outlines, and
other materials, are also protected by copyright and remain the intellectual property of their
respective authors.
“Students registered in the course may take notes and make copies of course materials for their
own educational use only. Students are not permitted to reproduce or distribute lecture notes and
course materials for commercial or non-commercial purposes without a written consent from the
copyright holder.”
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PLAGIARISM
The University Academic Integrity Policy defines plagiarism as “presenting, whether
intentionally or not, the ideas, expression of ideas or work of others as one’s own.” This
includes reproducing or paraphrasing portions of someone else’s published or unpublished
material, regardless of the source, and presenting these as one’s own without proper citation or
reference to the original source. Examples of sources from which the ideas, expressions of ideas
or works of others may be drawn from include but are not limited to: books, articles, papers,
literary compositions and phrases, performance compositions, chemical compounds, artworks,
laboratory reports, research results, calculations and the results of calculations, diagrams,
constructions, computer reports, computer code/software, material on the internet and/or
conversations.
Examples of plagiarism include, but are not limited to:
• any submission prepared in whole or in part, by someone else;
• using ideas or direct, verbatim quotations, paraphrased material, algorithms, formulae,
scientific or mathematical concepts, or ideas without appropriate acknowledgment in any
academic assignment;
• using another’s data or research findings without appropriate acknowledgement.
• submitting a computer program developed in whole or in part by someone else, with or
without modifications, as one’s own; and
• failing to acknowledge sources through the use of proper citations when using another’s
work and/or failing to use quotations marks.
Plagiarism is a serious offence that cannot be resolved directly by the course’s instructor. The
Associate Dean of the Faculty conducts a rigorous investigation, including an interview with the
student, when an instructor suspects a piece of work has been plagiarized. Penalties are not
trivial. They can include a final grade of “F” for the course.
STUDENT SUPPORT SERVICES There are several services for students on campus
depending on the need you experience: For health and counselling issues you can visit the Health
and Counselling Services; 2600 CTT Centre; 613-520-6674; [Link]/health
Academic Advising Centre (302 Tory; 613-520-7850; [Link] )
Assists students with academic planning, understanding academic rules & regulations, finding a
tutor, choosing or changing a major, polishing study skills, and referrals to other services.
Writing Services (4th Floor, Library; [Link] ) can help you
learn to write better papers. Tutors are graduate students in many different departments, with
plenty of experience writing. They are trained to assist you at any stage in the writing process.
Ombuds Services (511 Unicentre; 520-6617; [Link] ) is an
independent office financed by the University and the Carleton University Students Association,
that cuts through bureaucratic red tape on your behalf, solving problems you may be facing.
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Whether an academic appeal, graduation dispute, a tenant-type question, or other issues, Ombuds
Services should be able to help.
EMAIL: The course instructor will write to students only at their Carleton email address. In
turn, kindly write to your instructor only from your Carleton address. If you choose, you may
forward your Carleton account email to another address that you use regularly. However, should
you not receive the transferred email due to technical or other difficulties, you will still be
responsible for the information directed to your Carleton account. For the course instructor, write
to Evelyn. EvelynMayanja@[Link].
Bright Space will be utilized as a teaching aid in this course, specifically to post: 1) The course
outline, schedules of classes, course content and readings; 2) PowerPoint slides from lectures. 3)
Course assignments; 4) Exam Preparations; and 5) Grades. For information on how to use Bright
Space, go to [Link] . Should you require assistance,
contact Information and Technology Services (ITS) by phone at 613-520-3700 or via email at
[Link]@[Link].
Statement on Pandemic Measures
It is important to remember that COVID is still present in Ottawa. The situation can change at
any time and the risks of new variants and outbreaks are very real. There are a number of actions
you can take to lower your risk and the risk you pose to those around you including being
vaccinated, wearing a mask, staying home when you’re sick, washing your hands and
maintaining proper respiratory and cough etiquette.
Feeling sick? Remaining vigilant and not attending work or school when sick or with symptoms
is critically important. If you feel ill or exhibit COVID-19 symptoms do not come to class or
campus. If you feel ill or exhibit symptoms while on campus or in class, please leave campus
immediately. In all situations, you should follow Carleton’s symptom reporting protocols.
Masks: Masks are no longer mandatory in university buildings and facilities. However, we
continue to recommend masking when indoors, particularly if physical distancing cannot be
maintained. We are aware that personal preferences regarding optional mask use will vary
greatly, and we ask that we all show consideration and care for each other during this transition.
Vaccines: While proof of vaccination is no longer required to access campus or participate in in-
person Carleton activities, it may become necessary for the University to bring back proof of
vaccination requirements on short notice if the situation and public health advice changes.
Students are strongly encouraged to get a full course of vaccination, including booster doses as
soon as they are eligible and submit their booster dose information in cuScreen as soon as
possible. Please note that Carleton cannot guarantee that it will be able to offer virtual or hybrid
learning options for those who are unable to attend the campus.
All members of the Carleton community are required to follow requirements and guidelines
regarding health and safety which may change from time to time. For the most recent
information about Carleton’s COVID-19 response and health and safety requirements please see
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the University’s COVID-19 website and review the Frequently Asked Questions (FAQs). Should
you have additional questions after reviewing, please contact covidinfo@[Link].
Statement on Student Mental Health
As a University student you may experience a range of mental health challenges that
significantly impact your academic success and overall well-being. If you need help, please
speak to someone. There are numerous resources available both on- and off-campus to support
you. Here is a list that may be helpful:
Emergency Resources (on and off campus): [Link]
crisis/emergency-numbers/
Carleton Resources:
• Mental Health and Wellbeing: [Link]
• Health & Counselling Services: [Link]
• Paul Menton Centre: [Link]
• Academic Advising Centre (AAC): [Link]
• Centre for Student Academic Support (CSAS): [Link]
• Equity & Inclusivity Communities: [Link]
Off Campus Resources:
• Distress Centre of Ottawa and Region: (613) 238-3311 or TEXT: 343-306-
5550, [Link]
• Mental Health Crisis Service: (613) 722-6914, 1-866-996-0991, [Link]
• Empower Me: 1-844-741-6389, [Link]
services/
• Good2Talk: 1-866-925-5454, [Link]
• The Walk-In Counselling Clinic: [Link]
ACADEMIC ACCOMMODATION
You may need special arrangements to meet your academic obligations during the term. For an
accommodation request the processes are as follows:
Pregnancy obligation: write to me with any requests for academic accommodation during the
first two weeks of class, or as soon as possible after the need for accommodation is known to
exist. For accommodation regarding a formally-scheduled final exam, you must complete the
Pregnancy Accommodation Form (click here).
Religious obligation: write to me with any requests for academic accommodation during the
first two weeks of class, or as soon as possible after the need for accommodation is known to
exist. For more details click here.
Academic Accommodations for Students with Disabilities: The Paul Menton Centre for
Students with Disabilities (PMC) provides services to students with Learning Disabilities (LD),
psychiatric/mental health disabilities, Attention Deficit Hyperactivity Disorder (ADHD), Autism
Spectrum Disorders (ASD), chronic medical conditions, and impairments in mobility, hearing,
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and vision. If you have a disability requiring academic accommodations in this course, please
contact PMC at 613-520-6608 or pmc@[Link] for a formal evaluation. If you are already
registered with the PMC, contact your PMC coordinator to send me your Letter of
Accommodation at the beginning of the term, and no later than two weeks before the first in-
class scheduled test or exam requiring accommodation (if applicable). After requesting
accommodation from PMC, meet with me to ensure accommodation arrangements are made.
Please consult the PMC website for the deadline to request accommodations for the formally-
scheduled exam (if applicable).
Survivors of Sexual Violence
As a community, Carleton University is committed to maintaining a positive learning, working
and living environment where sexual violence will not be tolerated, and where survivors are
supported through academic accommodations as per Carleton’s Sexual Violence Policy. For
more information about the services available at the university and to obtain information about
sexual violence and/or support, visit: [Link]
Accommodation for Student Activities
Carleton University recognizes the substantial benefits, both to the individual student and for the
university, that result from a student participating in activities beyond the classroom experience.
Reasonable accommodation will be provided to students who compete or perform at the national
or international level. Write to me with any requests for academic accommodation during the
first two weeks of class, or as soon as possible after the need for accommodation is known to
exist. [Link]
Other readings
Alim, H. Samy, John R. Rickford, and Arnetha F. Ball. Raciolinguistics : How Language Shapes
Our Ideas About Race. Ed. H. Samy Alim, John R. Rickford, and Arnetha F. Ball. New York,
NY: Oxford University Press, 2016. (Library has an electronic copy)
Appiah, Anthony. The Lies That Bind: Rethinking Identity, Creed, Country, Color, Class,
Culture. First edition. New York, NY: Liveright Publishing Corporation, a division of W.W.
Norton & Company, 2018.
Ngo, Helen. The habits of racism: A phenomenology of racism and racialized embodiment.
Lexington Books, 2017. (Library has an electronic copy)
Livingston, Robert W. (2021). The Conversation: How Seeking and Speaking the Truth About
Racism Can Radically Transform Individuals and Organizations: a Science-Based Approach.
New York: Currency.
Fanon, F. (2008). Black Skin, White Masks.
Solomos, John. Routledge International Handbook of Contemporary Racisms. Abingdon, Oxon:
Routledge, 2020. (Library has an electronic copy)
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