UNIVERSITY OF TEXAS AT AUSTIN UGS 302 Signature Course: Global Indigenous Media SPRING 2019

Instructor: Kelly McDonough, Ph.D. Unique Course Number: 61295 Meeting Time / Place: TU, TH / WAG 208 Office Hours: TU, TH By appointment only https://kellysmcdonough.youcanbook.me/. Office: BEN 3.142 E-mail: [email protected]

COURSE DESCRIPTION This course offers a historical overview and critical exploration of Indigenous media producers, writers, directors, and audiences around the globe. We will survey a wide range of expressive modes including beadwork, textiles, film, radio, animation, video games, comic books, podcasts, television, and new media to explore how they have been taken up by Indigenous media- makers to serve local needs and to reach a wider audience. We will maintain a global perspective throughout the course, examining discourses about Indigenous peoples and by Indigenous peoples formulated from contact to the post-colonial era, highlighting issues of sovereignty, representation, and creative change and continuity, to name a few. In understanding how these discourses have been shaped through local assertions of cultural specificity and appeals to global Indigenous identity, the course maintains a critical interest in how Indigenous people have been defined and how they use different expressive formats to shape and respond to modernity. There will be a balance of primary and secondary sources as we consider case studies through a series of theoretical lenses. Through the creation and distribution of Zines we will also learn about many other Indigenous cultures, politics, and media efforts not covered in the course readings. Note: This course carries a Writing Flag.

REQUIRED TEXTS Course Packet | available at Jenn’s Copies, 2518 Guadalupe St, Austin, TX 78705 Moonshot: The Indigenous Comics Collective, Volume 2 (2017) | available on Amazon

Course Objectives • Survey key foundational expressive sources in Indigenous media studies • Learn how to apply critical thinking skills in academic reading, writing, and discussion • Analyze and interpret media sources • Identify and interpret current issues related to Indigenous media production • Convey information about Indigenous media in a creative new format

Assignments, Assessments, Evaluation 20% Participation; In-Class Activities 25% Reading & Screening Reflections 10% Pre-Writing 15% Annotated Bibliography 20% Research Paper 10% Public Exhibition

Participation Participation is considered engaged listening and/or speaking, in small groups or large. This isn’t a competition to see who is the most outgoing or vocal. You will work with the professor on setting goals and assigning the final grade for participation. In-Class Activities are generally graded “complete” or “incomplete.”

Reading & Screening Reflections Reading and screening reflections of 200-300 words 9 times throughout the semester (you pick which 9 out of 12 times you want to submit responses). Readings and screenings from each week expire on Sundays at 5pm (i.e. you can’t write about a reading or screening for that week once they expire). Detailed instructions on Canvas.

Pre-Writing Detailed instructions on Canvas

Annotated Bibliography Detailed instructions on Canvas

Research Paper A 5-6 page expository, analytical, or comparative research paper, citing (6) six scholarly sources. Detailed instructions on Canvas.

Grades will be posted regularly to Canvas. The following grading scale is used:

93-100 A 73-77.9 C

90-92.9 A- 70-72.9 C-

88-89.9 B+ 68-69.9 D+

83-87.9 B 63-67.9 D

80-82.9 B- 60-62.9 D- 78-79.9 C+ 0-59.9 F

Attendance Class attendance is mandatory. You are also required to attend one university lecture outside of class (options posted to Canvas) and write a 300-word reflection about the experience; failure to attend one is considered an absence. You are allotted two (2) “no-questions-asked” absences. Beyond these two, each unexcused absence results in a 2% deduction of your final grade. Being tardy to class, even 1 minute, is considered ¼ absence (i.e. 4 times tardy = 1 absence). Arriving to class without the course packet is considered ¼ absence (i.e. 4 times without packet = 1 absence). Absences are excused only for unusual circumstances such as illness or accident involving the student (requiring hospitalization), or death, serious illness, or accident in the student’s immediate family. You should let the professor know as soon as you are able if such an event arises.

After two “no-questions-asked” absences (each additional unexcused absence = 2% deduction of final grade each absence) Arriving tardy to class = ¼ unexcused absence Arriving without course packet = ¼ unexcused absence

By UT Austin policy, if you will be absent for a religious holy day, you must notify the professor of your pending absence at least fourteen days prior to the date of observance. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given the opportunity to complete the missed work within a reasonable time after the absence.

If you miss a class, or are late to class: • First, please consult with a peer to get up to speed. • After you have consulted with a peer, and still have questions, please see the professor during office hours.

Learning Edges Please remain open to receiving and analyzing a wide variety of texts, many of which include portrayals of violence, questions of gender identity, sexuality in its many expressions, racism, and other complex, nuanced subjects. The topics and images may make you feel uncomfortable at times, but this is an opportunity for you to assess why they make you feel this way. They will likely cause you to question certain ideas and social mores. Keep the idea of learning edges in mind as you view and process each text:

“Learning edges. We call the edge of our comfort zone the learning edge. When we are on the learning edge, we are most open to expanding our knowledge and understanding—as well as expanding our comfort zone itself. Being on this edge means that we may feel annoyed, angry, surprised, confused, defensive, or in some other way uncomfortable. These reactions are a natural part of the process of expanding our comfort zones, and when we recognize them as such, we can use them as part of the learning process—signaling to us that we are at the learning edge, ready to expand our knowledge and understanding. The challenge is to recognize when we are on a learning edge and then to stay there with the discomfort we are experiencing to see what we can learn.” –The Program on Intergroup Relations, University of Michigan, 2008.

Community Responsibilities This class is designed with the understanding that you are developing your abilities as a critical thinker. As we work through the ideas and texts of the course, a variety of activities will focus on expressing our ideas in the most coherent and precise manner, and becoming better listeners. It is understood that your presence here implies that you are willing to form part of a community of intellectuals: readers, writers, and speakers that are prepared to take time to think deeply and critically about the topics we address. Your regular attendance and active collaboration is key to the success of the class.

Preparation and Participation Expectations 1. Read Before Class and Prepare to Share: Readings are to be completed before we discuss them in class, and comprehension guides with discussions questions are to be uploaded to Canvas before each class meeting. Always bring a copy of the text to class.

2. Contribute: Active participation during class is a key part of this course, I will assume that you will do your very best to be in class every day, and that you will come prepared. We all have an off day now and then, and that is acceptable. It is not acceptable, however, on a regular basis. Being prepared and actively participating means the following:

• arrive on time and check in with the professor at the beginning of class. If you are not checked in before the professor begins the class you will be considered tardy. Each tardy arrival is considered ¼ unexcused absence. • read the text(s) we are to discuss and bring them to class. Each arrival without the course packet is considered ¼ unexcused absence. • regularly add meaningful and knowledgeable comments to class discussion, particularly in small groups; • follow the technology policy [No cell phones]. There is abundant research that states both hinder learning and concentration. If you need to text or make a call, step outside to do so. Laptops may occasionally be used, with permission, for individual screenings. They are otherwise prohibited.

Due Dates & Late Work No late work will be accepted, although exceptions may be made in the case of an emergency. A student with an emergency should notify the professor as soon as possible so that necessary arrangements can be made, and documented evidence of the excuse must be presented in a timely manner. For our purposes, the term “emergency” is defined as: serious illness or accident involving the student (requiring hospitalization); or death, serious illness, or accident in the student’s immediate family.

TurnItIn All assignments in this course may be processed by TurnItIn, a tool that compares submitted material to an archived database of published work to check for potential plagiarism. Other methods may also be used to determine if a paper is the student's original work. Regardless of the results of any TurnItIn submission, the faculty member will make the final determination as to whether or not a paper has been plagiarized.

WEEKLY COURSE PLAN The schedule can (and will) be changed with fair notice in order to best meet the needs of the class.

Tuesday Thursday

1/22 1/24 • Who are you? Where are you? • Definitions: Indigenous. • How to Read Workshop Part I: 5Ws Global. Media. Survivance. o (Handout in class): Barry Barclay, • How to Read Workshop Part II: “Celebrating Fourth Cinema.” Big Ideas Illusions 35 (Winter 2003): 7-11. o J. Bowen, “Should We -- Have a Universal Home Concept of “Indigenous Read in Course Pack: Anton Treuer,. Peoples’” Rights?” “Introduction,” “Terminology,” “Perspectives,” in Anthropology Today 16.4 Everything You Wanted to Know About Indians (2000):12-16 But Were Afraid To Ask (2012): 1-10; 146-157. • Participation and/or Exploitation; Audience; Ethics o Nanook of the North (1990)

-- Home Write: Reflection #1 on this week’s readings and/or screenings by Sunday 5pm

View: Navajo Talking Picture (1986) (43 minutes)

1/29 1/31 • Participation and/or Exploitation; • Discuss Participation and/or Audience: Ethics in Nanook and Navajo Exploitation; Audience; Ethics Talking Picture in Ten Canoes (2006) • How to Read Workshop Part III: The • Practice Description and Anatomy of an Academic Article Analysis of Ten Canoes o Faye Ginsburg, “Indigenous Media • Introduction to Native Humor from U-Matic to YouTube: Media o Auntie Beachress Sovereignty in the Digital Age.” o 1492s Sociologia & Antropologia 6, no. 3 o Memes (December 2016): 581–99. --- Home --- Write: Reflection #2 on this week’s Home readings and/or screenings by Sunday View: Ten Canoes (2006) (1 hour 9 minutes) 5pm

Read in Course Pack: Vine Deloria, “Indian Humor.” Custer Died for your Sins: An Indian Manifesto (1969)

2/5 2/7 • Discuss “Indian Humor” Early-Semester Self-Evaluation due at • Representation in Mainstream Video 2:00pm Games • “Modding” and New Designs o Elizabeth LaPensée: “Indigenous for Self-Representation Representations in Assassin’s o Skins 5.0: He Au Hou Creed III, 2012” (3:50 minutes) (kanaka maoli) “Native Representations in Video o Never Alone (2014) and Games, 2011” (8 minutes) the Digital Divide • Photography: Edward Curtis --- and Project 562 Home -- View: Elizabeth LaPensée: “Indigenous Futurisms Home as Game Design, 2018” (30 minutes); “Natives in Write: Reflection #3 on this week’s Game Dev, 2015” (3:50 minutes) readings and/or screenings by Sunday Complete: Early Semester Self-Evaluation (due 5pm Thursday) Read in Course Pack: Marisa Duarte, “Preface,” “Acknowledgement,” “Introduction” in Network Sovereignty: Building the Across Indian Country (2017): 1-25.

2/12 2/14 Workshop (PCL) • Discuss Digital Divide and Network • Information Literacy; Scholarly Sovereignty Sources Workshop; Exploring o (Mardonio Carballo; and Developing Research Topics Standing Rock Sioux) --- o Adrienne Keene, Native Home Appropriations Write: Reflection #4 on this week’s o Digital Archiving (Ticha) readings and/or screenings by Sunday o YouTube (Pow-Wow Sweat) 5pm • Early Semester Check-In (handout) --- Read Online: “Indigenous Comics Push Home Back Against Hackneyed Stereotypes,” Read in Course Pack: Michael Dec. 4, 2018. Sheyahshe,“Preface,” “Introduction,” “Conclusion” Finish Reading: Moonshot (2017) in Native Americans in Comic Books (2013): 1-7, Prepare: Roundtable Discussion 9-12, 188-193. Contribution (see handout) Start Reading: Moonshot (2017)

2/19 2/21 Workshop (K. McDonough)

• Discuss Appropriation, Adaptation, • Discuss Violence Against Innovation Indigenous Women o Women in Indigenous Comic Books • Non-scholarly (but useful) sites: o Class Comicon (Roundtable MissingJustice Discussion of Comics) • Using Google Scholar to follow --- scholarly conversations; Home Navigating the general catalog; Read in Course Pack: “Virtual Forum on Violence • Crowdsourcing scholarly sources Against Indigenous Women in the Americas” • Generating Research Topics (2017) • Where and how to ask for help View: 1491s, To the Indigenous Woman; --- Home Write: Reflection #5 on this week’s readings and/or screenings by Sunday 5pm

Choose and Listen: 2 podcasts hosted by Indigenous women on any of the following sites: 1. #TryNDNPod: 12 Great Native Podcasts 2. Indigenous Podcasts 3. 7 Great Podcasts Hosted by Indigenous Women Prepare: 1-minute Lightning Round descriptions of both podcasts (see handout)

2/26 2/28 Self-Evaluation due at 2:00pm • Listening to Women (Roundtable on Workshop (Undergraduate Writing Podcasts) Center) --- • Discuss Two Spirits Information Home on LGBTQIA workshops on View: Two Spirits (2007) (23 minutes); Two campus Spirited (2007) (6:49 minutes) --- Complete: Self-Evaluation (due Thursday) Home Write: Reflection #6 on this week’s readings and/or screenings by Sunday 5pm

Read in Course Pack: Cárcamo- Huechante, Luis E. “Wixage Anai!: Mapuche Voices on the Air.” CR: The New Centennial Review 10, no. 1 (2010): 155–68. View: CBQM (2009) (1 hour 6 minutes)

3/5 3/7 Workshop (PCL) • Sustainability & Community Building Pre-Writing due at 2:00pm o Indigenous Radio Advanced Database Searching o NativeAmericaCalling Workshop • Tradition and Innovation --- o Indigenous Fashion Week 2018 Home • Introduction to Annotated Bibliography Write: Reflection #7 on this week’s Assignment & Noodle Tools readings and/or screenings by Sunday --- 5pm Home Write: Pre-Writing Read in Course Pack: Joanna Hearne,“Introduction: ‘A Way to Sit at the Same Table’ / Indigenizing Popular Culture.” In Smoke Signals: Native Cinema Rising, xv–xxxi. U of Nebraska Press, 2012.

3/12 3/14

• First Native Feature Film • First Native Feature Film o Smoke Signals (1998) dir. Chris o Smoke Signals (1998) dir. Eyre (DVD in class; also available Chris Eyre (DVD in class; on Amazon Prime Video) also available on Amazon Prime Video) --- Home OBLIGATORY Write: Reflection #8 on Smoke Signals by Sunday 5pm

Relax: Have a nice break!

3/19 Spring Break 3/21 Spring Break

3/26 Workshop (K. McDonough) 3/28 Kyle Mays Visit • Anatomy of a Research Paper Workshop: • Indigenous Hip-Hop Introductions; Thematic Sentences; Conclusions --- • Let’s plagiarize! Home --- Read online:Guadalajara: "Mala junta" Home Explores Life on the Fringes of Society Read in Course Pack: Michelle H. Raheja, “‘Feelin’ Read via UT Libraries: Bernauer, Reserved’: Global Indigenous Hip-Hop and the Warren, Henry Heller, and Peter Settler Colonial State.” In In the Balance: Kulchyski. "From Wallmapu to Indigeneity, Performance, Globalization, edited by Nunatsiavut: The Criminalization of D. J. Phillipson, Helen Gilbert, and Michelle H. Indigenous Resistance." Monthly Raheja, 201–20. Liverpool University Press, 2017 Review 69, no. 8 (2018): 33-40. Explore online: Indigenous Hip Hop Projects Listen: Indigenous Hip-Hop: Wayna Rap (aymara) y Wechekeche ñi trawun (mapudungun) Write: Annotated Bibliography due Write: Annotated Bibliography (due Sunday by Sunday by 5pm 5pm)

4/2 4/4 Mid-Semester Self-Evaluation due at • Friendship, Racism, Extractivism 2:00pm o Mala Junta (2016) dir. Claudia Huaiquimilla (DVD in class) • Friendship, Racism, --- Extractivism Home o Mala Junta (2016) dir. Complete: Mid-Semester Self-Evaluation (due Claudia Huaiquimilla Thursday) (DVD in class) --- Home Write: Reflection #9 on this week’s readings and/or screenings by Sunday 5pm Read in Course Pack: D. E Szapiro, “Strong Language, Strong Culture, Strong People: Indigenous Animation at the 17th National Remote Indigenous Media Festival” (2015); Read Online: Erik Potter: “Storyteller, Nation Builder, Joseph Erb” (2016); View: Joseph Erb Water is Life (2017); Messenger (2004)

4/9 4/11 Workshop (Kelly) • Animation for all Ages First Draft Essay Due at 2:00pm o Kinnie Star, Haida Raid Save Our Water (2014) • Peer-Editing Workshop (bring a o Kimeltuwe printed copy to class) o Pueblo Diaguita Calchaquí --- o Injunuity, “Two-Spirit” Home o Alethea Arnaqua-Baril, Sloth (2010) Write: Reflection #10 on this week’s o Lisa Jackson, Savage (2009) readings and/or screenings by Sunday --- 5pm Home Write: First Draft Essay (due Thursday) View: Osiyo TV Remember the Removal Ride (2015) (28:32 minutes) Complete: Self-Evaluation of Participation

4/16 4/18

• Connecting Diasporic Communities with • Public Speaking Workshop (?) Indigenous Television --- o Virtual Visit by Kirby Brown Home (Cherokee) Write: Reflection #11 on this week’s --- readings and/or screenings by Sunday Home 5pm Read: Ensure that you understand the requirements for the public exhibition and the final Read in Course Pack: Medak-Saltzman, essay assignment Danika. “Coming to You from the Indigenous Future: Native Women, Speculative Film Shorts, and the Art of the Possible.” Studies in American Indian Literatures 29, no. 1 (2017): 139– 71.

4/23 4/25 Workshop (PCL) • Audience and Perspective with Shorts o Lafken ñi az (2015) • Copyright Workshop and Citation o Nindibaajimomin: Digital Storytelling Management on the Intergenerational Experience --- of Residential Schools (2014) Home o Wakening (2014) Write: Reflection #12 on this week’s --- readings and/or screenings by Sunday Home 5pm Write: Revise your final essay Write: Revise your final essay

4/30 5/2 • In-Class Public Exhibition Prep Final Draft Essay Due at 2:00pm • Lightning Talks Prep --- • In-Class Public Exhibition Prep Home --- Prepare: work on your Public Exhibition Home Write: Final Draft Essay Prepare: practice your Lightning Talk

5/7 5/9 • Public Exhibition Final Self-Evaluation due at 2:00pm --- Home • Group Conclusions / Complete: Final Self-Evaluation (due Thursday) Reflection