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This seminar will explore representation and the dominant discourses currently used in the corporate media, the school, and the general public around issues of race, class, gender, sexuality, and citizenship. It will also take a historical perspective on representation and the discourses used that inevitably resulted in social hierarchies throughout western nations in general, and Canada in particular. One of the goals of this course is to have participants understand hegemony and the ways in which power is embedded in representation and discourse. Another major goal is to help participants develop pedagogy that uses counterhegemonic discourses designed to help foster a more socially just and civil society.======

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====== Paul Orlowski is currently a faculty member in the Department of Curriculum Studies at the University of Saskatchewan in Saskatoon. Before this, he was a teacher educator at the University of British Columbia and at the University of the Fraser Valley, where he was also the department head for three years. For 20 years, Paul previously taught many courses in B.C. high schools including Social Studies, Civic Studies, and First Nations Studies before completing his Ph.D. at the University of British Columbia. Throughout his entire teaching career, Paul’s focus has been on how best to teach for a civil society.

**Assessment**
This one-credit course is set up on a pass/fail basis. In order to receive a pass, you are expected to attend all five classes and hand in one typed response to one of the readings. (//Note:// If you cannot make it to one of the classes, be sure to e-mail me at paul.orlowski@usask.ca and explain why.)

Here is what I expect you to do for the written assignment:

- Choose one of the readings to write a summary of and critique. If it is one of the readings we will be discussing in class, you must hand in your critique before class on the day that we will be discussing it. For example, if you want to analyze one of the two readings for this Monday that have already been sent to you, then you must hand it in //at the beginning// of Monday's class. There will also be some readings you can analyze that we will not be discussing in class because of the shortage of time. - Your reading response should be **between 700 and 800 words** (typed and double-spaced) and should address the following points: i) What is the author's main point? ii) What type(s) of evidence does the author present? Does the evidence support the author's conclusions? iii) What was your reaction to the reading? Were there themes you agreed with or disagreed with? If so, which ones? Did the author downplay or ignore a point that you feel is relevant? Which one(s)? iv) **Most important:** What significance does the reading have for your future teaching practice? Explain.

//Note:// If you choose to critique a reading that we have not scheduled to analyze in class, you can e-mail me your paper but no later than Monday, July 12th.

Thank you!