Courses Designed to Meet General Education Requirements

Social Science

Social Science 318a -
Indigenous Peoples in Comparative Perspective
University of Arizona
Instructor: Dr. David E. Wilkins

Introduction

In the course of European expansion from the 1400s forward, indigenous nations (aka aboriginal peoples, First Nations, Tribal Groups, Native Nations) were engulfed by expanding states. The consequences of incorporation (geographical, economic, legal, political, social, and cultural) for these First Nations were far from uniform. Some indigenous societies were exterminated, some were recognized as militarily and politically equal nations and treated accordingly, some were assimilated, and some were placed on set aside reservations and allowed to remain partially independent though subject to overarching state administrative control. What accounts for European expansion and for the varied results this expansion had on aboriginal peoples? What are the causes of these changes? Are there any discernible general patterns in the process of state incorporation of indigenous nations? And what explains the resurgence of indigenous autonomy and sovereignty in some states but not all states? Events of this nature have been common throughout the world over the last 500 years. This course explores these and other questions by examining colonialism both as a theoretical framework, and as an historical-political-economic phenomenon. More importantly, we examine colonialism's direct and indirect effects on First Nations and their reactions to colonizing powers through the use of several indigenous case studies from different parts of the world.

Required texts:

Alexander Ewen (ed.) Voice of Indigenous Peoples (Albuquerque, NM: Clear Light, 1994).

Brian M. Fagan. Clash of Cultures 2nd ed. (Walnut Creek, CA: Altarnira Press, 1998).

Frantz Fanon. The Wretched of the Earth (New York: Grove Press 1963, 1988).

Franke Wilmer. The Indigenous Voice in World Politics (Newbury Park, CA: Sage, 1993).

A coursepack is also required. It is available from Fast Copy in the Student Union.

Examinations: There will be two in class tests. The first will be on or around March 4th. The 2nd, the final exam, will be May 11th. Students may opt not to take the final if they are satisfied with their grade prior to the exam. We will discuss this as the time approaches. The exam(s) will consist of several essay questions. (Note: Make-up exams are not given. However, if you have a legitimate (documented) medical or family emergency (I should be notified prior to the missed exam, unless an Act of God precludes this), in lieu of a make-up exam you will be required to write a 7 page research paper on an indigenous group or issue of my choosing. Incompletes are not given.

Paper: You will write an 8-10 page term paper using one of the following themes: Analyze a theory of colonialism utilized by a particular state (or you may compare two or more states and their colonial practices); Do a case study of an indigenous group's colonial experience (or you may compare two or more indigenous groups with similar or dissimilar experiences); Or analyze one or more of the colonial legacies indigenous peoples are coping with today (economic, legal, and political inequality; elevated alcoholism and suicide rates, etc.) We will discuss this early in class. This paper must be typed, double-spaced, and copiously documented using legitimate published sources. You must turn in two copies of your final paper. [Note. Reminder!
Plagarism: "To take and use as one's own the writings or ideas of another," is a serious offense and is a violation of the Code of Academic Integrity.]

Weekly Questions: In addition to the reading assignments, exams, and paper, you will be required to hand in a weekly set of questions (at least two, but no more than four) on that week's readings. These will be due no later than Monday afternoon @ 4pm. You may e-mail your questions if you prefer. Understand, however, that this seductive medium is not flawless and
items do get "lost." It is your responsibility to see that I am receiving your questions. In other words, keep a hard copy of your questions. These should be short, essay type questions which indicate any of the following: your ability to differentiate between facts and opinions; your ability to recognize and evaluate author bias; your ability to recognize logical fallacies and faulty
reasoning; your ability to compare and contrast information and points of view; and your ability to make judgements and draw conclusions about the materials read.

Other Expectations: Besides the above requirements, the only other demand I will make of you is that you be punctual and regularly attend class. Four (4) unexcused absences and you will be administratively dropped from this course. Finally, your verbal participation is strongly encouraged. While you will not be penalized for non-participation, active qualitative and
quantitative participation is evaluated in your favor in borderline grade situations. To quote a colleague, I see you as "intellectual producers, not as consumers."

I weight the above requirements as follows:

Exam 1 = 25%
Exam 2 = 25%
Questions = 25%
Paper 25%

Total 100%

For the exams, I use the typical, albeit imperfect, 10 point scale: 90 & above = A; 80 & above = B

As you can see, I expect a high level of intellectual discussion each time we meet. I encourage you to form small groups to discuss the lectures and the readings. This give and take process with a few friends proved invaluable to me during my undergraduate and graduate days. It also behooves you to take copious notes of the readings. A hi-liter does only that, it hi-lites. Retention of the material usually requires several pages of detailed notes which should be made for each book, article, or chapter you read.

Finally, I reserve the right to quiz you at any time over the readings due for a particular period. I also reserve the right to add or delete readings from those listed below. Finally, I do not assign extra-credit projects, I do not loan my notes, and I do not use a curved grading system.

TOPICS & READINGS (Read it and Reap!)
(CP= Course Pack) (RB= Reserve Book Room)

Introduction

A. Theories and Concepts

READ:

Brian Fagan, Clash of Cultures (1998), Preface and Acknowledgements, Author's Note, Chapter 1 "Prologue."

Franke Wilmer, The Indigenous Voice (1993): Preface, Chap. 1.

Alexander Ewen (ed.) Voice of Indigenous Peoples (1994): Foreword, Preface, & Introduction.

B. Pre-Colonial Indigenous Societies: Population, Culture, & Ideology

READ:

Phillip Wearne. Return of the Indian (1996): Chapter 2, "Before Columbus." (CP)

Russel Barsh, "The Nature and Spirit of North American Political Systems," American Indian Quarterly (1986): 181-198. (CP)

Robert A. Williams, Jr. Linking Arms Together: American Indian Treaty Visions of Law & Peace, 1600-1800. (NY: Oxford University Press, 1997): Intro and Chapter 1 (RB)

Alexander Ewen (ed.) Voice of Indigenous Peoples (1994): Oren Lyons, pps. 31-36 and Marcial Arias Garcia, pps. 37-39.

C. Advent and Expansion of Colonialism

READ:

Brian Fagan, Clash of Cultures (1998), Chapters 2, 6-12.

Franke Wilmer, The Indigenous Voice (1993): Chapters 3 and 4.

D. The Psychological Impact of Colonialism

READ:

Frantz Fanon, The Wretched of the Earth (1963, 1988): pgs. 35-205, 249-end.

INDIGENOUS CASE STUDIES

E. Selected Indigenous Peoples of the United States

READ:

Brian Fagan, Clash of Cultures (1998), Chapter 14.

Richard J. Perry. From Time Immemorial: Indigenous Peoples and State Systems (Austin:University of Texas Press, 1996): Chapter 4, "The United States." (CP)

Alexander Ewen (ed.) Voice of Indigenous Peoples (1994): William Means, pps. 57-64; Thomas Banyacya, pps. 112-118; Ingrid Washinawatok-El Issa, "North America," pps. 131-138.

F. Selected Indigenous peoples of Mexico, Central & South America

READ:

Brian Fagan, Clash of Cultures (1998), Chapters 3-4.

Rodolfo Stavenhagen, "Challenging the Nation-State in Latin America" Journal of International Affairs, vol 45, no. 2 (Winter 1992): 421-440. (CP)

Alexander Ewen (ed.) Voice of Indigenous Peoples (1994): Noeli Pocaterra Uliani, pps. 82-86; Davi Yanomarni, pps. 108-11 1; Jose Barriero, "Central & South America," pps. 127-130.

Julio C. Tresierra "Mexico: Indigenous Peoples and the Nation-State," in Donna Lee Van Cott (ed.) Indigenous Peoples and Democracy in Latin America (New York: St. Martin's Press, 1995):187-210. (CP)

G. Selected Indigenous peoples of Canada & the Arctic

READ:

Brian Fagan, Clash of Cultures (1998), Chapter 13.

Ian Creery, "The Inuit (Eskimo) of Canada" in Polar Peol2les: Self-Determination and Development, edited by Minority Rights Group (London: Minority Rights Publications, 1994): 105-146. (CP)

Hugh Shewell and Annabella Spagnut, "The First Nations of Canada: Social Welfare and the Quest for Self-Government" in John Dixon and Robert P. Scheurell, eds. Social Welfare and Indigenous Peoples (London: Routledge, 1995): 1-15. (CP)

H. Selected Indigenous peoples of New Zealand and Australia

READ:

Brian Fagan, Clash of Cultures (1998), Chapters 15-16.

Ronald Paul Hill, "Blackfellas and Whitefellas: Aboriginal Land Rights, The Mabo Decision, and the Meaning of Land," Human Rights Quarterly, vol. 17 (1995): 303-322. (CP)

Andrew Armitage, Comparing the Policy of Aboriginal Assimilation: Australia, Canada, and New Zealand (Vancouver: UBC Press, 1995): Chapter 6 "New Zealand: The General Structure of Maori Policy." (CP)

Alexander Ewen (ed.) Voice of Indigenous People (1994): Glen Alcalay, "The Pacific Rim," pps. 139-143.

I. The Indigenous people of Northern Europe: The Saami

READ:

Helge Salveson, "Sami AEdnan: Four States--One Nation: Nordic Minority Policy and The History of the Sami" in Sven Tagil, ed. Ethnicity and Nation Building in the Nordic World (London: Hurst & Co., 1995): 106-144. (CP)

Alexander Ewen (ed.) Voice of Indigenous Peoples (1994): Irja Seurujarvi-Kari, pps. 95-97.

J. The Indigenous people of Japan: The Ainu

READ:

David L. Howell, "Ethnicity and Culture in Contemporary Japan," Journal of Contemporary History, vol. 31 (1996): 171-190.

Richard Siddle, Race, Resistance and the Ainu of Japan (London: Routledge, 1996): Chapters 6 and 7. (RB)

Alexander Ewen (ed.) Voice of Indigenous Peoples (I 994): Giichi Nomura, pps. 68-7 1.

INDIGENOUS PEOPLES & FUTURE DIRECTIONS

K. Indigenous Peoples and the United Nations

READ:

Pierre Lepage, "Indigenous Peoples and the Evolution of International Standards: A Short History" in Marie Leger, ed. Aboriginal Peoples: Toward Self-Government (Montreal: Black Rose Books, 1994): 1-24. (CP)

Russel L. Barsh, "Political Diversification of the International Indigenous Movement," Native American Studies, vol. 5, no. 1 (I 991): 7-1 0. (CP)

Franke Wilmer, The Indigenous Voice (I 993): Chap's 6 and 7; Appendices A, B, C, D, E, F, G.

L. Indigenous Peoples and the Quest for Justice

READ:

Brian Fagan, Clash of Cultures (1998), Chapter 17.

Franke Wilmer, The Indigenous Voice (1993): Chapter. 5.

David E. Wilkins, "'With the Greatest Respect and Fidelity:'A Cherokee Vision of the 'Trust' Doctrine," Social Science Journal, vol. 34, no. 4 (1997): 495-5 1 0. (CP)

M. Final Exam