POLI TICAL SCIENCE 363 – INDIGENOUS POLITICS IN CANAD A

Fall 2018 Rachel Yacaaʔał George Monday, Thursday 10:00 – 11:20am Office: DTB – A334 Place: COR A221 Email: [email protected] Office Hours: Mondays 12:30 – 2:30, or by appointment

COURSE DESCRIPTION AND OBJECTIVES This course will introduce students to the depth and complexity of Indigenous politics in . Utilizing contemporary scholarship that addresses critical Indigenous political questions, the central theme of the course focuses on Indigenous peoples’ constructions and understandings of relationships in general (to Creation, oneself, and to others), and of relationships between Indigenous and non-Indigenous peoples in particular partnerships (eg. through treaties and alliances). It seeks to examine these relationships through an analysis of the critical concepts and issues in Indigenous politics and by tracing the various critiques and solutions proposed.

COURSE APPROACH The structure of this course is built around lectures, discussions and close readings of selected texts. You will have the opportunity to demonstrate your knowledge in 3 short papers, a research paper, and a final exam. Students will examine some of the different strategies Indigenous peoples have developed to defend and demand recognition of their rights, to claim or contest Indigenous peoples’ “place” within the Canadian constitutional framework, and to call for a resurgence of Indigenous traditions while developing a greater understanding of Indigenous nationhood and legal traditions, the nature of aboriginal rights and a just political partnership with non-Indigenous peoples. The overarching goals of this course are: 1. To provide an overview of Indigenous-state relations in Canada and of significant political issues within Indigenous communities; 2. To connect theory to practice by linking the questions and issues explored in the readings to contemporary contexts, and identifying the ways in which they manifest around us in our day-to-day lives; 3. To consider our place and responsibilities within the relationships discussed throughout the course, and explore ways to engage our own critical consciousness.

REQUIRED TEXTS

Manuel, Arthur and Grand Chief Ronald M. Derrickson. The Reconciliation Manifesto: Recovering the Land, Rebuilding the Economy. : James Lorimer and Company Ltd., 2017.

Simpson, Leanne. Lighting the Eighth Fire: The Liberation, Resurgence, and Protection of Indigenous Nations. Winnipeg: Arbeiter Ring Publishing, 2008. EVALUATION AND GRADING Critical Analyses 30 % (3 x 10%) Students are expected to submit 3 short (3-4 double spaced pages) critical responses to the course readings. One analysis is required for each section of the course. Students are expected to demonstrate critical thinking by identifying major themes and questions in the readings and reflecting critically on their position in relation to these issues. Each response must cite at least 3 readings from the section and should include: - An introduction identifying one or more of the primary themes, issues, or questions that arise within the literature - A brief summary of how the issues is taken up/ addressed by the author(s) - Critical analysis of the author’s arguments - A conclusion Helpful questions to consider while you are writing include: How are the issues being framed in the literature? Which positions, arguments or perspectives are being highlighted, marginalized, or contradicted? How is political culture maintained and/or challenged by the authors? What are your own assumptions, opinions, and responsibilities in relation to the issue? What is the political significance of each author’s perspective/approach? What aspects of the issue are not being discussed? What questions would you like to see more/less space given to? These papers must be typed, doubled spaced in Times New Roman, size 12 font with appropriate margins. Papers are to be submitted in-class. Paper 1: Due October 11, 2018 Paper 2: Due November 8, 2018 Paper 3: Due December 3, 2018 Please note: I do not accept late papers via email. You can submit late papers in the department dropbox which are time stamped at the end of each day (4pm). If you submit your paper in the dropbox on the due date, it is considered late. Late papers are reduced 10% the first day, and 5% for each day after.

Research Paper 25 % Each student is required to demonstrate their ability to produce critical scholarship in the form of a 12-15 double- spaced page research paper. The paper should demonstrate your ability to analyze, interrogate, and self- reflexively engage in a critical investigation of a key issue or theme that inspired or provoked your thinking during the course. You may focus on any theme or question related to the course readings and discussion. Because of the wide range of possible topics, you will be required to submit a one-page proposal and bibliography prior on October 4, 2018. This paper must be typed, double spaced in Times New Roman, size 12 font with standard margins. You may use either APA or Chicago style formatting. The final paper due in class on November 22, 2018. Late papers may be submitted to the department dropbox which are time stamped at the end of day (4pm). Papers submitted in the dropbox on the due date are considered late. Late papers will be penalized 10% the first day and 5% each day after.

Research Proposal and Bibliography 5% Prior to writing students will submit an outline for their final paper. This will define the topic, argument, and scope of the project as well as a proposed bibliography with at least 5 sources. I will review your proposal to ensure that it is appropriate and manageable. The outline should be 1 double-spaced page plus the proposed bibliography. Topic idea and outline are to be submitted in class on October 4, 2017. Late assignments will be deducted 10% the first day, and 5% each day after. Final Exam 35% The final exam is during the scheduled exam time in December. It will last 2.5 hours and will cover material from the entire course, including all readings, lectures and discussions.

Participation 5% Attendance, participation in discussion, and in class activities. Discussion of difficult subjects such as racialized and colonial violence will require a safe classroom environment in which each student can be trusted to respond respectfully, thoughtfully, and substantively. Please join me in making our classroom a space that is safe and inclusive of all voices, perspectives, genders, sexual orientations, racial backgrounds, and abilities.

FINAL GRADE BREAKDOWN Critical Analyses 30% (3 x 10%) Research Paper 25% Research Proposal and Bibliography 5% Final Exam 35% Participation 5%

** To receive a passing grade, students must complete all course requirements. According to university policy, failure to complete one or more of the assignments will result in a grade of ‘N’ (incomplete) for the course. An ‘N’ is equivalent to a fail for your GPA. If you fail to complete a short paper, you will receive a zero for the assignment. Failure to complete the research paper will result in an N for the course.

GRADING SCALE

Passing Grade Point Percentage Description Grades Value

A+ 9 90 – 100 Exceptional, outstanding and excellent performance. Normally achieved by a A 8 85 – 89 minority of students. These grades indicate a student who is self-initiating, exceeds A- 7 80 – 84 expectation and has an insightful grasp of the subject matter.

B+ 6 77 – 79 Very good, good and solid performance. Normally achieved by the largest B 5 73 – 76 number of students. These grades indicate a good grasp of the subject matter or B- 4 70 – 72 excellent grasp in one area balanced with satisfactory grasp in the other area.

C+ 3 65 – 69 Satisfactory, or minimally satisfactory. These grades indicate a satisfactory C 2 60 – 64 performance and knowledge of the subject matter.

D 1 50 – 59 Marginal Performance. A student receiving this grade demonstrated a superficial grasp of the subject matter.

Failing Grade Point Percentage Description Grades Value

F 0 0 – 49 Unsatisfactory performance. Wrote final examination and completed course requirements; no supplemental.

N 0 0 – 49 Did not write examination or complete course requirements by the end of term or session; no supplemental.

1. The percentage grading scale applies to all Faculties at the University of Victoria. 2. The percentage grades should be associated with a letter grading schema. 3. A percentage grade for an N grade should be assigned in the following manner: N GRADE: If a student has not completed the exam, or has not completed the course requirements, but has submitted course requirements that total more than 49% of the total grade for a course, an instructor will assign a percentage grade of 49%.

COURSE SCHEDULE AND READINGS

*I reserve the right to add or delete reading from those listed below.

SECTION 1: RELATIONSHIPS

WEEK 1: Introduction September 6 – Introduction, Syllabus

WEEK 2: Confronting Colonial Legacies September 10 – Arthur Manuel, “Part 1: Getting to Know You,” The Reconciliation Manifesto: Recovering the Land, Rebuilding the Economy, (Toronto: James Lorimer and Company Ltd, 2017): 48-74. Arthur Manuel, “Part 2: The R Words,” The Reconciliation Manifesto: Recovering the Land, Rebuilding the Economy, (Toronto: James Lorimer and Company Ltd, 2017): 76-85. September 13 – Chelsea Vowel, “Got Status? Indian Status in Canada,” Indigenous Writes: A Guide to First Nations, Métis & Inuit Issues in Canada, (Winnipeg: High Water Press, 2016): 25 – 35. Chris Andersen, “I’m Métis, What’s Your Excuse?: On the Optics and Ethics of Misrecognition of Métis in Canada.” Aboriginal Policy Studies Journal 1, no.2 (2011): 161-165. Lisa Monchalin, “Indigenous Peoples and the State: Legal Manipulation and Indian Legislation,” The Colonial Problem (Toronto: University of Toronto Press, 2016): 103 – 122.

WEEK 3: Law and the Land September 17 – Arthur Manuel, “Part 3: European Land Claims,” The Reconciliation Manifesto, (Toronto: James Lorimer and Company Ltd, 2017): 88 – 117. Michael Asch, “Treaty Relations,” On Being Here to Stay: Treaties and Aboriginal Rights in Canada (Toronto: University of Toronto Press, 2014): 73 – 99. September 20 – Arthur Manuel, “Defending Our Land;” “The Legal Billy Club;” “Blockading a Mine,” The Reconciliation Manifesto (Toronto: James Lorimer and Company ltd, 2017): 212 – 223. Arthur Manuel, “Defending Mother Earth;” “The Long-Term Approach;” “Declaring Sovereignty on the Ground,” The Reconciliation Manifesto, (Toronto: The James Lorimer and Company Ltd, 2017): 242 – 252. Melina Laboucan Massimo, “From Our Homelands to the Tar Sands,” Downstream: Reimagining Water, Dorothy Christian and Rita Wong eds (Waterloo: Wilfred Laurier Press, 2017): 81 – 87.

WEEK 4: Nationhood September 24 – Leanne Simpson (ed.), Lighting the Eighth Fire: The Liberation, Resurgence, and Protection of Indigenous Nations, (Winnipeg: Arbeiter Ring Publishing, 2008): Chapter 2, 3 and 7. September 27 – Kiera Ladner, “Governing Within an Ecological Context: Creating an AlterNative Understanding of Blackfoot Governance,” Studies in Political Economy 70 (Spring 2003): 125 – 152.

WEEK 5: Relationships October 1 – Leanne Simpson (ed.), Lighting the Eighth Fire: The Liberation, Resurgence, and Protection of Indigenous Nations, (Winnipeg: Arbeiter Ring Publishing, 2008): Chapters 1 and 4. Heidi Kiiwetinepinseiik Stark, “Respect, Responsibility and Renewal: The Foundations of Anishinaabe Treaty Making with the United States and Canada,” American Indian Culture and Research Journal 34, 2 (2010): 145-164. October 4 – Corey Snelgrove, Rita Dhamoon, and Jeff Corntassel, “Unsettling Settler Colonialism: The Discourse and Politics of Settlers, and Solidarity with Indigenous Nations,” Decolonization: Indigeneity, Education & Society 3, no.2 (2014): 1-32.

SECTION 2: RESPONSIBILITIES WEEK 6: Beyond Recognition October 8 – Thanksgiving (No Class) October 11 – Leanne Simpson (ed.), Lighting the Eighth Fire: The Liberation, Resurgence, and Protection of Indigenous Nations, (Winnipeg: Arbeiter Ring Publishing, 2008): Chapter 12. Mark Walters, “‘Looking for a Knot in the Bulrush’: Reflections on Law, Sovereignty, and Aboriginal Rights,” From Recognition to Reconciliation, edited by Patrick Macklem and Douglas Sanderson (Toronto: University of Toronto Press, 2016): 35 – 62.

WEEK 7: The “Justice” System October 15 – Arthur Manuel, “Criminalization of Protest,” The Reconciliation Manifesto, (Toronto: The James Lorimer and Company Ltd, 2017): 224 -228. Nancy Macdonald, “Canada’s Prisons are the “New Residential School,” Macleans (February 18, 2016). https://www.macleans.ca/news/canada/canadas-prisons-are-the-new-residential- schools/ Sherene Razack, “Boot Print on the Chest: Disappearing “Indians” in Life and Law,” Dying From Improvement: Inquests and Inquiries into Indigenous Deaths in Custody (Toronto: University of Toronto Press, 2015): 3 – 28. October 18 – Helen Knott, “Violence and Extraction: Stories from the Oil Fields,” Keetsahnak: Our Missing and Murders Indigenous Sisters, Kim Anderson, Maria Campbell and Christi Belcourt eds (Edmonton: University of Alberta Press, 2018): 147 - 159. Caroline Fidan Tyler Doenmez, “The Unmornable Body of Cindy Gladue: on Corporeal Integrity and Grievability,” Forever Loved: Exposing the Hidden Crisis of Missing and Murdered Indigenous Women and Girls in Canada, D. Memee Lavall-Harvard and Jennifer Brant eds (: Demeter Press, 2016): 111 – 127.

WEEK 8: Reconciliation October 22 - Eva Mackey, “The Apologizer’s Apology,” Reconciling Canada: Critical Perspectives on the Culture of Redress, Jennifer Henderson and Pauline Wakeham eds (Toronto: University of Toronto Press, 2013): 47-62. Dian Million, “An Introduction to Healing in an Age of Indigenous Human Rights,” Therapeutic Nations: Healing in the Age of Indigenous Human Rights (Tucson: University of Arizona Press, 2014): 1-32. October 25 - Arthur Manuel, “Part 6: False Reconciliation,” The Reconciliation Manifesto, (Toronto: The James Lorimer and Company Ltd, 2017): 200 – 209. Jeff Corntassel,Chaw-win-is and T’lakwadzi, “Indigenous Storytelling, Truth-telling and Community Approaches to Reconciliation,” English Studies in Canada 35, issue 1 (2009): 137- 159.

WEEK 9: Self-Determination and Indigenous Rights October 29 - Arthur Manuel, “What the UN says about Self-Determination;” “UNDRIP and the Trudeau Betrayal;” “Our Inalienable Rights;” “Back to the Future,” The Reconciliation Manifesto, (Toronto: The James Lorimer and Company Ltd, 2017): 168 - 73; 191 – 198; 265 – 268; 269 – 274. Sharon Venne, “The Road to the United Nations and Rights of Indigenous Peoples,” Griffith Law Review 20:3 (2011): 557 – 577. United Nations General Assembly (2007), United Nations Declaration on the Rights of Indigenous Peoples: resolution adopted by the General Assembly, A/RES/61/295. November 1 – Rachel Yacaaʔał George, “Inclusion is Just the Canadian Word for Assimilation: Self- Determination and the Reconciliation Paradigm in Canada,” Surviving Canada: Indigenous Peoples Celebrate 150 Years of Betrayal, Kiera Ladner and Myra Tait eds, (Winnipeg: Arbeiter Ring Publishing, 2017): 49 – 62. Hayden King, “The Problems with ‘Indigenous Peoples’: Reconsidering International Indigenous Rights Activism,” More Will Sing Their Way to Freedom, edited by Elaine Coburn (Winnipeg: Fernwood Publishing, 2015): 167 – 183.

SECTION 3: RESURGENCE WEEK 10: Storytelling November 5 - Val Napoleon, “Delgamuukw: A Legal Straightjacket for Oral Histories?” Canadian Journal of Law and Society 20.2 (2005): 123 – 155. Johnny Mack, “Hoquotist: Reorienting Through Storied Practice,” in Storied Communities: Narratives of Contact and Arrival in Constituting Political Community, Hester Lessard, Rebecca Johnson and Jeremy Webber eds. (Vancouver: UBC Press, 2011): 287 – 307. November 8 - Leanne Simpson (ed.), Lighting the Eighth Fire: The Liberation, Resurgence, and Protection of Indigenous Nations, (Winnipeg: Arbeiter Ring Publishing, 2008): Chapter 10. Janice Cindy Gaudet and Lawrence Martin/ Wapistan, “Learning through Conversation: An Inquiry into Shame,” Power Through Testimony: Reframing Residential Schools in the Age of Reconciliation, edited by Brieg Capitaine and Karine Vanthuyne (Vancouver: University of Press, 2017): 95 – 109. WEEK 11: Reading Break November 12 – READING BREAK November 15 – NO CLASS

WEEK 12: Taking on Heteropatriarchy November 19 – Joyce Green, “Taking Account of Aboriginal Feminism” in Making Space for Indigenous Feminism, Joyce Green ed (Winnipeg: Fernwood Publishing, 2007): 20 – 32. Gina Starblanket, “Being Indigenous Feminists: Resurgence against Contemporary Patriarchy,” Making Space for Indigenous Feminism, 2nd ed., edited by Joyce Green (Winnipeg: Fernwood Publishing, 2017): 21 – 41. November 22 – Leanne Simpson Betasamosake, “Queering Resurgence: Taking on Heteropatriarchy in Indigenous Nation Building,” https://www.leannesimpson.ca/writings/queering-resurgence- taking-on- heteropatriarchy-in-indigenous-nation-building. Chris Finley, “Decolonizing the Queer Native Body (and Recovering the Native Bull-Dyke): Bringing “Sexy Back” and Out of Native Studies’ Closet,” in Queer Indigenous Studies, Qwo-Li Driskill ed, (Arizona: University of Arizona Press, 2011): 31 – 42.

WEEK 13: Lands and Waters November 26 – Jeff Corntassel and Cheryl Bryce, “Practicing Sustainable Self-Determination: Indigenous Approaches to Cultural Restoration and Revitalization,” The Brown Journal of World Affairs XVIII, no. II (Spring/Summer 2012): 151 – 162. Charlotte Coté, ““Indigenizing” Food Sovereignty. Revitalizing Indigenous Food Practices and Ecological Knowledges in Canada and the United States,” Humanities 5, issue 3 (2016): 1-14. November 29 – Leanne Simpson (ed.), Lighting the Eighth Fire: The Liberation, Resurgence, and Protection of Indigenous Nations, (Winnipeg: Arbeiter Ring Publishing, 2008): Chapter 5. Kim Anderson, Barbara Clow and Margaret Haworth-Brockman, “Carriers of Water: Aboriginal Women’s Experiences and Reflections,” Journal of Cleaner Production 60 (2013): 11-17. Lee Maracle, “Water,” Downstream: Reimagining Water, Dorothy Christian and Rita Wong eds, (Waterloo: Wilfred Laurier University, 2017): 33 – 38.

WEEK 14: Indigenous Economies and Decolonization December 3 - Leanne Simpson (ed.), Lighting the Eighth Fire: The Liberation, Resurgence, and Protection of Indigenous Nations, (Winnipeg: Arbeiter Ring Publishing, 2008): Chapter 11. Arthur Manuel, “6 Points of Decolonization,” The Reconciliation Manifesto, (Toronto: The James Lorimer and Company Ltd, 2017): 275 – 279. Eve Tuck and K. Wayne Yang, “Decolonization is Not a Metaphor,” Decolonization: Indigeneity, Education & Society 1.1 (2012): 1-40.

COURSE POLICIES

Computer and Email Policy Check your university email account often. You will be held responsible for information about the class posted via email sent between classes (I will give you a reasonable amount of time to check email). If you do not intend to use your university account, you are responsible for forwarding mail to your primary account; I will only send mail to your university account. Full or unchecked email boxes do not excuse you from knowing the content of class emails. Please take the time to properly address your email inquiries, include the course number in the subject line, and make sure to properly sign your message.

Student Integrity You are responsible for your own learning and classroom behaviour. In the spirit of collegiality, please come to class on time and do not disrupt the class with late arrivals. Make sure your cellphones are turned off at the start of class. Please do not text during class. Though you may think this is not noticed, it is very distracting. If you cannot refrain from texting in class, you will be asked to leave. This applies to other forms of inappropriate use of technology in class. It is the student’s responsibility to add, drop, or withdraw from the course adhering to the university deadlines. These deadlines can be found at: https://web.uvic.ca/calendar2018-09/general/dates.html

Accessibility & Accommodations Diverse learning styles and needs are welcome in this course. Students may have specific personal and/or technical requirements, or require flexibility in attending classes or meeting assignment deadlines. This may be because a student is differently abled, has unavoidable responsibilities, or has religious commitments. If you have specific considerations that may require accommodation, please make it known at the beginning of the term or as early as possible, both to the appropriate unit of the University, and instructor, and supply all the necessary documentation. The sooner you let us know your needs the quicker we can assist you in achieving your learning goals in this course. For more information, please consult with the Centre for Accessible Learning (formerly Resource Centre for Students with a Disability).

Attendance Since this course depends on a combination of lecture and seminar style discussions, it is important that you attend regularly (and punctually), and that you participate fully and appropriately. I expect students to attend class prepared, and to come to class having read the material and formulated questions about the reading in preparation for discussions. Please bring relevant texts to each class meeting. Attendance is required and will affect your final grade. If health or personal crises arise that necessitate your absence, it is your responsibility to obtain notes or other information from class. If you are absent for any reason, you are responsible for all material covered in class. It is up to you to take the initiative to find out what this material is. Excused absences include illness as verified by a doctor’s note, death in the immediate family, jury duty, military service, religious holidays, and participation in school sports events. Excused absences will not include vacations, transportation problems or employment. See Attendance policy: https://web.uvic.ca/calendar2018- 09/undergrad/info/regulations/attendance.html Late Policy Each of the assignments outlined in the syllabus have specific due dates. In accordance with UVic’s policies, extensions can only be given if there are circumstances in which there is a medical and/or family emergency and it is necessary to contact the instructor prior to the assignment due date. Please see the specific parameters for late policies below each assignment description. If through circumstances you are unable to meet a due date for an assignment, you must discuss the parameters of a formal extension before the original assignment due date with your instructor (e.g. a negotiation and specification of the conditions required for completion of the assignment). In cases of illness or medical issues, documentation from a physician may be required. Please read UVic’s policy on Academic Concessions: https://web.uvic.ca/calendar2018- 09/undergrad/info/regulations/concessions.html

Plagiarism and Academic Integrity Academic integrity is intellectual honesty and responsibility for academic work that you submit individually or as a member of a group. It involves commitment to the values of honesty, trust and responsibility. It is expected that students will respect these ethical values in all activities related to learning, teaching, research and service. Therefore, plagiarism and other acts against academic integrity are serious academic offences.

The responsibility of the institution - Instructors and academic units have the responsibility to ensure that standards of academic honesty are met. By doing so, the institution recognizes students for their hard work and assures them that other students do not have an unfair advantage through cheating on essays, exams, and projects.

The responsibility of the student - Plagiarism sometimes occurs due to a misunderstanding regarding the rules of academic integrity, but it is the responsibility of the student to know them. If you are unsure about the standards for citations or for referencing your sources, ask your instructor. Depending on the severity of the case, penalties include a warning, a failing grade, a record on the student’s transcript, or a suspension. It is your responsibility to understand the University’s policy on academic integrity, which can be found on pages 32-34 of the undergraduate calendar.

Please see the (revised) academic integrity policy: https://web.uvic.ca/calendar2018- 09/undergrad/info/regulations/academic-integrity.html#

A student commits plagiarism when he or she: • Submits the work of another person in whole or in part as original work • Gives inadequate attribution to an author or creator whose work is incorporated into the student’s work, including failing to clearly (through accepted practices within the discipline, such as footnotes, internal references and the crediting of all verbatim passages through indentations of longer passages or to the use of quotation marks) the inclusion of another individual’s work • Paraphrases material from a source without sufficient acknowledgement as described above. The university reserves the right to use plagiarism detection software programs to detect plagiarism in essays, term papers, and other work. Examples of other academic offences include: unauthorized use of an editor, submitting course work that is identical or substantially similar to work that has been submitted for another course (“multiple submission”); cheating on exams, tests, assignments or reports; impersonating somebody at a test or exam; obtaining an exam, test, or other course material through theft, collusion, purchase or improper manner. Submitting false records, information or data, in writing or orally, is also an academic offence. It is a violation to help others or attempt to help other engage in any of these or other academic offences outlined in the University’s Policy on Academic Integrity. Please familiarize yourself with the University guidelines on this subject. Penalties for plagiarism and other academic offences range from F (zero) on the assignment, exam, or test, to a maximum of suspension or expulsion from the University (repeat offences).

Course Experience Survey (CES) I value your feedback on this course. Towards the end of term, as in all other courses at UVic, you will have the opportunity to complete an anonymous survey regarding your learning experience (CES). The survey is vital to providing feedback to me regarding the course and my teaching, as well as to help the department improve the overall program for students in the future. The survey is accessed via MyPage and can be done on your laptop, tablet, or mobile device. I will remind you and provide you with more detailed information nearer the time but please be thinking about this important activity during the course.

Resources:

Indigenous Student Support Centre Phone: 250-721-6005 Email: [email protected] Human and Social Development Building, room B211

Centre for Accessible Learning (formerly Resource Centre for Students with a Disability) Phone: 250-472-4947 Email: [email protected] Campus Services Building, Room 150

Counselling Services Phone: 250-721-8341 Email: [email protected] University Centre Room B270

Centre for Academic Communication Phone: 250-721-8571 Book an Appointment online: https://uvic.mywconline.com Library 135J