DROIT INTERNATIONAL PRIVÉ



Faculty of Law – McGill University“Understanding religious perspectives” Dr. W. Y. Alice ChanLAWG 552 (Section 001/009)Focus Week, Fall 2020Course content:How do you serve people you do not understand? The majority of Quebecois self-affiliate as being Catholic but the second largest majority self-affiliate as being non-religious. If you are Catholic or non-religious, do you understand those who are not, or vice versa? This workshop presents the civic religious literacy framework that can be your tool in understanding the different people you will serve and the various perspectives that they hold, specifically the religious, spiritual, or non-religious worldview that informs their thinking, behaviour, and community. We apply the tool to analyze a socio-historical context and an individual identity. This 4-day interactive course includes personal participation and reflection, engagement in verbal discussions and group activities, and lectures. Students will leave with additional resources to further develop their religious literacy. Course objectives:The main learning outcome is to develop religious literacy thinking skills, specifically:Understand the consistent influence of religious, spiritual, and non-religious perspectives globally: The way in which social, political, economic, and human rights issues today are influenced by (and influence) religious, spiritual, and non-religious perspectivesUnderstand religious, spiritual, and non-religious communities: The way in which belief, practice, experience, & social/cultural contexts contribute to community identity.Understand intersectionality amidst religious, spiritual, and non-religious individual identities: The way in which belief, practice, experience, & social/cultural contexts influence individual affiliation and intersectionality as a component of affiliation and identity.Analyze and discern the individual experience in their social environment: The way in which they inform one another and relate to an individual’s expression (verbal and non-verbal) about why they may be seeking legal help.Each outcome aligns directly to the four sessions of the course. Professor information:Professor’s coordinates: ac@ccrl-clrc.ca Office hours: Please contact me by email if you would like to schedule a one-on-one meeting. Otherwise, I am available to meet the 15 minutes before and after each class. Preferred method of communication: EmailAbout the instructor: W. Y. Alice Chan, Ph.D., OCT, is an Ontario Certified Teacher with a Ph.D. in Education from McGill University. Her research background is in the area of religious literacy, religious bullying, and radicalization to violence, which led to her work with the Interfaith Youth core in the US, the Islamic Council of North America, and the Religious Freedom Center in the US. She has over 20 peer-reviewed and non-academic publications in these topics, including publications in Multicultural Perspectives, Journal of Beliefs and Values, and Canadian Foreign Policy Journal, and reports for the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), the Tony Blair Institute for Change, and the Hindu American Foundation. She is also the Executive Director and Co-Founder of the Centre for Civic Religious Literacy (CCRL) – a non-religious non-profit fostering understanding about religious, spiritual, and non-religious people in all sectors of Canadian society. In January 2020, she facilitated a CCRL workshop sponsored by the McGill Faculty of Law Equity Committee titled, “Diversity, religious literacy, equity: Perspectives on Bill 21.” She developed this focus week course based on student feedback from that experience. Course information:Class meetings: October 19-22, 2020. 3 hours each class. Classes will be recorded. Course materials: Posted on myCourses. Evaluation: This course is pass/fail. 3 logs: Due in myCourses by 3:00 pm each day after Class 1, 2, and 3.A 2-5 page short paper: The 2-5 page short paper includes:A copy and paste of the three half-page logs that are written after Class 1, 2, and 3. A short reflection related to class discussions, reflection logs 1, 2, and 3, and a final question that will be presented during Class 4. Details for this will be discussed in class. Due Friday, October 23, 2020, by 3:00 p.m. To be submitted online in myCourses. Language of Instruction: English. As provided by McGill’s Charter of Students’ Rights, seminar participants are welcome to submit written work in either English or French. *Extensions: An extension may be granted for written work if you are unable to submit by the assigned deadline due to medical or analogous circumstances. Please contact the SAO directly via email SAO.law@mcgill.ca to request approval. Course outline:Day One (October 19): Religious, spiritual, and non-religious identities, present but omitted in our discussions on diversity, inclusion, and equityEck, D. L. (n.d.). “What is pluralism?” The Pluralism Project: Harvard University. Retrieved from : Taylor, C. (1992). The Politics of Recognition. In A. Gutmann (Ed.), Multiculturalism: Examining the politics of recognition (pp. 25-74). Princeton, NJ: Princeton University Press.Day Two (October 20): Civic religious literacy framework – Part I: The ContextChan, W. Y. A., Mistry, H., Zaver, A., Reid, E. & Jafralie, S. (2019). Recognition of context and experience: A civic-based Canadian conception of religious literacy. Journal of Beliefs and Values. DOI: 10.1080/13617672.2019.1587902Recommended: Moore, D. (2006). Overcoming religious illiteracy: A cultural studies approach. World historyconnected. Retrieved from Three (October 21): Civic religious literacy framework – Part II: The IndividualCrenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum. 1(8). Retrieved from :“Kimberlé Crenshaw on Intersectionality, More than Two Decades Later.” (2017). Columbia Law School. Retrieved from Four (October 22): Case study activity – The Context and IndividualBouchard, G. and Taylor, C. (2008). “Building the Future: A Time for Reconciliation.” Gouvernement du Québec. Retrieved from Commision des droits de la personne et des droits de la jeunesse. (2019). Xenophobic and notably Islamophobic acts of hate. Retrieved from MCGILL POLICY STATEMENTSMcGill University values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see mcgill.ca/students/srr/honest/ for more information). (Approved by Senate on 29 January 2003) In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded. (approved by Senate on 21 January 2009 - see also the section in this document on Assignments and evaluation.) Student Support: If, during the course of the year, you encounter any problem (academic or personal) that affects your studies, please do not hesitate to contact the Student Affairs Office (SAO.Law@mcgill.ca) and request an appointment with a Student Advisor.Academic Accommodations: If you?believe that you may require an academic accommodation during this course, please do not hesitate to discuss them with Nancy Czemmel, Director (Student Life and Learning) (Nancy.Czemmel2@mcgill.ca), and the Office for Students with Disabilities, 514-398-6009. ................
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