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Topics in Women’s Studies/Indigenous Studies: Special Topics “Indigenous Women in the Contemporary World: Unsettling North Americas” Art 210, TTH, 8:00-9:30 a.m., UBC Okanagan Site: http://gwstindgtamez.blogspot.com INSTRUCTOR: Margo Tamez OFFICE: Art 269 OFFICE HRS: MW 10:30-11:30, and by appt. CONTACT: email@example.com
Either: INDG 100. 3 additional credits of INDG courses at the 200-level; and third-year standing. Or: Third-year standing and 6 credits of GWST or WMST. **Helpful, though not required: basic Spanish literacy (reading comprehension).
INTRODUCTION & OVERVIEW
FOCUS: This course is organized as both interdisciplinary and intersectional. Our class format will run as a ‘seminar’ where students have significant responsibilities to organize, facilitate and to participate dynamically in each class meeting. Challenging readings, some films, and analysis of Indigenous uses of web-based tools encourage engaged discussions and debates. The methods, tools, and subject matter will prepare students for analyzing challenges, complexities and demands across communities, societies, nations, and borders relevant to Indigenous Peoples today. Decolonization, and particularly Indigenous women’s confrontations and interrogations to conquering histories, laws, and science, will inform our study of the many challenges at the crossroads of colonialist systems—and will illuminate some solutions. The issues presented will provide students with methods and tools to problemitize, and to think, write, and vocalize critically with regard to past and present concerns of Indigenous peoples in both local and global contexts. SUMMARY: This course will provide important research methods, critical analysis tools, and crucial perspectives which directly challenge mainstream stereotypes, norms, practices, and prejudices which clutter and disarm a more productive and potent way of seeing, comprehending, and thinking about Indigenous Peoples, and a group often subsumed within that category – Indigenous Women. That critical location will guide our process, where we begin, and where we will conclude the course. Here are a few core discursive frameworks to begin the process: ‘Decolonization’, ‘Human Rights’, ‘Empty Lands/Terrenos Baldios’, ‘Savages/Barbaros’, ‘Enemies’, ‘Vanishing Indians,’ ‘We the People,’ ‘Rights,’ ‘Aboriginal Title and Sovereignty’, and ‘Gender Oppression/Violence.’ This course uniquely positions the advanced student to synthesize critical tools acquired to date, and to apply them in more rigorous ways in ‘localized’ ways. Students will be expected to direct their projects towards specific communities, issues, problems, and challenges that are situated in
contemporary local-global conflicts. Students will situate themselves as researchers and active agents within those. Special emphasis will be given to the diverse ways that Indigenous peoples —particularly the multiply marginalized within Indigenous communities—have historically resisted and given voice to community-based, collective analysis of colonization, gender and sexual violence, and their broad-based, coalitional and anti-colonial movements. Globalization, development, militarization & migration are key frameworks to inform a gender analysis (the production and enforcement of heteropatriarchal and violent masculinities and femininities) at the intersections of geopolitics produced and reproduced through oppressive systems and methods. ‘NORTH AMERICAS’: We will narrow our focus on particular geopolitical and gendered terrains, and this opens up critical space specifically to analyze, critique and interrogate Mexico, Canada and the U.S. from Indigenous and Indigenous-gendered perspectives. From early colonial ‘conquests’ to NAFTA, the WTO, and global Indigenous movements and beyond--by interrogating alternative ‘contact’ perspectives, (vis-à-vis a strong emphasis on Indigenous Peoples’ and Indigenous-focused scholarship, oral testimonials, literacies, knowledge systems, primary documents, legal histories, etc.), we will utilize texts and contexts to guide us. In that vein, ‘North Americas’—and its discontents—allows for a framework which foregrounds multiplicity and diversity of Indigenous experiences---disaggregating Indigenous peoples from homogenizing limits imposed by heteropatriarchal states—as well as nations-within-nations. Using ‘gender’ and ‘indigeneities’ to gird up our analysis, we will confront the ideologies and regimes which naturalize fixed and linear notions of ‘Indians/Indios/Natives’ and interrogate these as monolithic symbols of Euro-American conquering methods. We will confront EuroAmerican legal constructions of tribalisms, indigenisms, Indian ethnicities, Indigenous ‘haves’ and ‘have-nots’, borders, nations, and sovereignty as normative and thereby innately discriminatory and full of high risk for Indigenous peoples today. In this, by interrogating history, law, science, and politics through Indigenous peoples’ lenses and social movements, the processes and outcomes of state-craft , capitalist democracy, assimilative development projects , and militarization will be elevated in order to engage in the situations and challenges that a wide spectrum of Indigenous peoples face. Testimonies and testaments from Indigenous peoples’ themselves will unravel the myths that enshrine colonization as always predestined and inevitable. DECOLONIZING ‘NORTH AMERICA’: We will place very strong emphasis on decolonizing the narratives, imaginaries, lands, resources and bodies within and across the boundaries produced at the intersections of Euro-American nation-states and heteronormative citizenship (of both nonIndigenous and Indigenous societies). We will examine forces, actors, and organizations which promote the maintenance of oppression and repression as dual forces to marginalize Indigenous decolonial movements across society and borders. At the same time, we will interrogate how/when/where colonialist methods got adopted and assimilated into Indigenous societies and governance in unquestioning ways, and we examine key Indigenous and non-Indigenous scholarship which investigate Indigenous peoples’ challenges to disrupt and dismantle these regimes and forces of colonial violence. In that vein, we pay close attention to the lingering consequences for marginalized Indigenous peoples at the fringes of the Euro-settler nation-state and normative Indigenous nations—women, children, GLBTQ folk, migrants, refugees, differently abled, mixed ancestry, incarcerated, economically deprivated, and elders. Decolonizing North Americas emphasizes the multiplicity of lenses about who and what ‘the Americas’ was prior to 1492 and is, and how Indigenous peoples are using diverse tools to interrogate the legal, scientific, and cultural obsession of elites and the
privileged to possess and commodify Indigenous lands, bodies and knowledge systems to the isolation and deprivation of certain groups. Heteropatriarchy, capitalism, globalization and militarization will be four interlocking systems which will help us to elevate multiply-marginalized Indigenous peoples’ knowledges, and the increasing move by elites to censure and flatten the everyday realities of Indigenous resistances to and negotiations and accommodations with violent, assimilative systems. Our lenses will also ‘zoom-in’ on raced, gendered, sexualized, and classed imaginaries of ‘North American’ ‘natives’, ‘Indians’, ‘Indios’, ‘Indigenas’, ‘Mixed-bloods’, ‘Mestizos’ and Métis as territorializing methods in the gendered and raced projects of colonizations. While ‘North America’ as Mexico, Canada and U.S. artificially (!) imposes limits to the scope of our work and problematically curtails the examination of Euro-American colonizations to the (equally problematic) meta geography of ‘North America’ as ‘land mass’ , it should be understood to only signify a starting point for emancipating colonialist borders and mappings of Indigenous American realities as intricately tied relationships intertwining peoples, waters, lands, histories and activities in dynamic relationships with one another. Today’s divisions and differences between Indigenous peoples should not signify that this always was (to this degree) or that intense conflict, fear, and even apathy and hatred is predestined, preordained or irrevocable. [The immense damage inflicted by racist and sexist notions emanating from 19th c. / early 20th c. U.S.-centric and hegemonic ‘Plains Indian’/‘Southwest Indian’/’American Indian’, is a particularly bounding space where the patriarchal and patrilineal nation-state has instituted ‘Indian male head’ as ‘custom’ and a measure for authenticity, and which, sadly, large numbers of Indigenous peoples have deeply internalized and acculturated. Within projects to territorialize minerals, oil, water, arable lands, bodies, and knowledges across Mexico, Canada and the U.S., crucial sectors of Indigenous Peoples’ histories, languages, perspectives, and experiences have been made artificially invisible. In this course our aim is to unpack these, especially voices breaking silence at the fringes of Indigenous communities. This course will maintain firm pressure on elevating Indigenous visibility in all its diversity, and likewise confronting the forces of marginalization which impose regimes of dispossession and disavowal upon Indigenous groups which dissent against conformity imposed by colonialist systems. Indigenous peoples and their multiple positionalities, particularly individuals, groups, and sectors at the fringes of citizenship, have and are continuing to maintain large, intact and vibrant community-based and land-based identities. How, by whom, and where is this occurring and what tools are Indigenous peoples utilizing and innovating to breathe new life into their communities beyond physical, gendered, raced, sexist, and imperialist borders? We look closely at the many ways Indigenous peoples have/are organized over time and space and place to develop re-newed and new social organizations, revive and reinvent Indigenous communitycontrolled governance, innovate and re-member ancestral economic and ceremonial traditions, and how infusing these are central to Indigenous women’s and their family members’ selfdetermined human rights beyond borders. DECOLONIZING MYTHS & FICTIONS: Another central objective will include healthy myth busting. In dominating myths and narratives across the America—and globally— ‘the Americas’, ‘Americans’, and ‘the West’ problematically position Indigenous Peoples as ‘vanished’ and ‘disappeared’ outside of a Euro-linear narrative of ‘progress’, ‘freedom’, ‘land wars’ and ‘democracy.’ ‘Cowboys/Vaqueros’, ‘Indians/Indios’, ‘lawmen/jefes’, ‘bandits/banditos’, ‘prostitutes/prostitutas’ are characters (caricatures) which certainly populated the Euro-American imaginary and construction of Euro-American metageographies of ‘the West’, the ‘Nor’ west’, the ‘Southwest’ and ‘old Mexico.’ Consequently, this imaginary has had (and continues to have) negative impacts and consequences—and, not only affecting Indigenous Peoples. Its authority and control has been central to shaping the assimilation process of numerous waves of
immigrants to Canada, Mexico and the U.S. Globalized myth and fiction about the ‘Indian/indio’ ‘Savage/barbaro’—circulated vis-à-vis products, ideas, behaviors—and ,--transported and absorbed as national narratives of citizenship—have deeply chiseled numerous individuals and groups’ social, economic and political relations with Indigenous peoples in Mexico, Canada and the U.S. We want to look closely at these constructions and productions of class, racialized bodies, reproduction and political economy—at the country level, at the ‘nation-within-nation’ level, and at national border regime level— which are so often overlooked and/or disavowed in normative approaches to “Native Studies.”
THE WORK & GRADING
1. WEEKLY SYNOPSIS:
Critical Readings & Responses For each assigned reading (and occasional films), you are required to provide a 1/3 page, typed, synopsis. See course site for details. 15%
2. STUDENT-LED CLASS DISCUSSION X 2 15% You will facilitate a minimum of two readings and to co-lead discussions on texts of your choosing. No more than 15 minutes, your role is to guide and to facilitate the discussion of the readings/materials. See course site for details. 3. PEER-TO PEER REVIEW Using a rubric (which I provide to you), analyze and review One of your peers’ abstracts prior to final exam presentations. See course site for instructions. 4. MID-TERM: Book/Film/Media/Website Review (800-1000 words) See course site for instructions. 15%
5. FINAL PROJECT: 30% * Abstract (Thesis, Methods, Tools, plus Sources) * 12+ page paper on a topic of your choice (must be approved by me). * Visual and archival document ‘chapbook’ (using PPT, Prezi, or other tools) * 4 primary sources (minimum), required * 4 secondary sources (minimum), required * 4 peer-reviewed articles (minimum), required * Works Cites or References Page—in correct style (MLA?, APA?, Chicago?...)
A Guide to the Graded Work
UBCO GRADING SYSTEM: 4
Percentage (%) 90-100 A+ 85-89 A 80-84 A76-79 B+ 72-75 B 68-71 B64-67 C+ 60-63 C 55-59 C50-54 D 0-49 F (fail)
1. Readings, Films, & Synopsis: The ‘texts’ include books, articles, web sites, hand-outs, and films. • Reading assignments range from 50-75 pages minimum, per class. • Be prepared for class by planning to read everyday; taking good notes on readings; planning to contribute to class discussions. • That said, learn to glean the text for key ideas, key words, key phrases…don’t read every word! • Bring relevant texts to class every class. • Take careful notes in class—assume everything is valuable. 2. Synopsis (Reading Responses): • Time management is critical. Schedule firm blocks of time in your work week for deep comprehension & reflection. Complex readings require a proactive plan of action! • Turn synopsis in the first class of each week, at the beginning of class. Bring them to me. Keep a copy for yourself to refer to in class. • I’ll read them, and return to you in one week. (Barring illness, travel, or unforeseeable event.) 3. Synopsis (For Bloggers): • If you create a BLOG for your Synopsis… • Send me your blog address in an email each week, prior to the first class. Bundle your analysis of each reading onto one BLOG post. It is easier for me to read it and give you credit for that week. • Your BLOG site can be set to accessible to ‘all’ , or set ‘private’—that is up to you. There are advantages either way. • I may ask your permission to discuss your posts (and blogging’s relevance to alternative knowledge production). Please let me know if you consent. 4. Mid-Term: Book Review, Documentary Review, Analysis of a Website, Or … ? • 500-700 word review. • Must focus on an issue, multi-perspective and dimension, and should be seen as a key component to framing and focusing the Final Project. • Short presentation with handouts and accompanied by an analysis of primary documents, copied to each person (15 minutes). 5. Final Project: Critical Analysis of a Contemporary Issue, Conflict, Community • 10 pp. minimum (if traditional ‘paper’) • Abstract • Alternative Format? You propose to me. • Uses both interdisciplinary and intersectional approaches. • Will include a minimum of one visual support (a primary document/archival source). • Diverse primary and secondary documents/materials. • Documented research. (Know your style guidelines.)
Meaningful engagement in trying out methods, tools, and strategies presented in the course.
(I strongly encourage you to purchase these at a discount, when possible, at the many vendors available online.)
• • • • • • • •
(ADE) Forbes, Jack D. The American Discovery of Europe. University of Illinois Press. 2007. ISBN13: 978-0252031526 (IMM) Fox, Jonathan and Gaspar Rivera-Salgado, Eds. Indigenous Mexican Migrants in the United States. Center for U.S.-Mexican Studies, UCSD and the Center for Comparative Immigrations Studies at the University of California, San Diego. 2004. ISBN-13: 978-1878367501 (TSP) Jacobs, Sue-Ellen, et al. Two-Spirit People: Native American Gender Identity, Sexuality, and Spirituality. University of Illinois Press. 1997. ISBN-13: 978-0252066450 (WC) Mattingly and Hansen. Women and Change at the U.S.-Mexico Border. University of Arizona Press, 2008. ISBN-13: 978-0816527465. (USS) Stasiulis and Yuval-Davis. Unsettling Settler Society. Sage Press, 1995. ISBN-13: 9780803986947. (FNFT) Timpson, Annis May. First Nations, First Thoughts: The Impact of Indigenous Thought in Canada. University of Washington Press. 2010. ISBN-13: 978-0774815529 (MTT) Van Kirk, Sylvia. Many Tender Ties: Women in Fur Trade Society, 1670-1870., Watson & Dwyer, 1996. ISBN-13: 978-1896239514. (RT) Wilson, Waziyatawin Angela. Remember This!: Dakota Decolonization and the Eli Taylor Narratives (Contemporary Indigenous Issues). University of Nebraska Press. 2005. ISBN-13: 9780803298446 NOTE!!: This is an E-Book, and is available for free online, and you can also download it free to your desktop through UBCO library catalog. (P) Pamphlets, or (HO) Hand-Outs, or (L) Links provided on course web site (such as the U.N. Declaration on the Rights of Indigenous Peoples, and important abstract samples, book reviews, literature reviews, films, etc.). I will provide copies to you and/or send you these as pdf links on a course Internet site. (CP) Course Packet: supplemental readings which support discussions and fill in gaps. (PD) Primary Documents and archive links, (Yale University ‘Avalon Project’; numerous Indigenous Peoples’ –run and designed Internet source sites, for example…), that I will provide you.
Several are on order and will not be available right away. Don’t panic. If you want to purchase them on a discount Internet site, do that. I will provide you with hand-outs (HO), a supplemental course packet, and Books On Reserve to help alleviate the cost to you.
HOW TO FIND BOOKS AND ARTICLES ON RESERVE:
From UBC Home Page, at http://www.ubc.ca/, click on ‘LIBRARY’ (or copy and paste in http://www.library.ubc.ca/welcome.html into your web browser). Log In using the bar code on the back of your UBC I.D. card, and your secure password. Locate the heading ‘FIND’, below that, click on ‘Course Material (Reserve/Online)’. The subject code for this course is ‘INDG’ and the course number is ‘395’. Enter those into the required fields. Click ‘search’. A list of reserve materials for this class will appear. Problems? Contact UBCO staff: Doris Wagner at firstname.lastname@example.org
COURSE POLICIES Know your Rights and Responsibilities!
REFER TO UBCO “Policies, Forms and Procedures” at
http://web.ubc.ca/okanagan/ikbarberschool/facultystaff/forms.html, to familiarize yourself with UBCO policy statements on “Academic Integrity Clause,” “Disability Assistance Clause,” “Student Rights and Responsibilities” at http://www.calendar.ubc.ca/okanagan/index.cfm? tree=3,293,0,0. Also visit the “Policies & Regulations” page at http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,0,0,0. This includes UBC policies on Attendance, freedom from harassment and discrimination, academic freedom, accommodations, and teaching evaluations. Know your rights and responsibilities!
SUCCESSFUL COMPLETION OF THE COURSE REQUIRES: • • • • • • •
Regular Attendance (No more than 3 absences in accordance with UBCO guidelines). Original work which respects and acknowledges global imperatives of academic integrity, and the UBC “Policies & Regulations” (see link above). Staying Current with Readings Critical Thinking and Productive Communication Timely Assignments Mid-term completion at ‘C-‘ or above Final Project completion at ‘C-‘ or above
ACADEMIC INTEGRITY & STUDENT RESPONSIBILITY! The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all students are expected to know, understand, and follow the codes of conduct regarding academic integrity. At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required. This also means you should not cheat, copy, or mislead others about what is your work. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President’s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences. A more detailed description of academic integrity, including the policies and procedures, may be found at http://www.calendar.ubc.ca/okanagan/index.cfm?tree=3,54,111,959. If you have any questions about how academic integrity applies to this course, please consult with me and read UBC policies at the links provided. DISABILITY SERVICES If you require disability-related accommodations to meet the course objectives, please contact the Coordinator of Disability Resources located in the Student Development and Advising area of the student services building. For more information about Disability Resources or academic accommodations, please visit the website at: http://web.ubc.ca/okanagan/students/disres/welcome.html EXAMINATION HARDSHIP & GRADING
If a hardship occurs (physical, mental, structural) you should make contact me through email and by phone (and all your professors and appropriate UBC administrators) at the earliest possible time. Inform me about the hardship, and the arrangements that you are needing if you are going to miss a class or classes, and if you are going to miss a mid-term or final exam. All students who miss or plan to miss a regularly scheduled final examination should contact the office of the Associate Dean, Curriculum and Students. Please familiarize yourself with UBCO grading practices at http://okanagan.students.ubc.ca/calendar/index.cfm?tree=3,41,90,1014.
There is no reward for having a particular set of beliefs. Difference and disagreement are valued in this space. What is important is an earnest practice of listening and responding with your whole self; in that vein, be willing to seek out differing perspectives. Differing standpoints, across the multiple axes of colonization and oppression, will challenge everyone’s critical thinking, writing and comprehension.
Electronics annoy and distract me. Remember to put them on vibrate.
BYOB! Water —yes! UBCO offers amazing opportunities to drink clean water! Plus, there are lots of other healthy beverage offerings as well. I’m ok with liquids in class. Please remember to recycle—or better yet, be Earth and People friendly—reduce your personal use of oil-based plastics and mined, extracted water!
Changes to the Course Syllabus – It happens. I reserve the right to make changes, updates, and corrections to this syllabus during the term— 8
at any time. Changes will be announced in class at the earliest possible opportunity—through email and in class. Thanks!
CALENDAR of REQUIRED WORK
Reading & Responding: • REMINDER! Sign Up for Two Student-led Discussion Facilitations! Sign-Up Sheet will be sent around class during first week. Two and more persons may co-lead discussions. Conversation is more complex and varied with more facilitators. Everyone is required to participate in discussions to avoid the same persons holding up the discussion. This is a great opportunity to practice listening, pausing, and vocalization.
<<DAY & DATE>> <<READINGS TO BE DISCUSSED >> ACTION>> <<WHAT IS DUE & WHEN>> WEEK 1: CRITICAL FRAMEWORK S Thursday— 09/09 WEEK 2 Tuesday, 09/14
Course introduction & syllabus review; Prepared hand outs (HO) MULTIPLE POSITIONALITIES (CP) Zapatista Women’s Revolutionary Law (at: http://www.ibiblio.org/prism/Mar97/ zapatista.html#sidebar) ; See also https://webspace.utexas.edu/hclea ver/www/booklaw.html) ; Aída Hernández Castillo, “Zapatismo and the Emergence of Indigenous Feminism”; Jody Pepion “Introduction” (from unpublished dissertation); Lipan Apache Women Defense, “Statement to U.S. Social Forum, 2010”; Andrea Smith, “American Studies without America”; Martin W. Lewis and Kären E. Wigen, “Introduction”. (CP) Aileen Moreton-Robinson, “Talkin’ the Talk,” ; Linda Tuhiwai Smith, “Colonizing Knowledges”; Andrea Smith “Native American Feminism, Sovereignty and Social Change” ; Jeannette Armstrong “A Conversation between Jeannette
TAMEZ: Framing key words, key ideas, discourse, narratives and methods.
Synopsis: For each reading assigned this week, write and turn in a 1/3 – ½ page, double-spaced synopsis prior to the discussion of. See course site for details: gwstindgtamez.blog spot.com
TAMEZ: Discussion leader, followed by Q&A.
WEEK 3 Tuesday, 09/21
Armstrong and NG: Deconstructing Race, Deconstructing Racism”; Global Indigenous Women’s Caucus, UNPFII 2009 “Statement on Agenda item 3b” , also at http://www.docip.org/OnlineDocumentation.32.0.html. CRITICAL LENSES ON PRIMARY DOCUMENTS—HISTORY & THE PRESENT (CP) Antonia I. Castañeda, “Women of Color and the Rewriting of Western History: Discourse, Politics and Decolonization of Western History; Ann M. Little, Gender and Sexuality in the North American Borderlands, 1492-1848; (USS) “1--Introduction”, “Beyond Dichotomies—Gender, Race, Ethnicity and Class in Settler Societies”; (CP) R.W. Connell, “Masculinities and Globalization”; (USS) “4--The Fractious Politics of a Settler Society: Canada”; (MTT) “Enter the White Man”; (CP) Antonia Castañeda, “Gender, Race, and Culture: SpanishMexican Women in the Historiography of Frontier California”; (CP) Leslie Offutt,” The Nahuatl Testaments of San Esteban de Nueva Tlaxcala (Saltillo); (MTT) “The Custom of the Country”; (USS) 6—“Miscegenation as Nation-Building: Indian and Immigrant Women in Mexico”; (CP) Susan Schroeder, “Introduction”; Arthur J.O. Anderson, “Aztec Wives” (MTT) Your Honors Servants”; “Women in Between”; (RT) Intro-3; (MTT) Finish; (FNFT) Part 3: 5, 6; (CP) Joyce Green, “Canaries in the Mines of Citizenship: Indian Women in Canada” ON TRAVEL! SUBSTITUTE TBA! (TSP) Introduction, Part 1, Secs 1, 3, 4; Visit ‘The North American Indian, First Nations, Aboriginal
Student Discussion Leaders, and Q & A
Student-led Discussion and Q &A
WEEK 4 Tuesday, 09/28
Student –led Discussion and Q &A
Student-led Discussion and Q &A
WEEK 5 Tuesday, 10/05 Thursday, 10/07
Student-led Discussion and Q &A Round-Robin. Everyone contributes formally through
Note: “Round-Robin” and “formally” entails that you will come prepared to contribute
Two Spirit/GLBTQ Internet Resources’, and engage these descriptive narratives, activisms, declarations, and historicization of decolonial gender sexuality identity and expression: (SAVE TO YOUR FAVORITES!) http://people.ucalgary.ca/~ptrembl a/aboriginal/two-spirited-americanindian-resources.htm (ADE) 1-3
‘QQM’. Prepare a statement reflecting what you embrace and why, what you can build-upon, reject, hold up to further interrogation, what pieces/aspects require further work…or, don’t go far enough, etc.
critically about the readings and texts as ‘QQM’. Here’s how: You must bring at least one typed QUESTION to contribute to a basket, from which we will draw. You must bring at least one typed QUOTE drawn from the readings which provides a framework or lens for something you wish to vocalize, and teases out a perspective you feel demands attention. You will engage mindfully in how these viewpoints are productive as METHODS upon which you are/can be building your research. Synopsis due.
WEEK 6 Tuesday, 10/12
Thursday, 10/14 WEEK 7 Tuesday, 10/19 Thursday, 10/21 WEEK 8 Tuesday, 10/26 Thursday, 10/ 28
(TSP) Finish; Visit Anne Serene’s gender web-site “Trans-gender theories” at http://www.humboldt.edu/~mpw1/ gender_theory/; see also “Perspectives Used to Look at Gender,” at http://www.humboldt.edu/~mpw1/ gender_theory/perspectives4.shtml , and “Gender & Power‘, at http://www.google.com/search? hl=en&rlz=1W1RNWN_en&q=gend er+and+power&aq=f&aql=&aqi=g -p1g9&oq= , (ADE) 5-7; (RT) 4-5; (USS) Chs. 2, 3, 7, (USS) Chs. 8, 11; (CP) Sylvia Escarcega, (RT) Finish; (FNFT) Part 1, 2
Round-Robin, Everyone contributes formally. Ditto above.
Round-Robin, ditto. Round-Robin. Ditto. MID-TERMS THIS WEEK! No Synopsis this week! FILM VIEWING: DETAILS TBA Synopsis due.
Independent Research Independent Research
MID-TERMS PRESENTED MID-TERMS PRESENTED
WEEK 9 Tuesday, 11/02 Thursday, 11/04 WEEK 10 Tuesday, 11/09 Thursday, 11/11 WEEK 11 Tuesday, 11/16
(WC) 1, 2, 3, 4 (WC) 5, 6, 7 (FNFT) 3 ; (WC) 8, 9, 10 (FNFT) Part 4: 7-9; Remembrance Day, No Class (FNFT) Part 5: 10, 11; (CP) Smith and Kauanui, “Native Feminisms Engage American Studies”; Renya Ramirez, “Race, Tribal Nation, and Gender: A Native Feminist Approach to Belonging”; UNPFII ‘history’ at http://www.un.org/esa/socdev/unpf ii/en/history.html ON TRAVEL! NO CLASS. Independent research day.
Round-robin. Ditto. Round-robin. Independent study. Round-robin.
DRAFT ABSTRACTS DUE! Synopsis due. 1ST DRAFT ABSTRACT DUE.
Thursday, 11/18 WEEK 12 Tuesday, 11/23
(CP) The Working Group on Human Rights and the Border Wall, “Violations on the Part of the United States Government of Indigenous Rights Held…”; Visit Website: U.T. Law Working Group, Texas-Mexico Border Wall, at ; (IMM) 1, Part I: 2, 3 (IMM) Part II, 4, 6, 7; (CP) Sylvanna Falcon, “National Security” and the Violation of Women: Militarized Border Rape at the U.S.-Mexico Border,” (CP) Margo Tamez, “Restoring Lipan Apache Women’s Laws, Lands and Strength in El Calaboz Rancheria at the TexasMexico Border” (CP) Aída Hernández Castillo, “Between Feminist Ethnocentricity and Ethnic Essentialism,”; (IMM) Part III; (FNFT) Part 2: 4 LAST OFFICIAL DAY OF CLASS. (IMM) Part IV 12, 14, 15., Part V. 17, 19 ,20
Synopsis due. 2nd DRAFT ABSTRACT DUE!
WEEK 13 Tuesday, 11/30
Synopsis due. BRING POLISHED ABSTRACT TO EXCHANGE. PEER REVIEWS. ABSTRACT PEER REVIEWS DUE (2 COPIES). FILM VIEWING: DETAILS
TBA SIGN UP SHEET PASSED AROUND FOR FINAL EXAM PRESENTATIONS
Tuesday, 12/07 Thursday, 12/09 WEEK 15 Tuesday, 12/14 Thursday, 12/16
OFFICE CONSULTATIONS BY APPT. OFFICE CONSULTATIONS BY APPT. Final Exam Presentations, Begin Final Exam Presentations, Conclude
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