Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

This course explores changing approaches to Canadian theatre history. Through the study of key examples, we examine the historiography of Canadian theatre history from around the mid-1980s to the present. As we follow changing approaches to the field, we also explore changing concepts of what it means to be "Canadian."

Approval for a Directed Reading course normally will be given to doctoral candidates who wish to study a subject related to their intended area of thesis research but for which there exists no graduate seminar course. This can be either a half- or full-year course. The amount of work involved, and the number of meetings with the instructor, should be equivalent to that of a half- or full-year seminar course. Before a student can be registered in such a course, he/she must find an instructor willing to direct it, and both must agree on the subject matter and methodology (refer to the list of faculty and their specializations and consult the Graduate Coordinator if necessary). No more than one full Directed Reading course (i.e., one "Y" or two "H"s) may be included in a student's degree program. A brief description of the course, signed by the student and instructor, must be submitted to the Graduate Coordinator at the time of registration.

A Directed Theatre Research course may involve mounting (e.g., directing, designing, or dramaturging, as appropriate) a special production in which the stage is regarded as a means of research in a specific aspect of the theory and/or practice of theatre; or else may involve a field placement at a venue or with a professional company, as arranged by the Centre. Directed Theatre Research projects require the approval of the Director of the Centre at the beginning of term. The nature, purpose and anticipated final documentation of the research to be carried out must be described in a detailed submission to the Director before approval for such projects or placements can be considered.

Approval for a Directed Reading course normally will be given to doctoral candidates who wish to study a subject related to their intended area of thesis research but for which there exists no graduate seminar course. This can be either a half- or full-year course. The amount of work involved, and the number of meetings with the instructor, should be equivalent to that of a half- or full-year seminar course. Before a student can be registered in such a course, he/she must find an instructor willing to direct it, and both must agree on the subject matter and methodology (refer to the list of faculty and their specializations and consult the Graduate Coordinator if necessary). No more than one full Directed Reading course (i.e., one "Y" or two "H"s) may be included in a student's degree program. A brief description of the course, signed by the student and instructor, must be submitted to the Graduate Coordinator at the time of registration.

A Directed Theatre Research course may involve mounting (e.g. directing, designing, or dramaturging, as appropriate) a special production in which the stage is regarded as a means of research in a specific aspect of the theory and/or practice of theatre; or else may involve a field placement at a venue or with a professional company, as arranged by the Centre. Directed Theatre Research projects require the approval of the Director of the Centre at the beginning of term. The nature, purpose and anticipated final documentation of the research to be carried out must be described in a detailed submission to the Director before approval for such projects or placements can be considered.

Approval for a Directed Reading course normally will be given to doctoral candidates who wish to study a subject related to their intended area of thesis research but for which there exists no graduate seminar course. This can be either a half- or full-year course. The amount of work involved, and the number of meetings with the instructor, should be equivalent to that of a half- or full-year seminar course. Before a student can be registered in such a course, he/she must find an instructor willing to direct it, and both must agree on the subject matter and methodology (refer to the list of faculty and their specializations and consult the Graduate Coordinator if necessary). No more than one full Directed Reading course (i.e., one "Y" or two "H"s) may be included in a student's degree program. A brief description of the course, signed by the student and instructor, must be submitted to the Graduate Coordinator at the time of registration.

Approval for a Directed Reading course normally will be given to doctoral candidates who wish to study a subject related to their intended area of thesis research but for which there exists no graduate seminar course. This can be either a half- or full-year course. The amount of work involved, and the number of meetings with the instructor, should be equivalent to that of a half- or full-year seminar course. Before a student can be registered in such a course, he/she must find an instructor willing to direct it, and both must agree on the subject matter and methodology (refer to the list of faculty and their specializations and consult the Graduate Coordinator if necessary). No more than one full Directed Reading course (i.e., one "Y" or two "H"s) may be included in a student's degree program. A brief description of the course, signed by the student and instructor, must be submitted to the Graduate Coordinator at the time of registration.

This course has three components: 1) students prepare for and compose their dissertation proposal; 2) methodological training through which students further develop their research skills pertaining to their specific dissertation projects; and 3) logistical guidance as the students fulfil language requirements, secure a supervisor, and compile a supervisory committee.

The primary purpose of the seminar is to follow the student through to the achievement of candidacy at the University, including the following: preparation and writing of all qualifying exams; passing the language requirement; developing a finished thesis proposal; selecting a supervisor and committee; preparing a thesis prospectus; and passing an oral defense of the prospectus. Meetings, which will be regular but not weekly, will take the form of study groups with guest participants, colloquia, and workshops. Students will co-organize all sessions, participating in joint critical discussion of research projects and methodologies. Grant proposals, ethics review procedures, conference etiquette, intellectual property challenges, preparation for publication, and teaching will also be discussed. PhD I Primary goal: study group for preparation and writing of qualifying examinations; language requirement.

This seminar will introduce students to a range of theories to do with diaspora and transnationalism from the humanities and the social sciences. Core questions will include the methodological differences between diaspora and its many synonyms, such as migrant communities, exile, refugee, etc. The different emphases and overlaps between Migration Studies, Urban Studies, and Diaspora and Transnational Studies will also be pursued.

An in-depth investigation of topics in Diaspora and Transnationalism. Content in any given year depends on instructor. Refer to the (Centre for Diaspora and Transnational Studies website) for more information.

An in-depth investigation of topics in Diaspora and Transnationalism. Content in any given year depends on instructor. Refer to the (Centre for Diaspora and Transnational Studies website) for more information.

An in-depth investigation of topics in Diaspora and Transnationalism. Content in any given year depends on instructor. Refer to the (Centre for Diaspora and Transnational Studies website) for more information.

A study of Chinese culture, history, and/or literature. Content depends on the instructor. When offered, the course will have a subtitle that describes its content.

A study of Chinese culture, history, and/or literature. Content depends on the instructor. When offered, the course will have a subtitle that describes its content.

This course is designed for students who have already received instruction in Modern Standard Chinese or have knowledge of Chinese characters through other means. It aims to provide basic reading skills in Classical Chinese language necessary for any student planning to study pre-modern China. Class readings, glosses, and grammatical explanations in the textbook will help to build proficiency in vocabulary and grammar. Emphasis is on grammatical analysis and translation into English.

As a continuation of Classical Chinese I, this course helps students to gain in-depth control of grammatical structures of Classical Chinese and to read texts with greater ease. Requirements include a major research/translation project.

This is a graduate-level reading course for Japanese, both classical and modern. It is intended for students who may know other East Asian languages but need reading knowledge of Japanese or for students who require skills to read specific kinds of Japanese.

A study of Chinese culture, history, and/or literature. Content depends on the instructor. When offered, the course will have a subtitle that describes its content.

This course aims to integrate nonhuman and larger-than-human topics into our critical thinking and academic research. It seeks to bridge the gap between our constructed political, social, and cultural realities and the Earth and its diverse species as political and ethical subject. The primary focus of the course is to examine how humanities studies can effectively address environmental crises. The course objectives include familiarizing students with various inquiries in environmental humanities, providing hands-on training in research methods, and exploring potential research avenues.

Conventional knowledge of the Cultural Revolution has been dominated by either themes of elite conflicts, or disembodied images of irrational crowds scouring the country with spears and sticks. This course will consider the Cultural Revolution as a field of historical research and theoretical inquiry. What was the meaning of Dzculturedz in the Cultural Revolution? To what extent was it revolutionary? If the Cultural Revolution was all about class and class struggle, what did really it mean to talk about class during the movement? How do we think about China's present in the context of the Cultural Revolution? The course will pose issues of historical, political, and theoretical perspectives, raising the question of how the Cultural Revolution can be made thinkable in the Chinese present.

This course explores topics in Medieval China.

Credit course for supervised participation in faculty research project.

Credit course for supervised participation in faculty research project.

The aim in this course is to teach you how to approach and contextualize primary Chinese poetic texts from the pre-Qin through Southern Dynasties, how to read commentaries on those texts, and how to translate the texts into English, using a wide variety of bibliographical materials to aid you in the process.

The aim in this course is to teach you how to approach and contextualize primary Chinese poetic texts from the Tang dynasty, how to read commentaries on those texts, and how to translate the texts into English, using a wide variety of bibliographical materials.

A study of Korean culture, history, and/or literature. Content depends on the instructor. When offered, the course will have a subtitle that describes its content.