Indigenous Cultural Survival Spring 2012

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INTL 432/532: Indigenous Cultural Survival Spring 2012

CRN: 37024/37101; 4.00 credits Time & Location: M, 4:00pm-6:50pm, 16 Pacific

Instructor: Eli Meyer Office: 336 Hendricks Hall Office Hours: Wednesday 10:30-11:30am, Thursday 1-2pm, or by appointment Phone: 541-346-5714 Email: [email protected]

COURSE DESCRIPTION

Indigenous peoples constitute at least 350 million individuals, representing more than 5000 distinct cultural groups around the world. All too often, indigenous peoples are relegated to a glorious past and are invisible to many people in the present. In an age of rampant globalization, as social media and the dominance of free market forces link peoples around the world, indigenous societies find themselves torn between the localizing power of their cultures and the unifying forces of the contemporary world. What possible resources can the small, politically isolated indigenous societies marshal in their efforts to survive, other than the liberal guilt of western societies? Are these cultures on their death-beds, sure to disappear in the crush of the modern world? How have these societies changed, adapted, resisted, protested, accommodated, and otherwise responded to a series of efforts to undercut, undermine, and disrupt their societies? How do intersectional social dynamics such as gender and class affect these struggles?

This course situates cultural and political indigenous emancipation in a comparative analytic framework. Our focus will be global, with particular attention paid to the Western Hemisphere. We explore the construction and political use of collective cultural identity as well as the distinction between ethnicity, indigeneity, and colonial subjectivity. We investigate myriad cultural dimensions such as language, education, political institutions, and knowledge. Ultimately, our theoretical tools will allow us to explore the ways in which contemporary indigenous peoples organize and the implications of this cultural/political activity for multicultural democracy.

The course is divided into three broad themes: 1) an introduction to theoretical works on culture, identity politics, hegemony, constructivism, and nationalism; 2) an in-depth exploration of indigeneity, authenticity, and indigenous peoples’ interactions with colonial structures of power and representation; 3) examination of case studies that highlight the nexus between theoretical tools from themes 1 and 2 and the survival of indigenous culture(s).

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COURSE TEXT AND MATERIALS

The below books will serve as the foundational texts for the course; however, other additional readings, which will be made available on Blackboard, will serve to supplement the texts.

• Nagel, J. (1997). American Indian Ethnic Renewal: Red Power and the Resurgence of Identity and Culture.

• Blaser, M, et. al. (2010). Indigenous Peoples and Autonomy: Insights for a Global Age.

• Laitin, D. (1986). Hegemony and Culture: Politics and Religious Change among the Yoruba.

• Alfred, T. (2005). Wasáse: Indigenous Pathways of Action and Freedom.

COURSE OBJECTIVES

This course is designed to facilitate your learning and practice of essential knowledge and skills for engaging critical social inquiry in the areas of indigenous identity, rights, and culture. By the end of the course, you will be able to:

1. Explain what makes ‘indigenous’ unique from other forms of cultural identity;

2. Identify and explain the concepts of primordialism, instrumentalism, constructivism, nationalism, and hegemony in identity formation;

3. Support or critique main perspectives on indigeneity, authenticity, sovereignty, and coloniality;

4. Locate indigenous struggle within historical and contemporary global social processes;

5. Analyze cases of indigenous cultural survival through indigenous perspectives and epistemologies;

6. Use your own voice to contribute meaningful ideas to discourse about indigenous cultural survival

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EXPECTATIONS

This is an active course, meaning student success demands active participation in course readings, writing exercises, and class activities. I am committed to doing everything I can to help you learn. I realize that each individual learns differently; therefore, please let me know how I can best accommodate your learning process if problems arise. Ultimately, your achievement is in your hands. It is up to you to take advantage of the opportunities this class will offer.

MEASURING STUDENT PROGRESS

10% - Project Proposal 20% - Class Participation 30% - Reflection Essays/Discussion Facilitation 40% - Final Research Project

Project Proposal: You will turn in a short proposal (no more than 2 pages) that outlines your final research project. The proposal will give a short background to the topic, thesis/main research questions, expected findings, and a short bibliography of potential sources. For graduate students, you will also explain how your proposed project fits in with your larger intellectual trajectory.

Class participation: This course will be highly interactive and will include various opportunities for active engagement during each class session, including exploratory writing, organized discussions, debates, small group work, etc. Your participation will be graded based on the consistency and thoughtfulness of your contributions, and on your alert and respectful interaction with others in the class. Keep in mind that I consider office hour visits to be opportunities for you to participate and contribute to the course.

Reflection Essays: We will move beyond memorization of concepts and learn how to apply theoretical concepts to real world situations. You will be asked to complete two reflection essays answering specific questions related to course readings and lecture concepts. The essays will consist of 3-5 typed pages in paragraph form and will allow for creative reflection and application of class concepts. Assignment specifics will be distributed in class at least two weeks before the due date. Please note that I do not accept late submissions. Graduate students, in addition to the reflection essays, you will facilitate discussion of the readings for one week. More details will be given in class.

Final Research Project: You will complete a substantial research project for this course. For undergraduates, the project will be a 12-15 page research paper on a topic of your choice related to indigenous cultural issues. The paper should demonstrate effective use of course concepts and theories to work towards a concise and compelling thesis. For graduate students, you are expected to choose a writing project, in consultation with me, which coincides with your larger programmatic and intellectual trajectory. Examples of project format include research paper, research prospectus, policy paper, draft of article for publication, or substantial literature review. More details will be available in class on format, expectations, and submission options. Please note that I do not accept late submissions. Information on this syllabus is subject to change. 3

CRITERIA FOR GRADING • student follows directions, • completes all assignments, • consistently participates with enthusiasm,

A • exercises his or her imagination, Uniform Excellence • writes with clarity and precision (as far as possible) • student demonstrates extra effort in the learning process

• student follows directions, • completes all assignments,

B • inconsistently participates with enthusiasm, Good • exercises his or her imagination, writes with clarity and precision (as far as possible), student work does not go the extra mile characteristic of ‘A’ work. • the student follows directions, • the student does what is minimally necessary to C address assignments Satisfactory • student work is a bit sloppy and the writing careless

• student does not follow directions and barely addresses the assignment, D Inferior • does not participate in class,

• student work is sloppy and careless

F • does not meet the standards of a college student Unsatisfactory

COURSE POLICIES AND PROCEDURES

Academic Integrity: Your enrollment in this course constitutes your agreement to abide by the University of Oregon policy on Academic Misconduct, as defined in the University Student Conduct Code (available at conduct.uoregon.edu). Neither ignorance of these policies nor lack of intention to engage willfully in acts defined as academic misconduct will be considered a legitimate defense. In short, I expect that all work you produce for this course will be your own; if you engage in academic misconduct, such as plagiarism, it will result in a failure of the entire course, without exception. To learn more about your rights and responsibilities concerning academic conduct and the procedures related to academic misconduct, I strongly advise you to become familiar with the University Student Conduct Code (link given above). Additional information about a common form of academic misconduct, plagiarism, is available at

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www.libweb.uoregon.edu/guides/plagiarism/students. Please talk with me if you have any questions about academic integrity issues.

Inclusive Access: The University of Oregon is working to create inclusive learning environments. Please notify me within the first week of the term if aspects of the instruction or course design present obstacles to your active participation. Such obstacles may include, but are not limited to, issues concerning physical access and mobility, physical or mental health and well-being, and academic learning. For additional assistance and resources, I encourage you to contact the following campus services, as appropriate for your concerns:

• Disability Services, 164 Oregon Hall, 346-1155 or [email protected]; website: http://ds.uoregon.edu/ • University Counseling and Testing Center, Health Center 2nd Floor, 346-3227; website: http://counseling.uoregon.edu/dnn/ • Teaching and Learning Center, 68 Prince Lucien Campbell, 346-3226; website: http://tlc.uoregon.edu/

Diversity: The University of Oregon is dedicated to the principles of equal opportunity in education and an acceptance of diversity as an affirmation of individual identiy within a welcoming community. Open inquiry, freedom of expression, and respect for difference are therefore fundamental to a comprehensive and dynamic education. This course is committed to upholding these ideals by encouraging the exploration, engagement, and expression of divergen perspectives and diverse identities. Please notify me ASAP if you feel aspects of the instruction or course design, or classroom activities, undermine these principles in any way. For additional assistance and resources, I engourage you to contact the following campus services, as appropriate for your concerns:

• Office of Institutional Equity and Diversity, 1 Johnson Hall, 346-3175; website: http://oied.uoregon.edu/ • Bias Response Team, 164 Oregon Hall, 346-1134 or [email protected]; website: http://bias.uoregon.edu/

Electronic Devices: Please respect our collective learning environment by turning off electronic devices during class, including laptops, cell phones, MP3 players, etc. You will be notified in class if use of laptops is allowed for particular activities. The instructor and other students are not responsible for any damage to electronic devices or theft, as a result of classroom activities that may include moving around and working in different locations within the room. Also note that you may be asked to leave and be counted as absent if your use of such devices disrupts the class. Please notify me prior to class if you need to have a cell phone on in case of emergency, e.g. an ill family member or pregnant spouse/partner.

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COURSE SCHEDULE AND READINGS

Introduction, Definitions, and Foundations Course Overview and Introduction • The Indigenous World 2011, Editorial, pp. 10-19 • Griggs, Background on the Term “Fourth World” Required • Beteille, The Idea of Indigenous People Readings • Smith, Everything You Know About Indians Is Wrong, Ch. 2 • Egan, Old Skull Gets White Looks, Stirring Dispute April 2 • Champagne and Stauss, Defining Indian Studies through Stories and Nation Building, Introduction • Coates, Indigenous Peoples in the Age of Globalization Optional • Thomas, Skull Wars, Introduction Readings • McIntosh et. al,. Defining Oneself, and Being Defined as, Indigenous. • Smith. Everything you Know about Indians is Wrong • TED: America’s Native Prisoners of War Part 1: Dynamics of Identity and Culture Cultural Systems and Theories of Identity Construction • Laitin, Preface and Ch. 5 • Nagel, Ch. 1-3 Required

Readings • Wainaina, No Country for Old Hatreds • Kuper, The Return of the Native

Watch • Chimamanda Adichie: The Danger of a Single Story • Geertz, The Interpretation of Cultures • Isaacs, Basic Group Identity • Werbner, Cosmopolitan Ethnicity, Entrepreneurship and the Nation Minority Elites in Botswana April 9 • Hobsbawm, Eric and Terence Ranger, The Invention of Tradition • Johnson, Growth of Gambling on Tribal Land Starts Trek Back Home by Indians Optional Hale, Explaining Ethnicity Readings • • Bates, Modernization, Ethnic Competition and the Rationality of Politics in Contemporary Africa • Egan, New Prosperity Brings New Conflict to Indian Country • Hoskins, Predatory Voyeurs: Tourists and "Tribal Violence" in Remote Indonesia • Young, The Rising Tide of Cultural Pluralism: The Nation- State at Bay? Ch. 1

Optional CSWS Film: Whatever Happened to Zulay? An Otavaleña’s April 12 Event Journey—a documentary by Sharon Sherman Information on this syllabus is subject to change. 6

Construction from below, Nationalism, Hegemony, Movie: Cannibal Tours • Edge, The Tortilla Takes a Road Trip to Korea • Anderson, Imagined Communities, pp. 1-7 • Brubaker, Nationalism Reframed, Ch. 1 Required • Laitin, Review pp. 104-108, Read Ch. 6-8 Readings • Tapp, In Defence of the Archaic: A Reconsideration of the 1950s Ethnic Classification Project in China • Blaser et. al, Ch. 5

• Green, The House Inherited Them April 16 • Martin, Sacred Revolt • Hedges, In Bosnia's Schools, 3 Ways Never to Learn From History Optional • Anderson, Imagined Communities Readings • Brubaker, Nationalism Reframed • Smith, A. Nations and Nationalism in a Global Era. • Gramsci, Prison Notebooks • Comaroff, Ethnicity, Inc.

Due Reflection Essay 1 Part 2: Indigeneity, Coloniality, and Mestizaje Indigenous Departures, Class Debate: The politics of being ‘indigenous’ • Nagel, Ch. 4-5 • Kenrick, J. and J. Lewis, Indigenous peoples’ rights and the politics of the term ‘indigenous.’ • Blaser et. al, Ch. 1 • Warren, Racial Revolutions: Antiracism and Indian Required Resurgence in Brazil. Ch. 1 Readings • Alison Jones, with Kuni Jenkins, Rethinking Collaboration: Working the Indigene-Colonizer Hyphen • Oldham, Paul and Frank, Miriam Anne. 'We the peoples...' The United Nations Declaration on the Rights of Indigenous Peoples April 23 • Alfred, Sovereignty • Ken Coates. A Global History of Indigenous Peoples: Struggle and Survival. • Hitt, The Newest Indians • Garroutte, Real Indians: Identity and the Survival of Native America. Ch. 4 Optional • Alfred, Sovereignty Matters Readings • Alfred and Corntassel. Being Indigenous: Resurgences against Contemporary Colonialism. • Niezen, The Origins of Indigenism, Preface and Ch. 1 • Clifford, Indigenous Articulations • Bruyneel, Indigenous Sovereignty versus Colonial Time at the Turn of the Twenty-first Century Information on this syllabus is subject to change. 7

• King, One Good Story, that One • UN Declaration on the Rights of Indigenous Peoples • Roundtable discussion: Our Land, Our Identity, Our Freedom

Optional April 25 LAS: Photo Exhibit and Lecture: David Maawad Event Deconstructing Coloniality • Quijano, Coloniality and Modernity/Rationality • Mignolo, Local Histories/Global Designs : Coloniality, Subaltern Knowledges, and Border Thinking, pp. 3-88 Required • Walsh, Shifting the Geopolitics of Critical Knowledge Readings • Coulthard, Subjects of Empire: Indigenous Peoples and the 'Politics of Recognition' in Canada. • Blaser et. al., Ch. 2, 8, 9 April 30 • Césaire, Discourse on Colonialism • Beverley, What Happens When the Subaltern Speaks. • Castro-Gomez, The Missing Chapter of Empire. Postmodern Optional Reorganization of Empire and Post-Fordist Capitalism. Readings • Williams, Jr., Documents of Barbarism • Hale, C. Neoliberal Multiculturalism

Due Project Proposal Indigeneity in Latin America: Mestizaje, Hybridity, and Gender • De la Cadena, Are Mestizos Hybrids? • Wade, Rethinking Mestizaje: Ideology and Lived Experience • Alonso, Conforming Disconformity: ‘Mestizaje,’ Hybridity, Required and the Aesthetics of Mexican Nationalism, Readings • De la Cadena, ’Women are more Indian’: Ethnicity and Gender in a Community Near Cuzco • O‘Connor, Alternative Patriarchies May 7 • Wade, Images of Latin American Mestizaje and the Politics of Comparison • Safa, Challenging Mestizaje. A Gender Perspective on Optional Indigenous and Afrodescendant Movements in Latin America Readings • Seligmann, To be in Between: The Cholas as Market Women • Radcliffe, Gender, Rights, and Race in Andean Nation- Building

Optional African Studies: The Immigrant Factor in Ghanaian Electoral May 10 Event Politics and The Politics of Belonging in Brong Ahafo

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Part 3: Indigenous Cultural Survival Language and Education, Guest Speaker from NILI • Crystal, Language death. Ch. 2. • Blaser et. al, Ch. 4 • The State of Native Nations, Ch. 20 Required • Peruse http://www.ahapunanaleo.org/ Readings • Garcia, Indigenous Education in Peru • Bishop, Te Kotahitanga: Kaupapa Maori in mainstream classrooms.

• No ‘Ane ‘I Ko Kākou Ola Watch

• de Saussure, Arbitrary Social Values and the Linguistic Sign May 14 • Crystal, Language death. • Hale, On endangered languages and the importance of linguistic diversity. • Hinton, Flutes of Fire. Essays on California Indian languages. Ch. 5, 11, 12 Optional • Greymorning, A will to survive. Indigenous essays on Readings the politics of culture, language, and identity. • Eiss, Deconstructing Indians, Reconstructing Patria: Indigenous Education in the Yucatan from the Porfiriato to the Mexican Revolution • Wilson, Grandmother to Granddaughter: Generations of Oral History in a Dakota Community • Albers, et al., A Story of Struggle and Survival...

Due Reflection Essay 2 Optional CLLAS: The Impact of Microfinance on Women’s May 17 Event Empowerement in Bolivia Environmentalism and Indigenous Peoples, Guest Panel • Wildcat, Red Alert!: Saving the Planet with Indigenous Knowledge, Introduction • Blaser, Life Projects: Indigenous Peoples Agency and Development. Required • Osha, Birth of the Ogoni Protest Movement Readings • Castro & Nielson, Indigenous people and co- May 21 management: implications for conflict management • Comaroff, Ethnicity, Inc, pp. 86 – 98 • Klamath River Settlement

• Wildcat, Red Alert!: Saving the Planet with Indigenous Optional Knowledge Readings • Conklin, Body Paint, Feathers, and VCRs: Aesthetics and Authenticity in Amazonian Activism Information on this syllabus is subject to change. 9

• Johnston, Indigenous Peoples and Ecotourism: Bringing Indigenous Knowledge and Rights into the Sustainability Equation • Menzies, ed., Traditional Ecological Knowledge and Natural Resource Management • LaDuke, All Our Relations: Native Struggles for Land and Life • LaDuke, Recovering the Sacred, pp. 237-254 • Assies. David versus Goliath in Cochabamba: Water Rights, Neoliberalism, and the Revival of Social Protest in Bolivia

Optional CLLAS: Conference: Indigenous People, Climate Change, May 23-24 Event and Environmental Knowledge No Class: Memorial Day Holiday – Gendering Indigeneity • Huhndorf, Indigenous Feminism, Performance, and the Gendered Politics of Memory Required • Speed, Rights at the Intersection: Gender and Ethnicity Readings in Neoliberal Mexico • Begin reading Alfred, Wasase

• Allen, Who is Your Mother? Red Roots of White May 28 Feminism • Green, Making Space for Indigenous Feminism • Speed et. al., Dissident Women Optional • Safa, Challenging Mestizaje. A Gender Perspective on Readings Indigenous and Afrodescendant Movements in Latin America • Radcliffe, Gender, Rights, and Race in Andean Nation- Building

Pathways of Hope, Course Reflection, Movie: We Still Live Here • Finish Alfred, Wasase Required • Nagel, Ch. 6-9 Readings • Blaser et. al., Ch. 10, Afterword

• OAS, Press Release: Mayagna Awas Tingni Indigenous Community June 4 • Raimundo, The Dialogical Dialogue • Alfred, Restitution is the Real Pathway to Justice for Optional Indigenous People Readings • Ribeiro, Cultural Diversity as a Global Discourse • Assies, David versus Goliath in Cochabamba: Water Rights, Neoliberalism, and the Revival of Social Protest in Bolivia • Rifkin, Indigenizing Agamben: Rethinking Sovereignty

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in Light of the ‘Peculiar’ Status of Native Peoples • Stephen, Mixtec Farmworkers in Oregon. In Seeing Color: Indigenous Peoples and Racialized Ethnic Minorities in Oregon. • TED: Dreams from Endangered Cultures • CoDaC Handout: Being a Good Ally

June 8 Due Final Research Project (by 5pm)

COURSE BIBLIOGRAPHY

Patricia Albers, et al., (2002). A Story of Struggle and Survival... In Native American Studies in Higher Education: Models for Collaboration

Alfred, T. (2005). Sovereignty. In Sovereignty Matters : Locations of Contestation and Possibility in Indigenous Struggles for Self-Determination (J. Barker ed.). Lincoln: University of Nebraska Press, p. 33-50. (Blackboard)

Alfred, T. (2001). Restitution is the Real Pathway to Justice for Indigenous People. In Response, Responsibility, and Renewal: Canada’s Truth and Reconciliation Journey (Ottawa: Aboriginal Healing Foundation)

Alfred, T. & Jeff Corntassel. (2005). Being Indigenous: Resurgences against Contemporary Colonialism. Government and Opposition: An International Journal of Comparative Politics 40, no. 4: 597–614.

Allen, P. (1988). Who is Your Mother? Red Roots of White Feminism. In The Sacred Hoop: Recovering the Feminine in American Indian Tradition

Alonso, A. (2004). Conforming Disconformity: ‘Mestizaje,’ Hybridity, and the Aesthetics of Mexican Nationalism. Cultural Anthropology, Vol. 19, Issue 4, pp. 459–490, 2004. (Blackboard)

Anderson, B. (1993). Imagined Communities: Reflections on the Origin and Spread of Nationalism, pp. 1-7. (Blackboard)

Assies. W. (2003). David versus Goliath in Cochabamba: Water Rights, Neoliberalism, and the Revival of Social Protest in Bolivia. Latin American Perspectives 30, 3 (May 2003): 14-36.

Bates, R. (1993). Modernization, Ethnic Competition and the Rationality of Politics in Contemporary Africa. In Rothchild & Olorunsola, eds. State versus Ethnic Claims: African Policy Dilemmas.

Information on this syllabus is subject to change. 11

Beteille, A. (1998). The Idea of Indigenous People. Current Anthropology. April 1998. (Blackboard)

Beverley, J. (2001). What Happens When the Subaltern Speaks: Rigoberta Menchu, Multiculturalism, and the Presumption of Equal Worth. In The Rigoberta Menchu Controversy

Bishop, R. (2006). Te Kotahitanga: Kaupapa Maori in mainstream classrooms. In W. Denzin., Y. Lincoln., & L. Smith. (Eds.), Handbook of critical and indigenous methodologies. (Blackboard)

Blaser, B. (2004). Life Projects: Indigenous Peoples Agency and Development In M. Blaser, H. Feit and G. McRae, eds. In the Way of Development. Indigenous Peoples, Life Projects, and Globalization (London: ZED Books), pp. 211-220 (Blackboard)

Brubaker, R. (1996). Nationalism Reframed: Nationhood and the National Question in the New Europe, Ch. 1. (Blackboard)

Bruyneel, K. (2007). Indigenous Sovereignty versus Colonial Time at the Turn of the Twenty-first Century. In The Third Space of Sovereignty: the Postcolonial Politics of US-Indigenous Relations.

Castro-Gomez, S. (2007). The Missing Chapter of Empire. Postmodern Reorganization of Empire and Post-Fordist Capitalism. Cultural Studies 21(2/3): 428-448.

Castro, A. & Erik Nielsen. (2001). Indigenous people and co-management: implications for conflict management. In Environmental Science and Policy (Blackboard)

Césaire, A. (1955). Discourse on Colonialism

Champagne and Stauss. (2002). Defining Indian Studies through Stories and Nation Building. In Native American Studies in Higher Education. Introduction

Clifford, J. (2001). Indigenous Articulations. The Contemporary Pacific 13(2): 468-90.

Coates, K. (2004). A Global History of Indigenous Peoples: Struggle and Survival.

CoDaC Handout: Being a Good Ally – http://codac.uoregon.edu/files/2011/01/Being-a-Good-Ally-CoDaC-Fall-2009- Handout.pdf

Comaroff, J. (2009). Ethnicity Inc, pp. 86 – 98 (Blackboard)

Conklin, B. (1997). Body Paint, Feathers, and VCRs: Aesthetics and Authenticity in Amazonian Activism. American Ethnologist 24(4) (1997): 711-37.

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Coulthard, Glen S. (2007). Subjects of Empire: Indigenous Peoples and the 'Politics of Recognition' in Canada. Contemporary Political Theory 6.4 (2007): 437-460 (Blackboard)

Crystal, David. 2000. Language death. Cambridge: Cambridge University Press. Ch. 2. (Blackboard)

De la Cadena, M. (2005). Are Mestizos Hybrids? The Conceptual Politics of Andean Identities. Journal of Latin American Studies, 37, 2005, 259-284. (Blackboard)

De la Cadena, M. (1995). ’Women are more Indian’: Ethnicity and Gender in a Community Near Cuzco. In Brooke Larson et. al. eds. Ethnicity, Markets, and Migration in the Andes. At the Crossroads of History and Anthropology (Blackboard)

de Saussure, F. (1966). Arbitrary Social Values and the Linguistic Sign. Philosophical Library, New York

Edge, J. (2010). The Tortilla Takes a Road Trip to Korea. New York Times, 27 July 2010 http://www.nytimes.com/2010/07/28/dining/28united.html?scp=1&sq=The+Tortil la+Takes+a+Road+Trip+to+Korea&st=nyt

Egan, T. (1998). New Prosperity Brings New Conflict to Indian Country. New York Times, March 8, 1998, p1.

Egan, T. (April 2, 1998). Old Skull Gets White Looks, Stirring Dispute. New York Times. April 2, 1998, - http://www.nytimes.com/1998/04/02/us/old-skull-gets-white-looks-stirring- dispute.html?scp=1&sq=old%20skull%20gets%20white%20looks,%20stirring%2 0dispute&st=cse

Eiss, P. (2004). Deconstructing Indians, Reconstructing Patria: Indigenous Education in the Yucatan from the Porfiriato to the Mexican Revolution. Journal of Latin American Anthropology, vol 9, no. 1, 2004: 119-150.

Garcia, M. (2009). Indigenous Education in Peru. In The Routledge International Companion to Multicultural Education. (Blackboard)

Geertz, Clifford. (1973). The Interpretation of Cultures.

Garroutte, E. (2003). Real Indians: Identity and the Survival of Native America. Ch. 4

Gramsci, A. (1971). Selections from the Prison Notebooks

Green, J. (2007). Making Space for Indigenous Feminism

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Green, P. (2010). The House Inherited Them. New York Times, 21 July 2010. http://www.nytimes.com/2010/07/22/garden/22hudson.html?scp=1&sq=The%20 House%20Inherited%20Them&st=cse

Greymorning, S. (2004). A will to survive. Indigenous essays on the politics of culture, language, and identity.

Griggs, R. (1992). Background on the Term “Fourth World”: An excerpt from the CWIS Occasional Paper #18, The Meaning of ‘Nation’ and ‘State’ in the Fourth World. Center for World Indigenous Studies, University of Capetown - http://gml.cwis.org/background/FourthWorld/

Hale, C. (2005). Neoliberal Multiculturalism: The Remaking of Cultural Rights and Racial Domination in Central America. Political and Legal Anthropology Review 28 (1): 10-29.

Hale, H. (2004). Explaining Ethnicity. In Comparative Political Studies, 37:4 May 2004, pp. 458-485.

Hale, K. (1998). On endangered languages and the importance of linguistic diversity. In Lenore Grenoble and Lindsay Whaley (eds.), Endangered languages. Current issues and future prospects. Cambridge: Cambridge University Press. chapter 8, 192-216.

Hedges, C. (1997). In Bosnia's Schools, 3 Ways Never to Learn From History. New York Times. November 25, 1997, pA1.

Hinton, L. (1994). Flutes of Fire. Essays on California Indian languages. Berkeley, California: Heyday Press. chapter 5 (Language and the structure of thought), chapter 11 (Specialized vocabulary in the languages of California), chapter 12 (“Slapping with the mouth” and other interesting words: instrumental prefixes in Kashaya).

Hitt, Jack. (2005). The Newest Indians. The New York Times. August 21, 2005.

Hobsbawm, E. & Ranger, T. eds. (1983). The Invention of Tradition.

Horowitz, D. (1985). Ethnic Groups in Conflict

Hoskins, Janet. (2002). Predatory Voyeurs: Tourists and "Tribal Violence" in Remote Indonesia. In American Ethnologist 29(4), 2002, pp. 797-828.

Huhndorf, S. (2009). Indigenous Feminism, Performance, and the Gendered Politics of Memory. In Mapping the Americas: The Transnational Politics of Contemporary Native Culture. (Blackboard)

Information on this syllabus is subject to change. 14

The Indigenous World 2011, Editorial, pp. 10-19 – http://www.iwgia.org/iwgia_files_publications_files/0454_THE_INDIGENOUS_ ORLD-2011_eb.pdf

Isaacs, H. (1975). Basic Group Identity. In Glazer & Moynihan, Ethnicity: Theory and Experience. pp. 29-52

Johnson, D. (1999). Growth of Gambling on Tribal Land Starts Trek Back Home by ndians. New York Times, January 17, 1999, p.14. http://www.nytimes.com/1999/01/17/us/growth-of-gambling-on-tribal-land-starts- trek-back-home-by-indians.html

Johnston, A. (2000) “Indigenous Peoples and Ecotourism: Bringing Indigenous Knowledge and Rights into the Sustainability Equation.” Tourism Recreation Research 25(2), pp. 89-96.

Jones, A. & Kuni Jenkins. (2008). Rethinking Collaboration: Working the Indigene- Colonizer Hyphen. In Norman K. Denzin, Yvonna S. Lincoln and Linda Tuhiwai Smith, eds. Handbook of Critical and Indigenous Methodologies. (Blackboard)

Kenrick, J. and J. Lewis. (2004). Indigenous peoples’ rights and the politics of the term ‘indigenous.’ Anthropology Today 20(2): 4-9. (Blackboard)

King, T. (1999). One Good Story that One

Klamath River Settlement Article Press release – (http://abclocal.go.com/kgo/story?section=news/assignment_7&id=8416901)

Kuper, A. (2003). The Return of the Native. In Current Anthropology. June 2003. (Blackboard)

LaDuke, W. (2008). All Our Relations: Native Struggles for Land and Life. Pp. 237-254

Martin, J. (1993). Sacred Revolt: The Muskogees’ Struggle for a New World.

McIntosh, Colchester, Bowen, and Rosengren. (2002). Defining Oneself, and Being Defined as, Indigenous. Anthropology Today 18(3): pp. 23-25.

Menzies, C. (2006). Traditional Ecological Knowledge and Natural Resource Management

Mignolo, Walter. (2000). Local Histories/Global Designs : Coloniality, Subaltern Knowledges, and Border Thinking. Princeton, N.J.: Princeton University Press, 2000: 3-88. (Blackboard)

Niezen, R. (2003). The Origins of Indigenism, Preface and Ch.1

Information on this syllabus is subject to change. 15

No ‘Ane ‘I Ko Kākou Ola - http://www.oiwi.tv/live/channels/showcase/no-anei-ko- kakou-ola/

OAS, Press Release: Mayagna Awas Tingni Indigenous Community

O‘Connor, E. (2007). Alternative Patriarchies. In Gender, Indian, Nation. The Contradictions of Making Ecuador, 1830-1925. (Blackboard)

Oldham, P. & Frank, M. (2008). 'We the peoples...' The United Nations Declaration on the Rights of Indigenous Peoples. Anthropology Today, 24 (2): 5-9. (Blackboard)

Osha, S. (2006). Birth of the Ogoni Protest Movement. In Journal of Asian and African Studies. (Blackboard)

"Our Land, Our Identity, Our Freedom." A roundtable discussion of the UN declaration. Cultural Survival Quarterly, Spring 2007, 24-27.

Quijano, A. (2007). Coloniality and Modernity/Rationality. In Cultural Studies 21(2/3): pp. 168-178. (Blackboard)

Radcliffe, S. (2000). Gender, Rights, and Race in Andean Nation-Building. Entrecaminos, Spring 2000.

Panikkar, R. (1986) The Dialogical Dialogue. In The World's Religious Traditions. ed. Frank Whaling. New York: Crossroad Publishing Company, pp. 201-221.

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The State of Native Nations, Ch. 20, “Native Hawaiians,” pp. 341-50 (Blackboard)

Stephen, L (2007). Mixtec Farmworkers in Oregon. In Xing & Gonzales-Berry, eds. Seeing Color: Indigenous Peoples and Racialized Ethnic Minorities in Oregon.

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TED: America’s Native Prisoners of War - http://www.ted.com/talks/aaron_huey.html

TED: Dreams from Endangered Cultures – http://www.ted.com/talks/lang/en/wade_davis_on_endangered_cultures.html

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Wade, P. (2005). Rethinking Mestizaje: Ideology and Lived Experience. Journal of Latin American Studies, 37, 2005, 239-257. (Blackboard)

Wainaina, B. (2008). No Country for Old Hatreds. New York Times, Jan 6, 2008. http://www.nytimes.com/2008/01/06/opinion/06wainaina.html?scp=1&sq=no%20 country%20for%20old%20hatreds&st=cse

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Warren, Jonathan W. (2001). Racial Revolutions: Antiracism and Indian Resurgence in Brazil. Ch. 1 (Blackboard)

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Williams, R. (1989). Documents of Barbarism: The Contemporary Legacy of European Racism and Colonialism in the Narrative Traditions of Federal Indian Law. In Arizona L. Rev. 237 (CRT 98-109)

Information on this syllabus is subject to change. 17

Wilson, A. (1996). Grandmother to Granddaughter: Generations of Oral History in a Dakota Community. In American Indian Quarterly.

Young, Crawford. (1994). The Rising Tide of Cultural Pluralism: The Nation-State at Bay? Ch. 1

OTHER RESOURCES

Indigenous Peoples Organizations/Institutes: Cultural Survival: http://www.culturalsurvival.org/ International Work Group for Indigenous Affairs: http://www.iwgia.org/ Survival International: http://www.survivalinternational.org/ Center for World Indigenous Studies: http://cwis.org/ Mixtec Cultural Center in Oaxaca, Mexico: http://www.centrocultural.host56.com/ Amnesty International Country Reports: http://www.amnestyusa.org/all-countries/page.do?id=1041024 Human Rights Watch: Daily Reports http://www.hrw.org/en/publications/reports United Nations Human Rights Regime: UN Permanent Forum on Indigenous Issues: http://social.un.org/index/IndigenousPeoples.aspx UNDRIP: http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf UNDHR: http://www.un.org/Overview/rights.html UN Human Rights Section: http://www.un.org/rights/index.html Genocide Studies: Yale University: http://www.yale.edu/gsp/ Indigenous Film/Television: World Indigenous Television Broadcasters Network: http://www.witbn.org/ Sundance Native Film Institute: http://www.sundance.org/programs/native-film/ Frontline: http://www.pbs.org/wgbh/pages/frontline/ Indigenous Film & Arts Festival: http://www.iiirm.org/Events/Film%20Festivals/film_festivals.htm Verizio Film Festival: http://www.verzio.ceu.hu/ Media Education Foundation: http://www.mediaed.org/cgi-bin/commerce.cgi?display=home Applied Eco-Feminism: Vandana Shiva and Navdanya USA http://www.vandanashiva.org/ Local Activism: The Eugene Human Rights Commission: http://www.eugeneor.gov/portal/server.pt?open=512&objID=270&PageID=335& cached=true&mode=2&userID=2 Eugene Human Rights City Project: http://www.humanrightscity.com/Human_Rights_City_Project/Welcome_.html Coalition Against Environmental Racism: http://pages.uoregon.edu/caer/

Information on this syllabus is subject to change. 18

University of Oregon: Northwest Indian Language Institute: http://pages.uoregon.edu/nwili/ Native American Student Union: http://pages.uoregon.edu/asuonasu/ Many Nations Longhouse: http://longhouse.uoregon.edu/ Tribal Climate Change Project: http://tribalclimate.uoregon.edu/network/ Oregon Tribes: Complete list: http://500nations.com/Oregon_Tribes.asp

Information on this syllabus is subject to change. 19