What is disability? What is ableism? What is everyday life like for disabled people (and why haven't I used the phrase "persons with disability" here)? What does it mean to think about disability intersectionally? What is the relationship between disability rights and justice? Where and how do "place" and "time" enter this conversation? How have disability and ableism been produced and sustained by geography and planning (scholarship, education, and practice)? These are just some of the questions we will engage in this course. We begin by working through the ontological and epistemological debates about disability and ableism. From there, we move closer to the everyday lives of persons with disabilities (why am I using "persons with disability" now?). We will spend time considering what it means to "decolonize" disability studies. You will spend time in the field exploring the issue of rights, justice, accessibility standards, and compliance. Guest speakers are invited to discuss their research, and their relationship to disability, ableism, and place. You will be challenged to critically consider what disability and ableism are, the ways in which regions, cities, and institutions disable, and how you relate to disability and ableism in your everyday life.

Beyond a physical region, the Atlantic can be understood as a site through which techniques for the exploitation of land, people, and the environment emerged, with enduring implications for world trajectories. This course traces a genealogy of contested spacetimes spanning the colonial state, the plantation, and urban neighborhoods and streets. We learn about representations of Blackness as they are made and remade through time such as: the "dangerous Blacks" of the Haitian revolution; the British West Indian ex-slave "unwilling" to work; a sanitized version of the Black small farmer; the anti-colonialist land invader; and the "illegal squatter" who is no longer recognized as a descendant of Black refusal. Among the traditions we explore are rebellion, revolution, and quotidian acts of place-making through farming, fishing, street vending, beauty services, taxi operation, masquerade, and dwelling. Through these representations and practices we explore the epistemologies of this ongoing encounter and also work to uncover the gendering of complex racial formations.

This course invites students to consider what it means to conduct research on Indigenous land. It is intended not only for students working with Indigenous communities but for all students developing place-based research. We begin with Indigenous approaches to the politics, agency, relationality, and ethics of Place, followed by anti-colonial and Indigenous approaches to research, what Tuck and McKenzie (2015) call Indigenous informed critical place inquiry. Attentive to methodology, what Margaret Kovach (2009) describes as knowledge belief system and methods, students will reflect on their worldview, relations of accountability, and the uneven politics of knowledge production with and on Indigenous lands. Ultimately, students will consider what research/professional design and practice look like when Place, Indigenous sovereignty, and host/guest/treaty responsibilities are meaningfully considered. The first half of this seminar course will focus on Indigenous theories and frameworks of Place and coexistence, the second half on Indigenous and anti-colonial research methodologies and knowledge mobilization. Topics for discussion may include Place and Land; Indigenous jurisdiction and governance; researcher preparation and relational accountability; Indigenous research paradigms, ethics, and knowledge sovereignty; critical land-based methods; interpretive analysis, narrative, and knowledge mobilization.

The term "Utopia" is a combination of the Greek words Eutopia (meaning 'good place') and Outopia (meaning 'no place'). This course explores classic and contemporary Utopian thought — in theory, literature, and practice — and will discuss the perils and pitfalls associated with the development of utopias (both imagined and "actually existing"). Our exploration of this topic will involve reading scholarly work within and outside geography, as well as examples of Utopian and dystopian literature. Key themes include how issues of social relation, ecological sustainability, governance, planning, and participation are addressed in Utopia(s).

This course examines the relationship between planning and colonialism and considers the theories and practices that might be applied in the development of an anti-colonial approach to planning. This course looks to make visible how settler colonialism, as a mode of racial capitalism, works through planning to produce dispossession and inequality, with a focus on the experience of Indigenous peoples in Canada. A key intention of this course will be to examine planning policies or methods to uncover how planning’s core conceptual tools and methods — including property, growth, participation, sustainability — often hinge on the production of racial statuses and hierarchies. This course will also provide an overview of how planning scholars are grappling with the question of how to decolonize planning theory through a variety of discursive, ethical, and rights-based approaches. Through an engagement with Indigenous and anti-racist scholarship as well as community-led examples of counter planning, this course will also consider how core planning assumptions, concepts, and practices might be challenged and reformulated.

This course provides an intensive introduction to fundamental geographic information system (GIS) theory, as well as practical, hands-on experience with state-of-the-art software. The course is designed to accommodate students from a variety of research backgrounds, and with no previous GIS experience. The goal is to provide students with a theoretical understanding of spatial data and analysis concepts, and to introduce the practical tools needed to create and manage spatial data, perform spatial analysis, and communicate results including (but not limited to) the form of a well-designed map. Assignments require the use of the ArcInfo version of ESRI's ArcGIS software and extensions, and are designed to encourage proper research design, independent analysis, and problem solving. By the end of the course, successful students should be able to apply what they have learned to their own research, to learn new functions on their own, and have the necessary preparation to continue in more advanced GIS courses should they wish to do so. Classes consist of a two-hour lecture each week, which integrate live software demonstrations to illustrate the linkages between theory and practice.

This course is designed for graduate students in a workshop format with a focus on both theories and applications of space-time data analysis and visualization. Topics may include space-time data collection, processing, analysis, and visualization, as well as theories and applications of up-to-date GIS analysis methods and the newly developed data mining techniques. Gaining practical experience using real-world datasets, students will learn the necessary knowledge and various tools for space-time data analysis and visualization. The course encompasses theoretical instruction and practical training in GIS programming and software with the use of multiple space-time datasets that may include GPS trajectory data, Geotagged social media data, and others.

This is a self-directed research project Geographic Information Systems. Consult the Department for eligibility and enrolment procedures.

Special Topics course that can be completed with any Geography and Planning faculty.

Special Topics course that can be completed with any Geography and Planning faculty.

This seminar seeks first to explore issues related generally to understanding the relationship of religious belief and practice to the politics of a liberal state and second to apply these understandings to understanding the place of Islam and Muslims in liberal states.

This seminar will explore the regulatory framework governing international trading relations. It will begin with the economic theory of international trade and in particular the case for free trade, then examine the politics of trade policy and objections and sources of opposition to free trade. The following topics will be examined: international economic institutions, the GATT/WTO multilateral trade law regime, the principles of non-discrimination (most favoured nation and national treatment), preferential trade agreements, special and differential treatment for developing countries, antidumping regulation, subsidies and countervailing duties, safeguards, adjustment assistance, trade and agriculture, trade in services and migration, trade-related investment measures, trade-related intellectual property rights, trade and health and safety standards, trade and the environment, trade and labour standards, and human rights.

This seminar will examine the role of law and institutions in promoting development in less developed countries. The topics that will be addressed include: competing conceptions of development: economic, political, and social; theories of economic growth; the New Institutional Economics; democracy and development; public administration and development; competing theories of the role of law in development; ethnic diversity; corruption; land and property rights reform; infrastructure and development; state-owned enterprises: privatization and reform; foreign investment and trade policy; and the role of foreign aid and international institutions in development.

This seminar in theory will explore the modern history of the concept of 'fanaticism' and its role in the development of political modernity. A focus on the concept of the "fanatic" (and its cognates) from the perspective of its various uses in political and religious thought from the Early Modern period through the Enlightenment and up to the present day, provides a fascinating opportunity for a critical review of the secular, rationalist, and scientific assumptions underwriting modern political forms and concepts, especially those of liberal democracy. At the same time, the course will offer critical insight into the ways in which religious and political differences among colonial "others" were, and continue to be, central to the elaboration of Western theoretical discourse on fanaticism and extremism as forms of "political pathology."

This seminar in theory examines the postsecular as a series of questions opened by the so-called return of religion to public debate, the rise of politicized religious movements, and the limits of liberal democracy's ability to respond to the challenge of religion and religious otherness. The course will examine the debates on religion’s public, political role as articulated by thinkers such as Habermas, Rawls, Brown, Zizek, et al by focusing on politically radical or revolutionary challenges to liberalism that are grounded upon or draw their inspiration from religious traditions, doctrines and practices. We will focus especially on challenges emerging from the colonial and post-colonial world in response to colonialism and the globalization of liberal democracy and capitalism, from thinkers such as Ghandi, Qutb, Ali Shariati, Gutierrez, recent contributions by postcolonial theorists to a 'postsecular' debate that is dominated by Western thought, as well as examining forms of globalized 'fundamentalist' thought.

Specialty courses taught by rotating instructors on topics in Comparative Politics. Consult the departmental website for details on annual offerings.

Law in the governance of Russia, in the Soviet and post-Soviet periods, including constitutional development, courts, business disputes, crime and criminal justice, corruption, cultural obstacles to legal order, and legal transition in comparative perspective. Given by the Department of Political Science and the Centre for European and Eurasian Studies.

Specialty courses taught by rotating instructors on topics in Comparative Politics. Consult the departmental website for details on annual offerings.

This joint course offered by the Graduate Departments of Pharmaceutical Sciences and Public Health Sciences provides an overview of foundational principles in the field of pharmacoepidemiology, from drug development and drug utilization research to drug safety and effectiveness studies that employ common pharmacoepidemiologic study designs. Students will develop foundational knowledge and skills in the field of pharmacoepidemiology. Each topic will include discussions that consider views from multiple perspectives from academia, government, healthcare professionals, industry, and patients. Experience will be gained through practice exercises and assignments, class discussions, and small group exercises.

This is an advanced-level graduate seminar course in the ethics of public health. This is distinct from the ethics in public health, and the course attempts to give students some familiarity with some of the most important ethical issues facing those engaged in public health research (health promotion, disease prevention, and epidemiological and biostatistical research). Students will be able to identify, articulate and analyze ethical issues arising from public health, and to formulate critical and well-reasoned ethical arguments.

This course is designed to introduce students to laboratory approaches to phonetics and phonology using examples from Romance, particularly French and Spanish. We will begin by providing the necessary theoretical background to undertake experimental studies via an overview of laboratory phonology, the phonetics-phonology interface, and phonetic theories of speech production and perception. Once presented, these theories will be illustrated with topics in first and second language acquisition, language contact, and sound variation and change.

This course provides an in-depth introduction to the acquisition of second language phonology by learners of Romance languages with particular attention paid to the acquisition of French and Spanish. Students will become familiar with the major research topics in the field including the nature of cross-linguistic influence; patterns of non-native speaker perception and parsing of auditory, visual and orthographic input; phonetic and phonological constraints on development; explanations for non-native attainment (i.e., foreign accent); and the effects of training and formal instruction on acquisition. The course will also introduce students to the major theories of non-native speech perception, production and phonological acquisition as well as the experimental paradigms most often used in laboratory and classroom research.

This graduate course is designed to provide learners with a comprehensive understanding of the principles and practice of qualitative inquiry in health research. Learners will examine the philosophical assumptions and paradigms underpinning qualitative research, common methods of data generation, elements of study design, and reflexive data analysis. Attention will be paid throughout to the intersection between ontology, epistemology, methodology, and method. The course provides opportunities to attain practical, hands-on experience with critical evaluation, reflexivity, developing research questions, data generation, and data analysis.

The purpose of this course is to examine the relationship between ideologies and practices of language and nation, from the period of the rise of the nation-State in the 19th century to current social changes related to the globalized new economy which challenge prevailing ideas about language and nation. We will focus in particular on language as a technique of regimentation, which helps produce and police populations; and as a terrain of struggle over access to and legitimation of relations of authority, power and inequality. We will examine European nationalism and its ties to colonialism, industrial capitalism, liberal democracy and modernity. We will then move to reactions to it in the form of linguistic minority movements, international auxiliary languages, fascism (in particular Nazism), and Communism. We will then touch briefly on the post WWII period, and focus the rest of the course on contemporary conditions of late capitalism, since the late 1980s, with a focus on the commodification of language and identity in the current economy; language and globalization; and current debates on the ecology of language and language endangerment. Throughout we will also examine the role of linguists, anthropologists and other producers of discourse about language, nation and State in the construction of theories of nation, ethnicity, race and citizenship.

This course will examine how attitudes towards human nature and non-human nature have changed over the period from Mesolithic times until the present, in Western society. By reading and discussing historical arguments and contemporary documents we will attempt to uncover the underlying assumptions about the world that were characteristic of different periods in the history of Western culture. The underlying question is whether contemporary concerns about sustainability require fundamental changes in the way we conceive of ourselves and our environment.

This course covers basic surface physical chemistry relevant to applied science and engineering materials. Among the topics covered are: Surface structures of both crystalline and non-crystalline materials — relaxation, surface electronic structure — work function, band structure, interfacial phenomena, surface thermodynamics, the Gibbs construct, double layer theory, micellular structure, surface kinetics, catalysis, adsorption, adhesion and wetting. This is a companion course to JTC1135H, which covers analytical techniques for the study of surfaces and interfaces.

There is no single or simple analytical technique for the study of surfaces and interfaces. Multiple techniques are available, each limited in what it can reveal. A knowledge of most current analytical techniques, their strengths and limitations, is the main material delivered in this course. The fundamentals of the techniques will be presented sufficient to understand the techniques; the material will be presented in the context of relevant technological problems, including individual projects.

This course presents an introduction to the science of biomaterials, focusing on polymeric biomaterials and biocompatibility. Topics include biomaterial surface analysis, hydrogel rheology and swelling, protein adsorption, cell adhesion and migration, and the foreign body response. Primary focus is on implantable biomaterials but some attention will be given to applications of biomaterials in biotechnology and drug delivery. Specific device or other examples as well as the research literature will be used to illustrate the topic at hand.

The anthropological perspective of the ethnography of communication will be adopted to study the relationship between language use, social relations, culture and learning in and out of schools. The course will deal with the nature and origin of cultural differences in language use and patterns and social interactional styles; with the consequences of those differences for school performance; and with the usefulness of the ethnography of communication as both a research and a pedagogical tool in the development of curricula and teaching practices that account for such differences. The ethnography of communication will also be interpreted in the light of political economic perspectives on the issue of sociolinguistic diversity and educational success.