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Course Outline

Course Name: Human Rights, Diversity and Social Inclusion (SOCI 1500)

Academic Period: 2023 - 2024

Faculty:

Faculty Availability:

Associate Dean:
Nivedita Lane
nivedita.lane@humber.ca

Schedule Type Code:

Land Acknowledgement

Humber College is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ah-nish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.

Equity, Diversity and Inclusion Statement

Humber College and the University of Guelph-Humber (Humber) are leaders in providing a learning, working and living environment that recognizes and values equity, diversity and inclusion in all its programs and services. Humber commits to reflect the diversity of the communities the College serves. Students, faculty, support and administrative staff feel a sense of belonging and have opportunities to be their authentic selves.

Faculty or Department	Faculty of Social & Community Services
Program(s)	Criminal Justice, Bachelor of Social Science (CJ411) Community Development, Bachelor of (CD411) Addictions and Mental Health, Bachelor of Social Science (MH411)
Course Name:	Human Rights, Diversity and Social Inclusion (SOCI 1500)
Pre-Requisites	none
Co-Requisites	none
Pre-Requisites for	none
Equates	none
Restrictions	Must be enrolled in Degree and FSCS
Credit Value	3
Total Course Hours	42

	Developed By:	Prepared By:	Approved by:
			Nivedita Lane

Humber Learning Outcomes (HLOs) in this course.

The HLOs are a cross-institutional learning outcomes strategy aimed at equipping Humber graduates with the employability skills, mindsets, and values they need to succeed in the future of work. To explore all the HLOs, please consult the Humber Learning Outcomes framework.

Equity, Diversity, Inclusion & Belonging
Sustainability
Systems Thinking
Indigenous Ways of Being Knowing and Doing (IWBKD)
Critical Thinking
Collaboration
Communication
Innovation
Leadership
Professionalism
Strategic Problem-Solving

Course Description

This course will introduce students to the principles of human rights, diversity and social inclusion as well as the international and national laws and policies that have been developed to guide human interactions. Students will be provided with opportunities to explore their own personal locations while examining concepts related to colonization, power, privilege and oppression while simultaneously expanding their understanding of the theoretical and applied aspects of social justice, anti-racist and anti-oppression (including indigenous, feminist and critical race theories) that are central to effective engagement in dialogues of community and practices of community development.

Course Rationale

The course provides students with the foundational theories that will enable them to understand and analyze social issues from a historical, global, local and contemporary frame that fosters an integrative analyses of social issues.

Program Outcomes Emphasized in this Course

Criminal Justice, Bachelor of Social Science (CJ411)

Describe and critically examine a range of key concepts and theoretical approaches within criminology and criminal justice and provide an evaluation of their application.
Evaluate complex social problems in terms of criminological theories of crime, deviance, victimization, crime control and penal practice.
Provide an analytical account of social diversity and inequality and their effects in relation to crime, victimization, crime control and penal practice.
Evaluate the complex role of the community in the Criminal Justice system while discussing the roles of the various players within the criminal justice system and the interdependence that exists among them.
Discuss the challenges and rewards of working with special populations in an institutional and community setting.
Discuss criminological topics with an appreciation of criminological theory, of evidence, limitations, and of relevance to current debates and present conclusions in a variety of appropriate academic formats.
Employ effective interpersonal communication skills and techniques to interact with clients, team members and the community overall, working effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view through the use of effective conflict management skills.
Acknowledge the limits of knowledge in the field of social science and criminal justice through academic writing and professional practices.
Adhere to the laws, codes, regulations, standards and practices to protect the health, safety and welfare of clients, the public and other professionals in the Criminal Justice System.
Demonstrate ongoing self-reflection, self-awareness, self-confidence, self-direction, self-management and use resources to plan for and attain personal, career and work-related goals.

Community Development, Bachelor of (CD411)

Addictions and Mental Health, Bachelor of Social Science (MH411)

Situate theories, practices and policies in mental health and addictions within the broad context and traditions of the social sciences.
Determine appropriate practices based on critical reading of published research and traditional indigenous knowledge in mental health literature and case studies.
Provide non-biased and culturally competent guidance/assistance to a range of clients with issues relating to addictions and mental health, from diverse populations and backgrounds, and their supports as they are identified by the primary client.

Course Learning Method(s)

Lecture

Learning Outcomes

Analyze the different historical and contemporary approaches to human right, inclusion and equity.
Examine , analyze and critique the social, institutional and contemporary structures that result in the marginalization in Canadian society
Discuss the intersections of various forms of oppression
Discuss the challenges and rewards of working with special populations in an institution and community setting.
Apply theories of social justice and equity in addressing diversity in a professional context
Communicate the main aspects of human rights within a Canadian context, while employing principles of adult education.
Identify advantages working effectively with diverse populations and fostering cultural competence
Demonstrate ongoing self-assessment, capacity and awareness regarding human rights, social justice and inclusion
Examine the ways in which personal views about diversity, oppression and social justice can influence professional practice
Reflect on important issues based on readings and discussions.

Assessment Weighting

Assessment	Weight
Quiz
Test 2 - Individual, On Campus	10%
Test 1 - Individual, On Campus	10%
Test 3- Individual, On Campus	10%
Essay
Reflection Assignment -Individual	25%
Group Project
Group Presentation- On Campus	15%
Final Exam
Final Exam- Individual, On Campus	30%
Total	100%

Modules of Study

Module	Course Learning Outcomes	Resources	Assessments
Introduction Being a Critical Practitioner Human Rights Philosophy and Policies	Analyze the different historical and contemporary approaches to human right, inclusion and equity. Examine , analyze and critique the social, institutional and contemporary structures that result in the marginalization in Canadian society Discuss the intersections of various forms of oppression Discuss the challenges and rewards of working with special populations in an institution and community setting. Apply theories of social justice and equity in addressing diversity in a professional context Reflect on important issues based on readings and discussions.	Salas, Lorraine & Sen, Soma & Segal, Elizabeth. (2010). Critical Theory: Pathway From Dichotomous to Integrated Social Work Practice. Families in Society: The Journal of Contemporary Social Services. 91. 91-96. 10.1606/1044-3894.3961. Tremblay, et al (2008). UN Declaration of Human Rights. In Understanding human rights. (pp. 273-279 and 3-20 Foundation of Human Rights) Toronto: Nelson Education Ltd. Ife, J. (2006). Human rights and community work: Complementary theories and practices. International Social Work, 49(3), 297–308. https://doi.org/10.1177/0020872806063403. Office of the High Commission on Human Rights (2006). Frequently asked questions on a human-rights based approach to human development. (pp. 1-12) New York: United Nations. Friend, C. (n.d.). Social Contract Theory. In Internet Encyclopedia of Philosophy. Retrieved January 10, 2018, from http://www.iep.utm.edu/soc-cont/ Annual report on the operation of the Canadian Multiculturalism Act: http://www.cic.gc.ca/english/pdf/pub/multi-report2010.pdf Ontario Human Rights Commission: http://www.ohrc.on.ca/en/ontario-human-rights-code	Reflection Assignment -Individual Test 1 - Individual, On Campus
Power, Privilege, Intersectionality and anti-oppression	Discuss the intersections of various forms of oppression Discuss the challenges and rewards of working with special populations in an institution and community setting. Apply theories of social justice and equity in addressing diversity in a professional context Identify advantages working effectively with diverse populations and fostering cultural competence	Allan G. Johnson, 2001 Privilege, Power, and Difference. Michigan: McGraw-Hill Publishing Burke B., Harrison P. (1998) Anti-oppressive practice. In: Adams R., Dominelli L., Payne M., Campling J. (eds) Social Work. Palgrave, London. https://doi.org/10.1007/978-1-349-14400-6_19. Curry-Stevens, A. (2012). Persuasion: Infusing advocacy practice with insights from anti-oppression practice. Journal of Social Work, 12(4), 345–363. https://doi.org/10.1177/1468017310387252	Group Presentation- On Campus Test 2 - Individual, On Campus
Racism, Colonialism, and Inequality in Canada	Discuss the challenges and rewards of working with special populations in an institution and community setting. Apply theories of social justice and equity in addressing diversity in a professional context Identify advantages working effectively with diverse populations and fostering cultural competence Demonstrate ongoing self-assessment, capacity and awareness regarding human rights, social justice and inclusion Examine the ways in which personal views about diversity, oppression and social justice can influence professional practice Reflect on important issues based on readings and discussions.	Adams, M., Blumenfeld, W.J., Cantenada, C., Hackman, H.W., Peters, M.L. & Zuniga, X. (Eds.). (2010). Readings for diversity and social justice. New York: Routledge. Diller, J. (2017). Understanding Racism, Prejudice and White Privilege. In Diller, J. Cultural Diversity A Primer for the Human Services, (Chapter 4). Michigan: Cengage Learner. Gunn, B. 2021. “Ignored to death Systemic Racism in the Canadian Healthcare System”. Retrieved from: https://www.ohchr.org/Documents/Issues/IPeoples/EMRIP/Health/UniversityManitoba.pdf	Group Presentation- On Campus Test 3- Individual, On Campus
All readings and lectures	Examine , analyze and critique the social, institutional and contemporary structures that result in the marginalization in Canadian society Apply theories of social justice and equity in addressing diversity in a professional context Identify advantages working effectively with diverse populations and fostering cultural competence Examine the ways in which personal views about diversity, oppression and social justice can influence professional practice Reflect on important issues based on readings and discussions.		Final Exam- Individual, On Campus

Required Resources

Name
Adams, M., Blumenfeld, W.J., Cantenada, C., Hackman, H.W., Peters, M.L. & Zuniga, X. (Eds.). (2010). Readings for diversity and social justice. New York: Routledge
Allan G. Johnson, 2001 Privilege, Power, and Difference. Michigan: McGraw-Hill Publishing.
Annual report on the operation of the Canadian Multiculturalism Act: http://www.cic.gc.ca/english/pdf/pub/multi-report2010.pdf Ontario Human Rights Commission: http://www.ohrc.on.ca/en/ontario-human-rights-code
Burke B., Harrison P. (1998) Anti-oppressive practice. In: Adams R., Dominelli L., Payne M., Campling J. (eds) Social Work. Palgrave, London. https://doi.org/10.1007/978-1-349-14400-6_19.
Friend, C. (n.d.). Social Contract Theory. In Internet Encyclopedia of Philosophy. Retrieved January 10, 2018, from http://www.iep.utm.edu/soc-cont/
Gunn, B. 2021. “Ignored to death Systemic Racism in the Canadian Healthcare System”. Retrieved from: https://www.ohchr.org/Documents/Issues/IPeoples/EMRIP/Health/UniversityManitoba.pdf
Henry, F., & Tator, C. (2010). Racism in Canadian History. The colour of democracy: racism in Canadian society. Toronto: Nelson. (pp. 57-95)
Office of the High Commission on Human Rights (2006). Frequently asked questions on a human-rights based approach to human development. (pp. 1-12) New York: United Nations.
Salas, Lorraine & Sen, Soma & Segal, Elizabeth. (2010). Critical Theory: Pathway From Dichotomous to Integrated Social Work Practice. Families in Society: The Journal of Contemporary Social Services. 91. 91-96. 10.1606/1044-3894.3961.
Tremblay, et al (2008). UN Declaration of Human Rights. In Understanding human rights. (pp. 273-279 and 3-20 Foundation of Human Rights) Toronto: Nelson Education Ltd.

Supplemental Resources

Name
Adams, M., Blumenfeld, W.J., Cantenada, C., Hackman, H.W., Peters, M.L. & Zuniga, X. (Eds.). (2010). Readings for diversity and social justice. New York: Routledge.
Belanger, Y.D., (2014). Ways of knowing: an introduction to Native studies in Canada. Toronto: Nelson.
Blackstock, C. (2011).Why if Canada wins, equality and justice lose. The Canadian Human Rights Tribunal on First Nations Child Welfare: Children and Youth Services Review, Volume 33, Issue 1,
Curry-Stevens, A. (2012). Persuasion: Infusing advocacy practice with insights from anti-oppression practice. Journal of Social Work, 12(4), 345–363. https://doi.org/10.1177/1468017310387252
Ife, J. (2006). Human rights and community work: Complementary theories and practices. International Social Work, 49(3), 297–308. https://doi.org/10.1177/0020872806063403.
Diller, J. (2017). Understanding Racism, Prejudice and White Privilege. In Diller, J. Cultural Diversity A Primer for the Human Services, (Chapter 4). Michigan: Cengage Learner.
Moffatt, K. (2004). Beyond male denial and female shame: Learning about gender in a sociocultural concept of class. Smith College Studies in Social Work. Special issue on Teaching, 74(2), 243-256.

Additional Tools and Equipment

not required

Prior Learning Assessment & Recognition (PLAR)

Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby candidates may obtain credits for prior learning. Prior learning includes the knowledge competencies and skills acquired, in both formal and informal ways, outside of post-secondary education. Candidates may have their prior learning evaluated against the course learning outcomes as defined in the course outline.

To find out if this course is eligible for PLAR, and how this learning would be assessed, please contact the Program Coordinator for more details.

Academic Regulations

It is the student's responsibility to be aware of the College Academic Regulations. The Academic Regulations apply to all applicants to Humber and all current students enrolled in any program or course offered by Humber, in any location. Information about academic appeals is found in the Academic Regulations.

Anti-Discrimination Statement

At Humber College, all forms of discrimination and harassment are prohibited. Students and employees have the right to study, live and work in an environment that is free from discrimination and harassment. If you need assistance on concerns related to discrimination and harassment, please contact the Centre for Human Rights, Equity and Inclusion or the Office of Student Conduct.

Accessible Learning Services

Humber strives to create a welcoming environment for all students where equity, diversity and inclusion are paramount. Accessible Learning Services facilitates equal access for students with disabilities by coordinating academic accommodations and services. Staff in Accessible Learning Services are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic accommodations, contact:

Accessible Learning Services

North Campus: (416) 675-6622 X5090

Lakeshore Campus: (416) 675-6622 X3331

Academic Integrity

Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any misrepresentation of academic accomplishment.

Disclaimer

While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case, students will be given appropriate notification in writing, with approval from the Senior Dean (or designate) of the Faculty.

Copyright

Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All members of the Humber community are required to comply with Canadian copyright law which governs the reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example, photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book.

See the Humber Libraries website for additional information regarding copyright and for details on allowable limits.

Humber College Institute of Technology and Advanced Learning • 2023/2024.