This document outlines the syllabus for a university course on immigration and the inner city. The course will examine the relationships between immigration, citizenship, and society. Topics will include the impact of immigration on inner cities, globalization, and conflicts that cause population displacement. Students will develop their writing, discussion, and critical thinking skills through assignments, tests, and class participation. The course format involves lectures, discussions, and group projects supplemented with audio/visual materials. Students will be evaluated based on participation, two written assignments, a midterm test, and a take-home final test.

1. 1
Immigration and the Inner City UIC-3050-050
Urban and Inner City Studies
University of Winnipeg
Winter term 2016
CONTACT INFORMATION
Instructor: Fadi Ennab
E-mail: F.Ennab@uwinnipeg.ca
Office Hours: Contact me for an appointment
Class Meeting: Wednesday 5:30 p.m. – 8:30 p.m.
Class Location: 2M74
COURSE SUMMARY AND OBJECTIVES
This course explores both long-standing and recent questions about immigration and the inner
city. Topics include the impact on contemporary inner-city communities of immigration;
globalisation; international and transnational social and economic developments; and civil
wars, internal wars and violent conflicts. Students’ inquiry into the relationship between
immigration and the inner city involves an exploration of both early and contemporary
discourse on the subject.
The specific aims of the course are:
 To examine the relationships between immigration, citizenship, and society.
 To gain a critical understanding of immigration in Canada and ways to advocate for migrant
justice.
 To improve writing skills through writing short and long essays in assignments and tests.
 To develop discussion skills through participation in class.
COURSE FORMAT
Classroom sessions will involve a mix of lectures, class discussion, and small group projects.
Sessions will also involve audio/video presentations to illustrate specific cases, experiences, or
issues. Most students should find that attending and participating actively in classroom sessions
will increase their chances of attaining a good grade in the course.
REQUIRED READINGS
Walia, Harsha. 2013. Undoing Border Imperialism. Oakland: AK Press & Institute for Anarchist
Studies.
All additional readings will be available electronically through the UW Library or on-line using
the Nexus system.

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EVALUATION
Participation Throughout the course 10%
Assignment 1 January 27 15%
Mid-Term Test February 10 30%
Assignment 2 March 9 15%
Take-Home Test April 06 30%
Participation: It is expected that you read the assigned readings before class to allow you to
participate in an active and meaningful way in discussions. In addition to regular attendance,
participation includes raising questions related to course material, thoughtful responses to
ideas of others, and engagement in discussions and in-class projects.
Assignment 1: Reflecting on course material from weeks 2 and 3, write an essay (2-4 pages)
relating the concept of “border imperialism” to the experiences of the migrants in the film, A
Continuous Journey.
Mid-Term Test: Consists of short and long essay questions based on course material examined
for the term. The test is designed to assess how well you understand and think critically about
the assigned readings and discussion in class, rather than your ability to memorizing facts.
Assignment 2: Reflecting on course material from week 9 and 10, write an essay (2-4 pages)
explaining the main challenges facing Arab Canadians. Use the case of Maher Arar and
examples from the films Being Osama and/or A Scent of Mint to support your argument(s).
Take-Home Test: On the last day of class (March 30, 2016) a take-home test of 3 or 4 questions
will be distributed in class. You are required to write short critical essays on all questions (2
pages at most for each answer). Try to be as concise as possible. The test will largely cover
material after the mid-term test. The take-home test must be submitted electronically using the
Nexus system by no later than midnight on April 6, 2016.
Note: Your responses in the assignment and take-home test should be in essay format, typed,
double-spaced, font 12, and margins with 1 inch.
LATE POLICY
Late assignments or take-home tests will be penalized 3% per day (including weekends). No
request for an extension will be considered if made after the relevant due date, except for
documented medical reasons or very severe family emergencies. No extension will be given
under any conditions if requested more than two weeks after the due date.
IMPORTANT DATE
Last date to withdraw without academic penalty – March 1, 2016

3. 3
ACADEMIC INTEGRITY
Academic misconduct and plagiarism are serious offences and will not be tolerated. Penalties
will range from failure on an assignment or failure in the course, to suspension or expulsion
from the university. Plagiarism is a form of academic dishonesty in which a student submits
another person’s published or unpublished work as his or her own, either in its entirety or in
part. Published work includes written, electronic or other forms. Other acts of plagiarism
include: not giving recognition to the author for phrases, sentences or thoughts, and submitting
the same work for evaluation in more than one course. All suspected cases of plagiarism are
forwarded to the Senate Academic Misconduct Committee for determination. For further
elaboration on forms of academic misconduct and plagiarism, as well as the appeals process,
students should review the University of Winnipeg’s Academic Regulations and Policies, which
are in part outlined in Sections 8 & 9 of the University of Winnipeg 2013-2014 General
Calendar.
All students, faculty and staff have the right to participate, learn and work in an environment
that is free of harassment and discrimination. The UW Respectful Working and Learning
Environment Policy may be found online at www.uwinnipeg.ca/respect
ACADEMIC SUPPORT
Students can access Student Advising from the University at the Rice Building or through the
Urban and Inner City Student Advisor, Cheyenne Henry.
SUPPORTS FOR STUDENTS WITH DISABILITIES
Students with documented disabilities, temporary or chronic medical conditions, requiring
academic accommodations for tests/exams (e.g., private space) or during lectures/laboratories
(e.g., note-takers) are encouraged to contact Accessibility Services at 786-9771 or
accessibilityservices@uwinnipeg.ca to discuss appropriate options. All information about a
student’s disability or medical condition remains confidential. www.uwinnipeg.ca/accessibility.
GRADING SCHEME
Grade % Grade % Grade %
A+ 95-100 B+ 77-83 C 60-64
A 90-94 B 70-76 D 50-59
A - 84-89 C+ 65-69 F <50
SCHEDULE OF COURSE READINGS AND ACTIVITIES
Week 1: January 6 – Introduction to Course
Week 2: January 13 – (Im)migration and Indigeneity
Walia, Harsha. 2013. Forward by Andrea Smith and Introduction Pp. 1-32.
Gyepi-Garbrah, John et al. 2014. “Indigeneity, Immigrant Newcomers and Interculturalism in
Winnipeg, Canada.” Urban Studies 51 (9): 1795–1811.

4. 4
Film: A Continuous Journey (2004) by Ali Kazimi, Part 1
Week 3: January 20 – Theorizing Violence
Walia, Harsha. Chapter 1: What is Border Imperialism? Pp. 35-93.
Green, L., 1994. “Fear as a Way of Life.” Cultural Anthropology, 9 (2): 227-256.
Film: A Continuous Journey (2004) by Ali Kazimi, Part 2.
Week 4: January 27 – Violence Against Women: An Anti-Exclusionary Approach
*Assignment # 1 – Due in Class*
Abu-Lughod, Lila. 2002. “Do Muslim Women Really Need Saving? Anthropological Reflections
on Cultural Relativism and Its Others.” American Anthropologists 104 (3): 783-790.
Holt, M., 2013. “Violence Against Women in the Context of War: Experiences of Shi'i Women
and Palestinian Refugee Women in Lebanon.” Violence Against Women 19 (3): 316-337.
Interactive Documentary, Exile Without End: Palestinians in Lebanon (2012) by Nahlah Ayed et
al. Toronto: CBC.
Week 5: February 3 – Canadian Immigration and Refugee Policy
Thobani, Sunera. 2000. “Closing the Nation's Doors to Immigrant Women: The Restructuring of
Canadian Immigration Policy.” Atlantis 24 (2): 16-26.
Lacroix, Marie, 2004. “Canadian Refugee Policy and the Social Construction of the Refugee
Claimant: Understanding Refugeeness.” Journal of Refugee Studies 17 (2): 147-166.
Film: Who Gets in? (1989) by Barry Greenwald, National Film Board of Canada.
Week 6: February 10 – Mid-Term Test
Week 7: February 17 – READING WEEK - NO CLASSES
Week 8: February 24 – Exclusionary Citizenship: The Social Exclusion of Arab-Canadians and
the Case of Maher Arar
Abu-Laban, Yasmeen and Nath, Nisha. 2007. “From Deportation to Apology: The Case of Maher
Arar and the Canadian State.” Canadian Ethnic Studies 39 (3): 71-98.
Abu-Laban, Yasmeen. 2015. “On the Borderlines of Human and Citizen: The Liminal State of
Arab Canadians.” In J. Hennebry and B. Momani (Eds.), Targeted Transnationals: The State, the
Media, and Arab Canadians (Pp. 68-85). Vancouver: University of British Columbia Press.

5. 5
Film: Being Osama (2014) by Tim Schwab and Mahmoud Kaabour. Arab Film Distribution.
Week 9: March 2 – Exile, Trauma, and Family Separation
Said, Edward. 2000. “Reflections on Exile.” In Reflections on Exile and Other Essays (Pp. 137-
149). Cambridge: Harvard University Press.
Rousseau, Cécile et al. 2001. “Trauma and Extended Separation from Family among Latin
America and African Refugees in Montreal.” Psychiatry 64 (1): 40-59
Film: A Scent of Mint (2002) by Pierre Sidaoui, National Film Board of Canada.
Week 10: March 9 – Precarious Migrant Labour in Canada
*Assignment # 2 – Due in Class*
Goldring, Luin. et al., 2009. “Institutionalizing Precarious Migratory Status in Canada.”
Citizenship Studies 13 (3): 239-265.
Walia, Harsha. 2010. Transient Servitude: Migrant Labour in Canada and the Apartheid of
Citizenship. Race and Class 52(1): 71–84.
Week 11: March 16 – Anti-Colonial Migrant Activism: The Case of No One is Illegal in Canada
Walia, Harsha. Chapter 2: Cartography of NOII. Pp. 97-169 and Chapter 3: Overgrowing
Hegemony: Grassroots Theory. Pp. 171-202
Short film clips from: Never Home: Legislating Discrimination in Canadian Immigration by No
One is Illegal-Vancouver Coast Salish Territories.
Week 12: March 23 – Strategies of Resisting Border Imperialism
Walia, Harsha. Chapter 4: Waves of Resistance Roundtable. Pp. 205 – 247.
Yazdiha, Haj. 2010. “Conceptualizing Hybridity: Deconstructing Boundaries through the Hybrid.”
Formations, 1(1): 31-38.
Week 13: March 30 – Decolonizing Social Movements and Relations
*Take-Home Test questions distributed in class*
Walia, Harsha. Chapter 5: Journeys toward Decolonization Pp. 247-276, and Epilogue by S.
Hussan Pp. 277-283.
*April 6 – Take-Home Test due*