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 craft their dissertation proposal; 2) students receive methodological training through which they further develop their research skills pertaining to their specific doctoral projects; 3) students are oriented to their fields preparation.

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.

Modern Korean History Seminar introduces students to recent books and historiographical debates shaping the research of Korea's 20th century history. It provides an introduction to the state-of-the-field from the waning years of the royal dynasty, through the colonial period, to the two Koreas.

The course surveys classic and most recent scholarship on socialist studies, compares socialist and Communist thought and practices in the Soviet Union, Maoist China, and North Korea, covers a wide range of topics from the question of historiography to political ideology, from leadership and youth culture, from science and technology to environment and ecology in real socialism.

Global history has expanded the boundaries of academic exploration into regional and national trajectories. This course aims to tackle the challenge of reimagining the cultural-historical changes of modern China within global and planetary contexts. Adopting a longue durée perspective on cultural-historical changes in 20th century China, the course investigates selected moments and topics, ranging from the circulation of evolutionary and anarchist theories in the 1900s, the discourse on civilization preceding and during the New Culture in the 1920s, the 'science and metaphysics' debate and regional and ecological perspectives in the 1930s and '40s, to environmental discussions in the 1950s and post-1972. To gain a comprehensive understanding of modern Chinese cultural history within the context of the 20th century world, students will engage with scholarly works and conduct weekly case-specific research using primary resources. PhD students are encouraged to develop potentially publishable essays as their final projects.

This course explores the critical ways to engage with the global environmental crisis through the lens of humanities and social sciences. It is not an introduction to a ready-made academic field, neither "environmental history" nor "ecocriticism." It focuses on the critical approaches to the planetary environmental crisis. The slowness and ineffectiveness of global responses to climate change and biodiversity loss reality prompts several questions: What lies at the core of global environmental politics? How urgent is the current planetary crisis, and what is its true nature? Is the academic discourse on environmental criticism adequately addressing the crisis? How do environmental issues intersect with human histories and everyday life? And how does environmental and interspecies justice relate to social and political justice?

This seminar examines modern Chinese literary and cultural history by way of exploring the key concept of “writing as technology.” We ask the following questions: What constitutes writing and more specifically, Chinese writing? Does the advocacy for a new Chinese literature — voiced by the vanguards of the New Culture Movement — also indicate a revolution of Chinese writing? How is the idea of "writing as technology" brought to bear on the remaking of Chinese literature, culture, and ultimately a modern China? In what way does the Chinese story of "writing as technology" speak to other parts of the world and other forms of writing? In this seminar, we explore the multiple roles of (Chinese) writing — as an inscription process, a representation system, or a symbol of power — in textual production, information dissemination, literary canonization, cultural and political mobilization, as well as nation building in modern China. We investigate these processes through different genres of writing such as novels, travelogues, artworks, as well as different technologies of writing such as the book form, newspaper, journals, telegraphy, typewriter, and computer. By bringing together literary texts, material objects, and theoretical readings, we pursue an enriched understanding of the dynamics between writing, technology, and politics in twentieth century China.

This seminar will focus on various topics of Chinese Aesthetic Studies, such as, the aesthetic categories, the Aesthetic experiences in Chinese culture, the relation between Dao and Nature in landscape painting, the question of allegory. In the age of globalization, many main ideas about beauty and art in Chinese culture even arose some deep inspirations to the creation of Art avant-garde in the contemporary. Via the training of philosophical reflection on the themes of classical Chinese Aesthetics, this course will not only provide students the knowledge about the beauty of Chinese Art, but also add to their capacity of research on the discrimination of the aesthetic values of Chinese culture, even their continuation, persistence or change in our time.

A scholarly thesis project chosen by the student, approved by the Department, and supervised by Graduate Advisor. Consult the departmental website for more information.