*updated with Slides* Critical Disability Analysis / Links from Laurence



CDS at Concordia m.i.a. collective:



Marie-Eve Veilleux at UdM:

Deaf woman hears for the first time

Ad by Samsung

TED Talk by Stella Young – Inspiration porn


Blog post 2: Re-Orientation

By Catherine Poitras Auger

In my previous post, I choose to write about the Concordia Green House, located in the Hall building downtown. I will attempt at critically describing the space using some of the concepts we discussed in class, namely the binary of private VS public spaces, and the concept of détournement.

In the same way that Gill Valentine does not want to talk in terms of public VS private space because public spaces are often regulated and privately owned, the Green House exists thanks to the CSU, the Concordia Student Union, who finances and partially manages the space. The Green House funding is dependent upon the union, and it has happened in the past that it was at risk of being removed. The last time this happened was only a year ago. The Green House and other student groups had to hold a joined campaign against a referendum question that was asked by a group of students of the John Molson School of Business. If students were to answer yes to the referendum question, it would have meant for the Green House to have to either find other sources of revenues in a very short amount of time, or to close doors, which would have been the most likely outcome. I recall this from personal memory since I participated in the joined solidarity effort for supporting our student groups. This economic dependency of the Green House on an entity that might one day remove its funding is a downside of the space. It is not fully an independent, self-managed entity.

The Green House is located inside a building that belongs to Concordia University. In order to get there, a person has to navigate all the way to the 12th floor, and then take the stairs to get to the 13th floor of the building. If the person is not a student at the university, she/he might be asked to leave the premises by a security guard before she/he can get to the 13th floor. This issue is a major one in terms of accessibility. However, since not everybody is legally allowed to walk in the university, the Green House can also be seen as a tentative to subvert these rules, and to rethink the university’s space. It allows for non-student to re-appropriate an urban space that has been rendered private, and it provides a setting that encourages independent, self-learning projects for both students and non-students. The idea of re-appropriating a space, also called détournement, was exploited by the Situationists, who were a group of anti-capitalist artists and intellectuals. The Green House claims to be an anti-capitalist space, and it fuels projects that encourage people to become gardeners themselves and to re-appropriate the city space, such as the ongoing DIY Balcony Garden Project.


greenhousesubvertedPhotoshop work by Catherine Poitras Auger, 2015



[conference] World of Matter: Extractive Ecologies and Unceded Terrains

Montreal Museum of Fine Arts, February 19th
Concordia University, February 20th and 21st, 2015

The world of matter has been forcefully sculpted in the last several centuries by the twin projects of colonialism and capitalism. The very movement of human activity under modernity has rested on the formation of a standing reserve of nature, a category whose flexibility has variously expanded and contracted to include both humans and non-human others as targets for exploitation and extractive energy. Carbon industries, forestry, mining, agri-business, construction, mega-farming and fishing participate in worlding the world as mere matter, asserting deep and unforgiving property rights in dispersed territories around the globe. Nevertheless, at each point in this cartography of extraction one finds committed points of resistance and unceded terrains, both material and symbolic. This symposium asks how the fields of contemporary art and media studies, indigenous studies and resistance movements, critical environmental studies, new ethnography and science and technology studies might bring into focus the globalizing dynamics of extractive ecologies. It seeks to build substantive discursive grounds for resisting incursions into sovereign land, denials of the rights of nature, and the persistent dispossession of indigenous and First Nation peoples. It asks, What unceded terrains precede and interrupt the excavatory depths of imperial ecologies? What interventions ensure the defense of land, labour, survival and species diversity in the globalized present?

The symposium is organized by Krista Lynes, Canada Research Chair in Feminist Media Studies, Concordia University and Darin Barney, Canada Research chair in Technology and Citizenship, McGill University.


Hallways and Corridors – A Mis-Guide to Concordia

We must start by acknowledging Janet Cardiff and George Butes Miller and their work “Video Walks” which was the inspiration behind our creative piece.

Our definition is as follows: a video walk is a multisensory tour that holds a particular visual emphasis. For this walk to be successful, a smartphone needs to be used as well as earphones, which are plugged into the medium. The viewer stands at the same location where the footage has been shot. The participant needs to turn on his/her phone, access the video via YouTube and to press play. The 10 minute long footage consists of one single shot which adds a raw and ghostly feel to our footage. The participant is both an engaged listener and viewer and follows the prerecorded footage on the cellular device. This cellular device is held at arms length, comfortably to mimic the present space. As Cardiff and Miller mention “the architecture in the video stays the same as the physical world, but the people and their actions change, so there is a strange disjunction for the viewer about what is real.” This piece requires the participant to interact with his/her senses as well as interact with the space, the architecture and the people in that space. Throughout the walk, the voiceover directs the participant to pay attention to specific elements that make up the space with the engagement of touch, sound, sight and smell. Our goal for this piece is for the viewer to notice their body and how it reacts to the space; we do so by asking the participant to concentrate on the relationship between their body and the space that they are in.

Our imaginative map blends together the “real” physical space and our perceived predisposed footage, blurring the lines between the two realities.

By Lisa Suliteanu and Frédérique Rajotte

Mis-Guide – Dirt: The Untoured Story

As per the Merriam-Webster dictionary, the word “dirt” conventionally refers to any sort of “excrement”; however, a more informal use of the word makes reference to any sort of “scandalous or malicious gossip”. In designing my mis-guide, Dirt: The Untoured Story, I made full use of this dual meaning to; (a) disrupt the tactically-planned design of a traditional Concordia University tour which would surely avoid focusing upon any possibly-questionable areas; and (b), to make the participant cognizant of the overwhelmingly acclamatory dominant ideologies associated with a reputable institution like Concordia, further persuading them into reconsidering these associations. Essentially, a normal campus tour would show the institution at its best – mine does just the opposite.

Watch in 720p!

Gender Performed: a conversation about sex, gender, theatre & politics

*Might be of interest to any of you thinking about gender performativity, sexuality, and fashion / Definitely an example of some of the issues we have been discussing*

Is what you wear political? How does being “girly” get defined? What’s liberating and limiting about sex and gender?

Join us at the second Thinking Out Loud conversation presented by Concordia University and The Globe and Mail.

Monday, February 16, 2015

  • 6:30 p.m. – doors open | 7 p.m. – 8:15 p.m. – conversation | A book signing will follow
  • D.B. Clarke Theatre, 1455 De Maisonneuve Blvd. W., Montreal

Irish drag queen and gay rights activist Panti Bliss first made headlines in January 2014, when she called out several media stars for being homophobic. Shortly after, Emer O’Toole, assistant professor in the School of Canadian Irish Studies, invited Bliss to Concordia to speak about her experiences and activism.

In this conversation, Bliss will join O’Toole on stage to discuss how what we wear can reflect much more than personal style and fashion.

The conversation will be moderated by journalist Erin Anderssen of The Globe and Mail.

Blog Post 1: About Me

Name: Lisa Suliteanu


Background: Born in Montreal, and lived here my whole life. I completed my DEC in cinema video and communications at Dawson college, and decided to give business at Concordia a go. After 3 semesters as an economics student, I realized business isn’t fulfilling enough for me as I need creative outlets. Im switching into coms or theatre for fall 2015. I’m a city mouse, love the sun, hate the snow, am a mermaid at heart (i.e. competitive swimmer), have a case of travel fever, have a passion healthy living, love nature, and let life inspire me.

Time spent:

I spend a lot of time thinking, browsing Instagram, watching Netflix, cooking vegan food, doing yoga, making daily task lists, working on miscellaneous projects, and STUDYING.

Goal for this class: The topic of this class is intriguing to me because it involves changing our awareness to our bodies, something that is so simple and yet often ignored. I am very interested in studying relationships between things because this way of thinking provides a fuller, more holistic insight to the truth. I first became aware of this way of thinking through a documentary called An Ecology of Mind I studied for a class of mine last semester.

I am excited to broaden my lens further this semester through studying the relationships between bodies and spaces. This way of thinking can be challenging because we are used to defining things through isolation. My goal for this class is to keep my outlook open in order to encompass the relationships between bodies and spaces, and to think deeper into workings of otherwise considered subconscious decisions.

My favourite space:

Erie Beach in southern Ontario has always been my favourite happy place. I have countless memories of the sand sliding through my toes, the sun beating on my shoulders, and the water sending chills up my spine. When I am in this space, my body becomes relaxed through a combination of familiarity, and the forgivingness of the sand and the water, and I move in a loose, dancing like manner. It is impossible to be stiff in this space. I notice I naturally breath deeper here.


5 things faculty members do that make learning hard:

1. Giving vague instructions for assignments. Its always helpful to know what you’re being graded on to make sure assignments are complete. When instructions are vague or unclear than assignments don’t reflect a student’s true ability and work done because interpretations of objectives can be different.

2. Giving difficult readings. When readings are heavy and use difficult vocabulary I don’t get much out of them besides frustration from not understanding the message/content.

3. Not giving feedback. Feedback so important in order to know what can be improved for next time. They provide justification for grading and are constructive for further improvement, and can serve as guides for later assignments.

4. Giving lectures. Lectures are very important, however I find class discussions to be a good addition to keep the content interesting and students engaged.

5. Not being available for questions in person or via email. I often don’t think of questions for teachers until later in the day when I’m at home. Responding to email is important to me for that reason.

5 things faculty members do that make learning easy:

1. Giving examples. Examples are so helpful for more complex assignments as they help students see what is expected of them.

2. Using mixed media. I love it when teachers mix up a lecture by integrated Power Points, movies or video clips, sounds, discussions, exercises… It keeps me engaged and allows a topic to be thought of or discussed in different ways and forms, and from different people and perspectives.

3. Giving options. Options for assignments are helpful because they allow students to choose to learn and work on what interests them personally.

4. Providing links to material. I am good with computers and many different programs, however looking for readings is very hard and frustrating for me. I always appreciate it when there are links, or instructions on exactly where to find readings.

5. Encouraging ideas and participation. It can be hard sometimes to put yourself and your ideas out there. When teachers provide encouragement for ideas, it creates a comfortable, and creatively better dynamic in a class.