Summer 2019 - LBST 311 D100
Labour and the Environment (3)
Class Number: 2524
Delivery Method: In Person
The changing relationships between unions and environmental groups; how work in various industries contribute to climate change; and how climate-change policies affect workers in different ways. The consequences of climate policies for different categories of workers, identified by economic sector, geographic location, gender, ethnicity, and Aboriginal status.
This will examine the nature of work and the environment in North America with a focus on Canada. We will examine the historic relationship between labour and the environment and how workers and the issue of class has been both included and excluded in the mainstream environmental discourse.
COURSE-LEVEL EDUCATIONAL GOALS:
The course will draw on students' experiences and research, and we will develop research, writing, and presentation skills through the class assignments. In addition, lectures, tutorial discussions, films, and guest speakers will provide the tools we need to understand the increasingly complex world of work and the environment with a focus on climate change. In addition students will be asked to engage in critical discussions on a number of important and controversial topics related to labour, the environment, and climate change.
- Seminar participation 25%
- Research outline 10%
- Presentation 20%
- Essay 45%
Grading: The letter grade N (incomplete) is given when a student has enrolled for a course, but did not write the final examination or otherwise failed to complete the coursework, and did not withdraw from the course before the deadline date. An N is considered and F for purposes of scholastic standing.
Grading System: Undergraduate Course Grading System is A+, A, A-, B+, B, B-, C+, C, C-, D, F, N (N standing to indicate the student did not complete).
|A+ 95-100||B+ 80-84||C+ 65-69||D 50-54|
|A 90-94||B 75-79||C 60-64||F 0-49|
|A- 85-89||B- 70-74||C- 55-59|
Centre for Accessible Learning: Students with hidden or visible disabilities who believe they may need classroom or exam accommodations are encouraged to register with the SFU Centre for Accessible Learning (1250 Maggie Benston Centre) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.
Klein, N. (2015). This Changes Everything: Capitalism vs. the Climate. Toronto: Vintage Canada.
Lipsig-Mummé, C. & McBride, S. (Eds.). (2015). Work in a Warming World. Montreal: McGill-Queen's University Press, Kingston: School of Policy Studies, Queen's University.
Peterson del Mar, D. (2010). Environmentalism: A Short History of a Big Idea. Abingdon, UK: Routledge.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS