GEOG 6220-102: Seminar in Human Geography – Indigenous Development in Latin America

Course Description: This course introduces you to the geographies of development that characterize the state policies and international programming now targeting Indigenous peoples in Latin America. But before we delve into and truly understand those details, we will explore the historical patterns and contemporary processes that have contributed to the socio-economic and political marginalization that distinguishes Indigenous populations in this part of the world. We will also examine the aims and strategies of today’s Indigenous movements that struggle to assert control of the environmental and cultural resources found in their historical and current territories.

Class Dates, and Format Information: Dates: April 16 – 18 & 23 – 25, 2021 Format: Zoom, using the same hours as listed below. Last day to enroll or drop without penalty: March 18, 2021

Site Director and Information for VA Benefits: Location: College of Allied Health, OU Health Sciences Center, 1200 N. Stonewall, City, OK 73117-1215 Hours: Friday 5:30-9:30 p.m.; Saturday 8:30 a.m.-4:30 p.m.; Sunday 1:00-5:00 p.m. Email: [email protected]. Phone: 405-271-4522.

Professor Contact Information: Course Professor: Laurel C. Smith, Ph.D. Mailing Address: Department of Geography and Environmental Sustainability 100 East Boyd St., SEC 510 University of Oklahoma Norman, OK 73019 Telephone Number: (405) 325-5325 E-mail Address: [email protected] Professor availability: The professor will be available via e-mail to students before and after the class sessions, and by appointment. Instructional Materials: Materials posted on the OU Canvas learning management system: Access Canvas at https://canvas.ou.edu, enter your OU NetID and password, and select course to access material. If you require assistance with Canvas, please click on the Help icon. You can search the Canvas guides, chat with Canvas support, or contact OU IT.

Updated 13 October 2020 Course Objectives: 1. Facilitate your knowledge of the geographies of development targeting Indigenous peoples of Latin America. 2. Demonstrate the importance of understanding the historical and contemporary marginalization of Indigenous populations in Latin America. 3. Emphasize the cultural politics of socio-economic development policies. 4. Introduce you to the key actors driving Indigenous movements’ demands for culturally- and geographically-specific development strategies.

Course Outline:

Before First Day of Class • Watch 1-hour video in which instructor introduces class • Read & view as much of the assigned materials as possible • Participate in canvas discussion board wherein everyone introduces themselves

Day One: Discussing pre-Columbian demography & development, why in 1992? (4/16) 5:30-7:30pm OK time on Zoom (2 hours) – lecture and discuss the following reading 7:30-9:30pm OK time on Canvas – discussion assignment related to reading

Everyone Reads • Butzer, Karl W. 1992. The Americas before and after 1492: An Introduction to Current Geographical Research. Annals of the Association of American Geographers, 82 (3): 345 – 368.

Choose two more article from this special issue to read: • Denevan, William M. 1992. The Pristine Myth: The Landscape of the Americas in 1492. Annals of the Association of American Geographers, 82 (3): 369 – 385. • Doolittle, William E. 1992. Agriculture in North America on the Eve of Contact: A Reassessment. Annals of the Association of American Geographers, 82 (3): 386 – 401. • Whitmore, Thomas M. and B. L. Turner. 1992. Landscapes of Cultivation in Mesoamerica on the Eve of the Conquest. Annals of the Association of American Geographers, 82 (3): 402 – 425. • Lovell, George W. 1992. “Heavy Shadows and Black Night”: Disease and Depopulation in Colonial Spanish America. Annals of the Association of American Geographers, 82 (3): 426 – 443. • Prem, Hanns J. 1992. Spanish Colonization and Indian Property in Central , 1521-1620. Annals of the Association of American Geographers, 82 (3): 444 – 459. • Cade, Daniel, W. 1992. Landscape, System, and Identity in the Post-Conquest Andes. Annals of the Association of American Geographers, 82 (3): 460 – 477. • Harley, Brian J. 1992. Rereading the Maps of the Columbian Encounter. Annals of the Association of American Geographers, 82 (3): 522 – 542. • Butzer, Karl W. 1992. From Columbus to Acosta: Science, Geography, and the New World. Annals of the Association of American Geographers, 82 (3): 543 – 565.

Day Two: From Colonial to State Visions of Order (4/17) 9-11am OK time on Zoom (2 hours) – lecture and discuss the following reading 11am-2pm OK time - re-watch The Mission (1986) 2-4pm OK time on Zoom (2 hours) – share & discuss short clip from The Mission • Orlove, B. S. 1993. Putting race in its place: Order in colonial and postcolonial Peruvian geography. Social Research 60 (2): 302-36. • Velasco Murilo, Dana. 2013. Laboring Above Ground: Indigenous Women in New Spain’s Silver Mining District, Zacatecas, Mexico, 1620-1770. Hispanic American Historical Review. 93 (1): 3- 32.

2 • Mallon, Florencia E. 1992. Indian Communities, Political Cultures and the State in Latin America, 1780-1990. Journal of Latin American Studies, 24: Quincentenary Supplement: The Colonial and Post-Colonial Experience. Five Centuries of Spanish and Portuguese America, pp. 35-53. • Assadourian, Carlos Sempat. 1992. The Colonial Economy: The Transfer of the European System of Production to New Spain and Peru. Journal of Latin American Studies, 24: Quincentenary Supplement: The Colonial and Post Colonial Experience. Five Centuries of Spanish and Portuguese America, pp. 55-68.

Day Three: Indigenous Peoples and Revolutionary States (4/18) 1-2pm OK time on Zoom (2 hours) – lecture and discuss the following reading 2-5pm OK time on Canvas – discussion assignment related to reading and a selection of videos by Ojo de Agua • Dodds, K. 1993. Geography, Identity and the Creation of the Argentine State. Bulletin of Latin American Research Review 12 (3): 311-331. • Lund, Joshua. 2008. The Mestizo State: Colonization and Indianization in Liberal Mexico. PMLA (Publications of the Modern Language Association of America) 123 (5): 1418-1433. • González, Robert. J. 2004. From Indigenismo to Zapatismo: Theory and Practice in Mexican Anthropology. Human Organization 63 (2): 141-50. • Stavenhagen, Rodolfo. 2002. Indigenous Peoples and the State in Latin America: An Ongoing Debate. In Multiculturalism in Latin America: Indigenous Rights, Diversity and Democracy, edited by Rachel Sieder, : Palgrave Macmillian, pp. 24-44.

Day Four: Indigenous Movements—a look at Bolivia (4/23) 5:30-6:30pm OK time on Zoom (1 hour) – lecture and discuss the following reading 6:30-9:30pm re-watch También la Lluvia/Even the Rain (2010) and engage with Canvas discussion of film and readings • Van Cott, Donna Lee. 2003. From Exclusion to Inclusion: Bolivia’s 2002 Elections. Journal of Latin American Studies, 35 (4): 751-775. • Laurie, Nina, Robert Andolina and Sarah Radcliffe. 2002. The Excluded ‘Indigenous’? The Implications of Multi-Ethnic Policies for Water Reform in Bolivia. In Multiculturalism in Latin America: Indigenous Rights, Diversity and Democracy, edited by Rachel Sieder, New York: Palgrave Macmillian, pp. 252-275. • Perreault, Tom. 2008. Custom and Contradiction: Rural Water Governance and the Politics of Usos y Costumbres in Bolivia’s Irrigators’ Movement. Annals of the Association of American Geographers 98 (4): 834-854. • Wutich, Amber. 2013. Gender, Water Scarcity, and the Management of Sustainability Tradeoffs in Cochabamba, Boliva. In Gender and Sustainability: Lessons from Asia and Latin America, edited by María Luz Cruz-Torres and Pamela McElwee. Tucson: University of Press, pp. 97-120.

Day Five: Indigenous peoples, conservation & extractivism (4/24) 9-11am OK time on Zoom (2 hours) – lecture and discuss the following reading 11am-2pm OK time: re-watch Hija de la Laguna/Daughter of the Lake (2015) 2-4pm OK time on Zoom (2 hours) – share & discuss short clip from Hija de la Laguna/Daughter of the Lake • Ramos, AR 1994. The Hyperreal Indian. Critique of Anthropology, 14 (2): 153-71. • Conklin, B. A. and Laura Graham. 1995. The Shifting Middle Ground: Amazonian Indians and Eco-Politics. American Anthropologist, 97 (4): 695-710. • Lucero, José Antonio. 2013. Encountering Indigeneity: The International Funding of Indigeneity in Peru. In Who Is an Indian? Race, Place, and the Politics of Indigeneity in the Americas, edited by Maximilian C. Forte. Toronto: University of Toronto Press, pp. 194-217. 3 • Castillo Guzman, Gerardo. 2020. An excerpt from Local Experiences of Mining in Peru: Social and Spatial Transformations in the Andes. New York: Routledge. • Finley-Brook, Mary and Curtis Thomas. 2011. Renewable Energy and Human Rights Violations: Illustrative Cases from Indigenous Territories in Panama. Annals of the Association of American Geographers, 101 (4): 863-872.

Day Six: Gendering neoliberalism (4/25) 1-2:30pm OK time on Zoom (2 hours) – discuss the following reading 3-5pm OK time on Canvas – discussion assignment related to reading and a selection of videos by Ojo de Agua • Klak, Thomas. 2000. Neoliberal Exports and Regional Vulnerability: Overview and Critical Assessment. In Placing Latin America: Contemporary Themes in Human Geography. Boulder: Rowman & Littlefield Publishers, Inc., pp. 31-49. • Hernández Castillo, R. A. and Stephen, L. 1999. Indigenous Women’s Participation in Formulating the San Andrés Accords. Cultural Survival Quarterly, 23 (1): 50-1. • Walker, Magrath, Susan Roberts, John Paul Jones III, Oliver Fröhling. (2008) Neoliberal development through technical assistance: Constructing communities of entrepreneurial subjects in Oaxaca, Mexico. Geoforum 39: 527-542. • Radcliffe, Sarah A. 2002. Indigenous Women, Rights and the Nation-State in the Andes. In Gender and the Politics of Rights and Democracy in Latin America. Edited by Nikki Craske and Maxine Molyneux. New York: Palgrave. • Smith, Laurel. 2012. Visualizing Indigenous Women in Oaxaca: Mexico at the End of the Twentieth Century. Historical Geography 40: 61-83.

Assignments, Grading and Due Dates:

Participation: This class will operate as a pandemic-styled seminar and the quantity and quality of your participation will comprise a quarter of your grade for the course. So that our class meetings on Zoom and Canvas discussion are as engaging as possible, students are expected to have completed all reading materials and prepared a pair of observations regarding the readings and viewings (if possible, consider connections to other course materials), and at least two questions for each item read/viewed. This will help to assure enough material for a quality discussion in which everyone participates. Should contributing to class conversation make you uncomfortable, you will need to let me know from the get-go so that I may coordinate alternative arenas for discussion, such as short discussion papers. Kindly respect all participants’ perspectives and note that discriminatory behavior of any sort will not be tolerated.

Paper prepared prior to class: Drawing on course materials, compose a 5-page paper that identifies and discusses some of the historical factors that have contributed to the extreme socio-economic, cultural, and political marginalization that Indigenous populations in Latin America face today. This paper also constitutes a quarter of your grade. Before writing your paper, be sure to read carefully the Writing Guide that will be posted to the Canvas site for this class.

Building blocks of your research paper’s preparation: Upon completion of the class meetings, you will embark on the preparation of a research paper characterized by two assignments: 1) a paper proposal with annotated bibliography (due May 3), and 2) an outline (due May 10). These building blocks of your paper’s preparation comprise a quarter of your grade.

Paper prepared after class: Building on lessons learned in this class, prepare a 15-20-page (double-spaced) paper that offers a geographically-specific examination of the cultural and environmental contours of contemporary

4 Indigenous politics in Latin America. This paper is also worth a quarter of your course grade. Be sure to use that Writing Guide.

Grading: This is a letter-graded course: A, B, C, D, or F.

Assignment Due Date Portion of Grade Class participation All class sessions 1/4 Prior-to-class Paper Prior to class 1/4 Building Blocks May 3 and May 10 1/4 Research Paper May 24 1/4

Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

5 POLICIES AND NOTICES

Attendance/Grade Policy Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies. Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused. If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid. Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

Academic Integrity and Student Conduct Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort. Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/

Accommodation Statement The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html.

6 Title IX Resources For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at [email protected] or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html

Course Policies Advanced Programs policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are mailed to the professor for the course. Advanced Programs does not provide duplicating services or office supplies. Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright. For more information about Advanced Programs, visit our website at: http://www.goou.ou.edu/

7 INSTRUCTOR VITA Laurel C. Smith, Ph.D. http://laurel.oucreate.com/

Education • Ph.D. Geography, University of Kentucky • M.A. History of Science, University of Oklahoma • B.A. History, University of Wisconsin, Milwaukee

Current Positions • Advanced Programs Professor since 2009 • Associate Professor in Department of Geography and Environmental Sustainability, University of Oklahoma (2007-present) • Affiliate Faculty Women’s and Gender Studies, University of Oklahoma • Affiliate Faculty Film and Video Studies, University of Oklahoma

Frequently Taught Advanced Programs Courses • GEOG 6220: Seminar in Human Geography: Critical Geopolitics • GEOG 6220: Seminar in Resource and Environmental Geography: Indigenous Development in Latin America

Major Areas of Teaching and Research Interest • Teaching interests: political, cultural, and urban geography; studies of technoscience; critical theory (especially contemporary geographic thought); and qualitative research methodologies • Research interests: geopolitics of representation, indigenous geographies and the cultural geographies of technoscience, the identity politics of development, postcolonial and feminist theory o Regional focus in North America, especially Mexico and the United States Representative Publications and Presentations Publications: • 2016. Algunas geografías de videos indígenas hechos en Oaxaca, México. In Miradas propias: Pueblos indígenas, comunicación y medios en la sociedad global, Edited by Claudia Magallanes Blanco and José Manuel Ramos Rodríguez. , México: Universidad Iberoamericana Puebla and Quito, Ecuador: CIESPAL, pp. 111-131. • 2015. Indigenous media and postcolonial pedagogy. In Mediated Geographies and Geographies of Media, Edited by Susan Mains, Julie Cupples, and Chris Lukinbeal. New York: Springer, pp. 417-432. • 2012a. Visualizing Indigenous women in Oaxaca: Mexico at the end of the twentieth century. AND Visualización de mujeres indígenas en Oaxaca: México a finales del siglo veinte Historical Geography Special Issue “Digital Historical Geography: Representation, Archive and Access. 40: 61-83 and 85-109. • 2012b. Decolonizing hybridity: Indigenous video, knowledge, and diffraction. cultural geographies 19 (3): 329-348. • 2010. Locating post-colonial technoscience: through the lens of Indigenous video. History and Technology 16 (3): 249-77. • 2008. The Search for Well Being: Placing Development with Indigenous Identity. pp. 183-196, In Global Indigenous Media: Cultures, Practices, and Politics, eds., Pamela Wilson and Michelle Stewart. Durham: Duke University Press. • 2006. Mobilizing indigenous video: The Mexican Case. The Journal of Latin American Geography vol. 5(1): 113-128.

8 • 2002a. The “cultural turn” in the classroom: Two examples of pedagogy and the politics of representation. The Journal of Geography vol. 101: 240-249 (2002). • 2002b. Chips off the old ice block: Nanook of the North and the relocation of cultural identity. pp. 94-122, In Engaging Film: Geographies of Mobility and Identity, eds., Tim Cresswell and Deborah Dixon. Lanham, MD: Rowman and Littlefield (2002).

Presentations: • Introducing (some) geographies of Indigenous videos produced in Oaxaca, Mexico. For International Symposium on Media and Indigenous Peoples: Appropriations, Negotiations and Resistances, Universidad Iberoamericana Puebla, Puebla, Mexico (November 2013) • Mediating Indigenous Geographies. For the Oklahoma State University Geography Department’s Colloquium Series, Stillwater, Oklahoma (March 2013) • Produciendo saberes híbridos acerca de un video indígena. For the Encuentro Internacional “Saberes Híbridos” at the Centro Peninsular en Humanidades y Ciencias Sociales, UNAM and Escuela Superior de Artes de Yucatán, Mérida (September 2011) • Mediating Indigenous geopolitics: a feminist inquiry into activism, advocacy, and access in Oaxaca, Mexico. For the ‘Género, Etnicidad y Migración’ workshop organized for the Colegio Internacional de Graduados: Entre Espacios at the Instituto de Estudios Latinoamericanos Freie Universität Berlin (February 2011)

Representative Honors and Awards Received • University of Oklahoma Research Council Funding – Faculty Investment Program (FIP) Award for “Video Portraits of Tribal Environmental Professionals,” $14,888 (2018) • Humanities Forum Fellowship for “Visualizing Cleaner Water,” $5,000 (2016) • South Central Climate Science Center Research Grant (Lead-PI) for “Intertribal Workshops on Climate Variability and Change,” $55,407 (2012-2013) • University of Oklahoma Research Council Funding -- Faculty Investment Program (FIP) Award for “Publishing in Spanish,” $2,420 (2012) • Junior Faculty Research Award from University of Oklahoma Vice President for Research for “Visualizing Indigenous Women: Target Audience Reception of Indigenous Media in Oaxaca, Mexico,” $6,000 (2009) • Ed Cline Faculty Development Awards from OU Faculty Senate, $2,500 for enriching collection of Indigenous videos (2009), and $1,892 for computer to use for intertribal workshops (2013) • Presidential Travel Fellowship from OU, $1,200 to attend the Institute of British Geographers Annual Meeting in Manchester, England (2008) • Doctoral Dissertation Research Improvement Grant, National Science Foundation Science and Technology Program, Mediating Indigenous Identity: Video, Advocacy, and Knowledge in Oaxaca, Mexico, $12,000 (2002)

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