Critical Indigenous Theory Dr. Lani Teves [email protected] MW 12-1:20 p.m. 541-346-8830 Alder 102 Office: Alder 203 Office Hours – Wed, 9-11 a.m.

Description What is Indigenous Theory? What does “Indigenous Theory” have to offer Native/Indigenous Studies? This course will explore the intellectual, historical, and political foundations of Indige- nous theory. We will feature the work of scholars who utilize Indigenous, feminist, and decolo- nial analyses, and who foreground indigeneity, race, gender, and political economy in their re- search methods. Often considered detached from “reality” or the lived experience of Native peo- ples, this course will examine the different ways that theory is generated within Indigenous com- munities and how scholars use it to advocate for Indigenous self-determination or sovereignty. This course cannot cover everything, but we will proceed thematically and focus on the follow- ing themes: the politics of knowledge production, debates over nationalism and tradition, the power of resistance and resurgence, and the promise of transnational approaches and global soli- darities.

Learning Objectives  Account for the rise and intellectual contributions of Native Studies as a field of study.  Challenge taken for granted ideas within Indigenous societies (i.e. tradition and national- ism).  Analyze the different methodological approaches to theorizing Indigeneity  Examine the growing relevance of studying Indigeneity globally and the possibilities and dangers of such studies.

Texts* Shona Jackson, Creole Indigeneity (University of Minnesota Press: Minneapolis, 2012) Scott Lyons, X-Marks (University of Minnesota Press, Minneapolis, 2011). Audra Simpson, Mohawk Interuptus: Political Life across the Borders of Settler States. (Duke University Press: Durham, 2014). Audra Simpson & Andrea Smith (eds), Theorizing Native Studies (Duke: Durham, 2013). Linda Tuhiwai Smith, Decolonizing Methodologies (Zed Books: NY, 2001). *All books are available at the Duck Bookstore and on Canvas

Course Expectations Students are expected to come to class on time and to participate in discussion. I believe that students should be actively involved in the learning process, so class will be a mix of lecture and lots of discussion. Students should come to class prepared to discuss the readings on the day they are listed. Reading Tips The readings may be difficult and require additional research. Look up words or theories you are not familiar with. Consider the political and cultural context in which the author is writing. Be able to explain in your own words the purpose of the reading. Keep a list of questions, organizing them by 1) confusion, 2) intellectual challenge. Keep track of all of the above and bring it to you each class meeting.

Assignments Essays – 50% Weekly Discussion Posts – 20% Participation – 15% Discussion Leader – 5% Attendance – 10%

Essays  Essay 1 (10%) – Reflective essay on the politics of knowledge production – OR reflect on Million’s “Theory from Life” essay and write your own.  Essay 2 (15%) – Theoretical response to campus event focusing on Indigenous issues  Essay 3 (25%) – Final essay. Application of a theory from one of the texts to a current event or political issue. OR Comparative analysis of two books from class OR compara- tive analysis of at least three essays from Theorizing Native Studies.

Weekly Discussion Post You must write a short response in the “Discussion” section of Canvas. This response is due on Tuesdays by 12 p.m. and MUST cover the reading for Monday and Wednesday. These are informal responses that should be a minimum of 250 words. They should demonstrate engagement with the reading, attempt to relate the reading with previous weeks or things you would like to bring in from outside of class (e.g. blogs, news, songs, etc). You can use this response to work out an idea, solicit responses, pose questions and so on. You must complete 5 out of 6 discussion posts. Pay attention to the due dates. Each entry is worth 2 points and is due every week unless otherwise noted. If your response appears rushed or unthoughtful, I will reduce the amount of points. At the end of each post you must pose an intellectual question that brings together what we have learned thus far. Be prepared to discuss the question in class at random.

Participation Class participation is essential to get the full learning experience. This class is built around student participation and therefore, you must be present. Participation is measured by your ability to contribute productively in class. This means being a thoughtful participant in classroom discussion and listening to the perspectives of others. This also means stepping back and being aware of classroom dynamics and when to listen rather than speak. Also, don’t be late, its rude. Chronic tardiness will impact your grade.

Discussion Leader – 5% Everyone will have to lead discussion at least once in the quarter. You will be put in small groups and you will be responsible for leading discussion on the readings of that day. Discussion leaders will discuss the main points and themes raised by the readings and, if applicable, compare and contrast them to previous readings, films, discussions, etc. You may structure the discussion as you wish, but plan to give a ten minute oral presentation that summarizes the readings and main points, and then to spend the remainder of the period leading discussion on pre-circulated questions and any other learning activities you may have planned. Keep in mind that the presentation should not take more than 30 minutes of class time. It is up to you to plan your presentation accordingly and to keep your group on time. Powerpoint is OK, but not required. I will grade you on the following components:

 Organization and presentation of discussion (2)  Clarity and quality of oral expression (2)  Ability to engage class in discussion (1)

Schedule will be determined after the second meeting.

Attendance Students are expected to come to class on time and ready to participate. Attendance will be taken each class meeting. Students are allowed two absences, no questions asked, no justification need- ed. Students who exceed three absences—excused or not--will be deducted half a percentage point. Anything beyond this will result in a -1 percent deduction. If you are experiencing an emergency and know that you will miss more than two classes, let me know as soon as possible.

Assignments for 510 Participation/Attendance – 25% Discussion Leader – 5% Mid-semester outline/draft of final paper – 10% Final paper 10-15 pgs – 50% Presentation (15 min conference paper style) – 10%

Graduate students taking the course for graduate credit will have to read all the books in their entirety.

Discussion Leader (5%) See description for 410 above.

Final paper (50%) Graduate students will complete a piece of writing that contributes to their academic work. This can be a dissertation chapter, a prospectus, a conference paper, and a literature review or an article. Graduate students should plan time to meet with me to discuss.

Final Presentation (10%) 510 students will have to present their final paper in a conference like presentation for their 510 classmates during the final exam period. Grading Scale A+ 100 B+ 89-87 C+ 79-77 D+ 69-67 A 99-94 B 86-83 C 76-73 D 66-63 A- 93-90 B- 82-80 C- 72-70 D- 62-60

Note: To get an A+ in this class, in addition to completing all the course requirements, you must work to make the class better for your classmates.

Policies

Readings There is an ancient drag queen proverb: “Reading is Fundamental!” It is. Read closely and with precision. Think of questions and comments, and bring them up in class. Without doing the reading, the in-class participation will not make sense. Reading will allow us to have more effective and informed discussions, so please keep up.

Academic Integrity and Plagiarism Students should properly acknowledge and document all sources of information (e.g. quotations, paraphrases, ideas). If there is any question about whether an act constitutes academic misconduct, it is the student’s obligation to clarify the question with the instructor. Please contact me with any questions you have about academic conduct. Additional information about maintaining your academic integrity is available at integrity.uoregon.edu; information about a common form of academic misconduct, plagiarism, is available at http://library.uoregon/guides/plagiarism/students/index.html.

Deadlines, Extensions, Incompletes Assignments and other work are due before or on the dates specified in the syllabus. Extensions or incompletes are only granted in the case of extreme medical and personal emergency, which must be documented. You must notify me as soon as possible if you are experiencing an emergency that will prevent you from completing an assignment on time. Variations of the assignment requirements may be necessary for work that is late.

Grade Disputes Policy Students that wish to dispute grades must do so in writing with thorough justification. Written grade disputes must be followed up with me during office hours. Disputes must be submitted to me at least twenty-fours in advance of an appointment. Please note that a dispute does not guarantee a better grade.

Email Email is the best way to contact me, but please note that I will likely only respond to email between 9 a.m. – 6 p.m. M-F.

Accommodations If you have specific physical, psychiatric or learning capabilities that require accommodations, please let me know early in the quarter so that your learning needs may be appropriately met. For more information or assistance, you are encouraged to contact the Accessible Education Center, http://aec.uoregon.edu.

Harassment, Discrimination, and Sexual Misconduct The University of Oregon is committed to ensuring that all students have access to a quality learning experience and the opportunity to pursue their academic goals in a safe, supportive, and inclusive learning environment. Any form of sexual harassment, sexual assault, relationship violence, and gender-based stalking and bullying is contrary to the community values of the institution. As your instructor, I have a mandatory reporting responsibility and am required by law to share with the University any information regarding sexual misconduct or information about a crime that may have occurred on campus. For more information about policies and resources or confidential reporting options, see the Office of Affirmative Action and Equal Opportunity: http://aaeo.uoregon.edu/sexual-harassment-assault or the Office of the Dean of Students’ page on Student Conduct and Community Standards: https://uodos.uoregon.edu/StudentConductandCommunityStandards.aspx.

Student Athletes If you are a student athlete whose schedule will cause you to miss class, inform me of your schedule as soon as you can. Please visit me during office hours so that arrangements can be made around your game schedule. Schedule Week 1 – Why Indigenous Theory? March 28  The rise of “Indigeneity” as an identity and category of analysis  (IN CLASS) Leanne Simpson, “Gwekaanimad” in Islands of Decolonial Love (Arp Press, 2014), 135-139. March 30  Simpson & Smith, Theorizing Native Studies, “Intro” (1-30)  Chadwick Allen. 2015. “2014 NAISA Presidential Address: Centering the “I” in NAISA”. Native American and Indigenous Studies 2 (1). University of Minnesota Press: 1–14.  Elizabeth Cook-Lynn. “Who Stole Native American Studies?” Wicazo Sa Review 12.1 (Spring 1997): 9-28. The Politics of Knowledge Production Week 2 - Who gets to theorize indigeneity? April 4 – Research and Imperialism  Vine Deloria, “Anthropologists and Other Friends” in Custer Died for your Sins (Univer- sity of Oklahoma Press, 1969), 78-100.  Linda Tuhiwai Smith, “Intro” (1-18), “Imperialism, History, Writing and Theory” (19- 41) in Decolonizing Methodologies.  Linda Tuhiwai Smith, “Research Through Imperial Eyes” (42-57) & “Colonizing Knowledges (58-77) in Decolonizing Methodologies.  Group: Discussion comments due on Canvas 4/5, 12 p.m. April 6  Dian Million, “There is a River in Me: Theory From Life” in Theorizing Native Studies (31-42).  Teresia Teaiwa, “The Ancestors We get to Choose: White Influences I Won’t Deny” in Theorizing Native Studies (43-55). Week 3 – Intellectual Foundations April 11  Gerald Vizenor with Eve Tuck and K. Wayne Yang, “Resistance in the Blood” in Youth Resistance Research and Theories of Change (Routledge, 2014), 107-117.  Robert Warrior, “Intellectual sovereignty and the Struggle for an American Indian Fu- ture” Wicazo Sa Review, Vol. 8, No. 1 (Spring, 1992), pp. 1-20.  Group:

April 13 - Decolonization is Not a Metaphor  Andrea Smith, “Native Studies at the Horizon of Death” in Theorizing Native Studies (207-234)  Eve Tuck, Wayne Yang, “Decolonization is not a metaphor,” Decolonization Vol. 1, #1 (2012). http://decolonization.org/index.php/des/article/view/18630 Essay 1 due April 15, 5 p.m. Rethinking Nationalism and Tradition Week 4 – Culture Cops April 18  Scott Richard Lyons, X-Marks, “Intro” (1-34) and “Identity Crisis” (35-72) Discussion comments due on Canvas 4/19, 12 p.m. April 20  Lyons, “Culture and Its Cops” (73-110) and “Nations and Nationalism since 1492” (111- 164)  Group: Week 5 – Nested Sovereignties April 25  Audra Simpson, “Intro/Indigenous Interruptions” & Ch 2 in Mohawk Interruptus Discussion comments due on Canvas 4/25, 12 p.m. April 27  Simpson, Chapter 4-6 in Mohawk Interruptus  In class - film screening of Kanehsatake: 270 Years of resistance ( http://docuseek2.com/v/a/gEs/1/0/0 ) - Professor at conference – visitor will screen

Resistance and Resurgence Week 6 – Rethinking Reconciliation and Recognition May 2  Glen Coulthard, “From Wards of the State to Subjects of Recognition? Marx, Indigenous Peoples, and the Politics of Dispossession in Denendeh” in Theorizing Native Studies (56-98)  Rachel Flowers, “Refusal to Forgive: Indigenous women’s love and rage” Decoloniza- tion: Indigeniety, Education & Society Vol. 4, No. 2, 2015 pp. 32-49.  Group: Discussion comments due on Canvas 5/3, 12 p.m. May 4  Film: Beyond Recognition (Watch online before class)  Taiaiake Alfred & Jeff Corntassel, “Being Indigenous: Resurgences against Contempo- rary Colonialism” in Government and Opposition (Blackwell Publishing, 2005).  Noelani Goodyear-Kaʻōpua, “Kuleana Lāhui: Collective Responsibility for Hawaiian Nationhood in Activistsʻ Praxis.” In Glen Coulthard, Jacqueline Lasky, Adam Lewis, and Vanessa Watts (Eds.). Affinities: A Journal of Radical Theory, Culture, and Action 5(1). Special issue on Anarch@Indigenism, 130-163. Week 7 – When Did Indians Become Straight? May 9  Mark Rifkin, “Making Peoples into Populations” in Theorizing Native Studies (149-187)  Daniel Heath Justice, Mark Rifkin, Bethany Schneider, “Introduction” GLQ: A Journal of Lesbian and Gay Studies, Vol. 16, No 12, 2010, pp. 5-39.  Group: May 11  Lindsey Schneider, “(Re)producing the Nation: Treaty Rights, Gay Marriage, and the Settler State in Critical Ethnic Studies: A Reader (Duke University Press, 2016).  Qwo-Li Driskoll, “Map of the Americas” in Walking With Ghosts (Salt Press), 9-11.  Billy Ray Belcourt, “Can the “Queer” of Native Studies Speak” - https://decolonization.- wordpress.com/2016/02/01/can-the-other-of-native-studies-speak/ Essay 2 due May 13, 5 p.m. Transnational Approaches and Global Solidarities Week 8 - Global Indigeneities May 16  Robert Warrior, “Native American Studies and the Transnational Turn” Cultural Studies Review, Vol 15 #2 Sept 2009: 119-130.  Steven Salaita, “Introduction: Homeland and Holy Lands” and “The Holy Land in Tran- sit” in The Holy Land in Transit: Colonialism and the Quest for Canaan (Syracuse, NY: Syracuse University Press, 2006), 1-48.  Waziyatawin, “Malice Enough in their Hearts and Courage Enough in Ours: Reflections on US Indigenous and Palestinian Experiences under Occupation,” Settler Colonial Stud- ies, Vol. 2, No. 1 (2012): 172-189.  Group: Discussion comment due on Canvas 5/17, 12 p.m. May 18  (No class – professor at conference – take this time to catch up on all the reading!) • Epeli Hauʻofa, “A New Oceania: Rediscovering Our Sea of Islands.” (Suva, Fiji: Beake House, 1993), 27-38.  Vicente Diaz & Kēhaulani Kauanui, “Native Pacific Cultural Studies on the Edge” The Contemporary Pacific Vol. 13 No. 2 (2001): 315-341. Week 9 – Pacific Currents May 23  Ty Tengan & Paul Lyons, “Introduction: Pacific Currents” American Quarterly Ameri- can Quarterly, Vol. 67, No. 3, September 2015, pp. 545-574.  Hokulani Aikau, “Following the Alaloa Kīpapa of Our Ancestors: A Trans-Indigenous Futurity without the State (United States or Otherwise)” American Quarterly, Vol. 67, No. 3, September 2015, pp. 653-661.  David A. Chang, “We Will Be Comparable to the Indian Peoples”: Recognizing Likeness between Native Hawaiians and American Indians, 1834-1923,” American Quarterly, Vol. 67, No. 3, September 2015, pp. 859-886 Discussion comment due on Canvas 5/23, 12 p.m. May 25 • Shona Jackson – Creole Indigeneity CHAPTERS TBD • Group: Week 10 – Creole Indigeneity • May 30- MEMORIAL DAY HOLIDAY NO CLASS June 1 • Shona Jackson – Creole Indigeneity CHAPTERS TBD

Final essay due June 6, 5 p.m. 510 students to meet during final exam period, June 8, 10:15 a.m. – 12:15 p.m. Papers due at this time.