SOC 808 Winter 2020 Course Outline PDF

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Course Outline
Professor Jacqui Gingras...

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Faculty of Arts, Department of Sociology SOC 808-011: Sociology of Food and Eating Winter 2020 Land acknowledgement: Toronto is in the Dish with One Spoon Territory. The Dish with One Spoon is a treaty between the Anishinaabe, Mississaugas, and Haudenosaunee that bound them to share the territory and protect the land. Subsequent Indigenous Nations and peoples, Europeans, and all newcomers have been invited into this treaty in the spirit of peace, friendship and respect. Instructor: Jacqui Gingras, PhD Phone: 416-979-5000 ext. 7726 Lectures: Mondays TRSM 2166 (11am to1pm)

Email: [email protected] Office: JOR 310 Office Hours: Tuesdays 1:30 to 3:00pm Seminars: Tuesdays DSQ 24 (9am to 10am)

COURSE DESCRIPTION To survive we need to “eat” food. Yet, food is more than a source of energy and nutrients essential for health and well-being. What we eat, how we eat, when we eat reflect the complexity of wide cultural arrangements around food and foodways. This course will review complex cultural, economic, and political arrangements in production, distribution, and consumption of food through an intersectional feminist frame. The course will offer insights from a rich body of literature on sociology and social anthropology of food and agriculture. We will examine the diversity in historical and cultural arrangements for “eating”; linkages between these differences in “eating” and broader social and economic structures, class and gender relations, and various politics and ideologies of access to, and images and discourses of, food. COURSE FORMAT The course will combine lectures, class discussions, online discussions, films, and team presentations. You are expected to read the assigned material in advance of the corresponding lectures. Please attend class regularly as the testable material will be derived from what is shared in class. Required Course Text Parker, B., Brady, J., Power, E., & Belyea, S. (Eds.). (2019). Feminist food studies: Intersectional perspectives. Toronto, ON: Women's Press. Available in bookstore for purchase and for 2-hour and one-day loan in RULA. COURSE ORGANIZATION 1. D2L will be used as a communication resource in the following ways: a. To post basic lecture guides prior to each class to ensure that students are aware of the scope of material covered. Lecture guides are basic point form outlines of what will be covered in a given lecture. I recommend that students skim the chapters we will be discussing that week, attend lecture, take notes, and if something doesn’t make sense, go back to the textbook to review the concept in greater detail. Please note: All lectures and seminars will be recorded. If you miss a class, review the recording. b. To post midterm, assignment, and discussion session grades throughout the term. Please note: If you have concerns about assignment/midterm grades, make an appointment to speak with me in person. c. To inform students of changes in lecture schedule, changes to my office hours, or other news. 2. Lectures: Most lectures will be based on textbook readings. Only information covered in lectures will appear on your midterms, including information shared by guest speakers. 3. Short articles, videos, and Internet material: At times, other material relevant to the course will be posted on D2L. Such material may include: videos available online that we view in class, and short articles or pictures relevant to classroom debate. 4. Seminars: Every Tuesday morning, four-person teams of students will share relevant, thought-provoking, and critical information with the class as it pertains to the Monday lecture immediately preceding.

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COURSE REQUIREMENTS (Chapters 1, 2, 4, and 5) 25% Mon. Feb. 24 1. Test 1 Multiple choice 50 questions, 60 minutes (nine questions/lecture + 14/20 questions from student presentations) 2. Test 2 Multiple choice (Chapters 7-10) 25% Mon. Mar. 30 50 questions, 60 minutes (nine questions/lecture + 14/20 questions from student presentations) 3. Team Presentations 10 % Tuesday Seminar Teams of four students will present relevant and stimulating information during the Tuesday seminar that is related to the chapter and topics covered during the Monday lecture preceding, but that does not necessarily repeat information from the textbook. You will NOT be marked on presentation content, so be creative and be critical! Hint: Do not mention “obesity” or any of the Kardashian’s unless doing so critically. The presentation will be limited to FIVE minutes, so rehearsals are vital. Each team will present ONE multiple choice question, plus the answer in preparation for the midterm. Your mark will be determined by two things: 1) working together to create an amazing presentation and 2) successfully completing the self- and peer-assessment (see p. 8 of this syllabus), which is to be submitted via D2L under and and no later than one week following the team presentation. Students must present as a team i.e. students can’t present individually. The responsibility for communicating will reside with ALL members of the team. Please integrate the audience Kahoot responses (what you did well and what could have been done better) into your self- and peer-assessment. Teams can communicate with each other via Communication and Groups on D2L. 1% 4. Bonus Food Film Students shall choose to watch a film during their own time and answer a quiz about the film on D2L anytime during the term, but not later than Monday, April, 6, 2020. The quiz questions are presented below. Once you have successfully answered all of these questions on D2L, you will be awarded a bonus point. You will have only one attempt to answer the questions and you will not be able to save your answers and return to the quiz at a later date. In order to help you answer the questions, I have provided them for you to review before you watch the documentary:       

Did you watch a film for SOC 808? What documentary did you watch? What made you choose this particular documentary? What was your favourite quote from this film? What messages did you take from this movie? Are you going to do anything differently after watching this movie? Why or why not? Would you recommend this film for future SOC 808 students? Why or why not?

25% 5. Essay based on a course theme Students will write a 1500-word essay (critical, persuasive) following APA format on any topic related to the course. If you are having difficulty choosing a topic, consider the table of contents from the textbook or any topic we discussed in class. You choose the due date, but your essay must be submitted no later than Monday, April 13, 2020 at 11:59 pm. If you still have not submitted your essay before March 23, 2020, you MUST attend an essay tutorial on March 30, 2020 from 12-1 pm to have your final essay marked. This approach is to encourage you to submit your essay before March 23. To re-iterate, if you don’t submit your final essay on or before March 23, you MUST attend a tutorial on March 30 from 12-1 pm or your final essay will NOT be marked. The tutorial will be on the same day at the second midterm. You can start writing your essay right away! If you submit it on or before March 23, please include the word PANDA in the title, so we know it is ready to be marked. The key to writing a successful essay is developing a very strong thesis statement. Guidance for writing a strong thesis statement, and thus a strong essay, will be provided via video tutorial posted on D2L and in class on Monday, March 30. Support is also available through the Writing Centre. All information pertaining to the final essay is provided in the final essay rubric.

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6. Novel Study 15% Read the novel Birdie by Lindberg (2015) and answer the questions on D2L under and related to the novel study anytime during the term, but not later than Monday, April, 6, 2020. We will discuss the novel each week during the term. The discussion questions will form the basis of the Novel Study questions you will be asked to address in weekly discussions in class. WEEKLY READING AND ASSIGNMENT SCHEDULE Week

Date

Readings

1

Mon. Jan. 13

Lecture

Tues. Jan. 14

Seminar

Mon. Jan. 20

Lecture

Tues. Jan. 21

Seminar

Mon. Jan. 27

Lecture

Tues. Jan. 28 Mon. Feb. 3 Tues. Feb. 4 Mon. Feb. 10 Tues. Feb. 11 Mon. Feb. 17 Mon. Feb. 24 Tues. Feb. 25

Seminar Lecture Seminar Lecture Seminar

Mon. Mar. 2

Lecture

Tues. Mar. 3 Mar. Mar. 9 Tues. Mar. 10 Mon. Mar. 16 Tues. Mar. 17

Seminar Lecture Seminar Lecture Seminar

2

3

4 5

6 7 8 9 10

Mon. Mar. 23

Lecture Seminar

11

Tues. Mar. 24 Mon. Mar. 30 Tues. Mar. 31

12

Mon. Apr. 6

Lecture

Tues. Apr. 7

Seminar

Topic Welcome, Course Description, and Course Introduction: Why Intersectional Feminisms of Food? What Makes a Great Presentation Chapter 1: Critiquing Hegemony, Creating Food, Crafting Justice: Cultivating an Activist Feminist Food Studies Team Presentations – Teams 1-5 Chapter 2: “The Bees Wore Little Fuzzy Pants”: Feminist Intersections of Animal and Human Performativity in an Urban Community Garden Guest Speaker: Debbie Field, Practitioner in Residence, Centre for Studies in Food Security, Ryerson University Team Presentations – Teams 6-10 Chapter 4: Is Veganism a Queer Food Practice? Team Presentations – Teams 11-15 Chapter 5: Because … “Obesity”: Reframing Blame in Food Studies Team Presentations – Teams 16-20 Reading Week Midterm #1 - 25% No Seminar Chapter 7: Feeding the Muslim South Asian Immigrant Family: A Feminist Analysis of Culinary Consumption Team Presentations – Teams 21-25 Chapter 8: The Struggle Plate at the Intersection Team Presentations – Teams 26-30 Chapter 9: Low-Income Mothers and the Alternative Food Movement Team Presentations – Teams 31-35 Chapter 10: “Waiting to Be Fed”: Reading Memories of Hunger in the Tsilhqot’in Land Claim Transcripts and Tracey Lindberg’s Birdie Team Presentations – Teams 36-40 Midterm #2 – 25% No Seminar Is an Intersectional Feminist Food Studies Enough? Seeking Ways to Promote Food Sovereignty at Ryerson University Team Presentations – Teams 41-45

Last date to withdraw (or drop a course) with 50% refund Last date to withdraw (or drop a course) in good academic standing with no refund Last day of classes

February 7 March 27 April 9

Course Designation This is an Upper Level (UL) Liberal Studies (LS) course. Check the undergraduate calendar for the list of UL LS courses that are restricted in your program or contact your program department for assistance. The LS policy at Ryerson requires a significant writing component. LS courses must include one or more individually-written, out-ofclass assignment(s) totaling in the range of at least 1,500-2,000 words at the upper level. A weight of 25-35% is attached to the written assignment(s), and requires the student to carry out an analysis of the assignment's subject, and make and justify an evaluative, comparative or explicatory judgment. Students’ essays will be evaluated on clarity of organization, syntax, and grammar. (From https://www.ryerson.ca/liberal-studies/)

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SOC 808 – CONFIDENTIAL Self- and Peer-Assessment of Team Presentation** - to be completed online under Quizzes Your Name: ______________________________________ Chapter: ___________ Team: ___________

Consider the participation of the entire team including yourself and answer the following three sections: 1. Reflect on your experiences of being a member of this team and your learning from the project: FILL THE ENTIRE FIRST PAGE with your response (single-spaced, Times New Roman 11pt. font, 2.5cm margins). You may respond to the following questions: What did I learn from being on this team? Was the process collaborative? What worked well? What could’ve been improved? What did I learn about the content? What was I able to teach my team members and/or my classmates about this topic? What was the most difficult aspect of this experience for me? What did I learn from my peers’ feedback? 2. Please assess the team’s collaborative process including work done on the project. To describe your team, please check ONE of the three boxes below:  The team worked effectively based on agreed upon roles and responsibilities. Everyone on the team should receive the same mark for the project. OR  The team did have some challenges, but we were able to work through them and they have been resolved. Everyone on the team should receive the same mark for the project. OR  The mark should not be the same for everyone on the team.

1.

Team Members’ Names (including yourself): a) __________________________________________ b) __________________________________________ c) __________________________________________ d) __________________________________________

Overall Score (out of 10) ____________ ____________ ____________ ____________

Percent Contribution ____________ ____________ ____________ ____________ (should equal 100%)

2.

Multiple Choice Question (provide options a-d) and indicate which option is the answer. __________________________________________________________________________________ __________________________________________________________________________________ a) b) c) d) e)

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Please strive to submit this to me via D2L (under Assignments) no later than one week following your presentation. If you receive a zero for this assignment, you can revise and resubmit it up until the last day of the course. The information that you provide in this document will remain completely confidential. If there is a discrepancy between what your peers say about your contribution and what you say, I will seek clarification. I will keep everything you share on this document completely confidential - no exceptions. **Adapted from Br a d y , J . ,Fa r r e l l ,A. ,Fl e mi n g ,L. ,Li u ,A. ,Smi t h ,D. ,& De J o n g e ,LA.( 20 10) .SP ARCGu i d e : Sup po r t i n gPa r t n e r s h i p st oAd v a n c eRe s u l t so fCol l a b or a t i o n.

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FINAL ESSAY RUBRIC (E – excellent, G – good, S – satisfactory, NE – not evident, NI – needs improvement) Total Value of Final Essay = 25% towards final grade 1) Research: 20% (5 Marks) Quantity of References: At least four sociological sources (peer-reviewed), plus the required textbook (Parker, Brady, Power, & Belyea, 2019) are included (min of five references and max of seven). Follow APA guidelines. Currency and Quality: Sources are carefully chosen, and demonstrate that time and effort has been taken to find appropriate and timely books, book chapters, and peer-reviewed journal articles i.e. not older than ten years. Application and Relevance: Research is appropriate and relevant for the assignment topic and sufficiently integrated into the argument. 2) Analysis: 45% (10 Marks) There is a clear thesis that suggests an argument or analysis, rather than being purely descriptive. The paper clearly addresses the central issues/questions contained in the thesis statement. The essay topic flows logically from social issue selected, i.e. there is a clear connection between the issue and the analysis. The paper effectively uses scholarly writing to contextualize and reflect upon the central argument (thesis). The paper is relevant to course content and integrates course topics and materials. Claims are substantiated by appropriate use of research (theory and/or evidence). Ideas and paragraphs are linked together and flow logically. Conclusion provides substantive reflection on the question and considers the significance of the argument/question. Work demonstrates independent analysis and critical reflection. This means that the essay goes beyond summarizing, describing, and/or providing a chronology of events. Equally, critical reflection does not mean to criticize. Critical reflection means that you raise meaningful questions, observations, and/or concerns demonstrating that you are thinking about the significance of issues. 3) Writing style: 15% (4 Marks) Written communication is clear and effective. Writing is unambiguous, and not repetitive. The reader is able to understand the information presented and the work assists the reader. Organization, Sentence and Paragraph Structure: Paper is organized into paragraphs with each paragraph presenting one major theme or idea that is explored in-depth. Paragraphs connect intuitively and are structured logically. Tone is professional and not informal or pejorative. Personal comment or reflection is based on theory or evidence, not on personal opinion. 4) Mechanics: 10% (3 Marks) Work is free of grammatical, spelling, and factual errors. Formatting is appropriate and consistent: title page, 12 point Times New Roman font, black ink, page numbers, 2.54 cm margins, double spaced, 1500 words (+/- 50 words). Marks deducted for essays that are too short or too long. Consistent and accurate use of citation and quotation rules. Follow APA. Bibliography/reference list complete and alphabetized. 5) Overall effectiveness: 10% (3 Marks) The paper, as a whole, meets all the assignment requirements. The paper provides a critical, yet balanced perspective on the central question. The paper demonstrates creativity, originality, and careful evaluation of the question(s). MARKS DEDUCTED FOR LATE SUBMISSION (5%/day late) TOTAL GRADE

E

G

S

N E

N I

Grade

/5

/10

/4

/3

/3

5

SUBMISSION OF ASSIGNMENTS AND OTHER POLICIES Late Assignments All assignments must be completed and submitted by their due date or a 5% per day penalty will be applied to the final assignment grade. A grade of zero will be recorded if you choose not to complete an assignment, midterm, or final essay. Only under compassionate circumstances that can be supported by official documentation will students be permitted to submit an assignment after the due date or write a midterm or final essay after the due date without penalty. All assignments must be submitted in via D2L. If you encounter unforeseen challenges throughout the term that affect your academic performance in this course, please make an appointment to discuss such issues with me as soon as they arise. Attendance, missed lectures Attendance will not be taken during lectures, but it is important that you make every attempt to attend classes. Students are responsible for obtaining lecture notes from peers if they are absent from class. Under no circumstances will I provide lecture notes to individuals who have been absent. It is not necessary to notify me if you are going to miss class. I will not respond to emails asking what you missed in lecture or seminar if choose to not attend. Non-Academic Misconduct During lecture and discussion sessions students are expected to conduct themselves in a respectful and collegial manner. This also means adhering to class rules about using laptops, cell phones, and other electronic devices that can be disruptive to colleagues and the lecture. Laptops, tablets and other devices are only permitted in lectures if they are used in a way that enhances the learning experience and are not disruptive to yourself or others. Your cell phone should remain turned off during lectures and you should refrain from participating in disruptive chatter even if you think you are being very quiet. These behaviours are disrespectful. Please...