GWST 495/INDG 395

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 HRS: MW 10:30-11:30, and by appt.

OFFICE: Art 269 CONTACT: margo.tamez@ubc.ca

PRE-REQUISITES

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

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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 Euro-
American 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 non-
Indigenous 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
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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 community-
controlled governance, innovate and re-member ancestral economic and ceremonial traditions,
and how infusing these are central to Indigenous women’s and their family members’ self-
determined 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
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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 15%
For each assigned reading (and occasional films), you are required
to provide a 1/3 page, typed, synopsis. See course site for details.

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 15%

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) 25%
See course site for instructions.

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:

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 Percentage (%)
90-100 A+
85-89 A
80-84 A-
76-79 B+
72-75 B
68-71 B-
64-67 C+
60-63 C
55-59 C-
50-54 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.)
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 • Meaningful engagement in trying out methods, tools, and strategies presented in the
course.

REQUIRED TEXTS
(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. ISBN-
13: 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: 978-
0803986947.
• (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: 978-
0803298446 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.

NOTICE!! 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
doris.wagner@ubc.ca

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 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

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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—

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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 >> <<IN-CLASS

ACTION>> <<WHAT IS DUE & WHEN>>

WEEK 1:
CRITICAL
FRAMEWORK
S
Thursday— Course introduction & syllabus TAMEZ: lecture
09/09 review; Prepared hand outs (HO)

WEEK 2 MULTIPLE POSITIONALITIES

Tuesday, (CP) Zapatista Women’s TAMEZ: Framing Synopsis: For each
09/14 Revolutionary Law (at: key words, key reading assigned this
http://www.ibiblio.org/prism/Mar97/ ideas, discourse, week, write and turn in
zapatista.html#sidebar) ; See also narratives and a 1/3 – ½ page,
https://webspace.utexas.edu/hclea methods. double-spaced
ver/www/booklaw.html) ; Aída synopsis prior to the
Hernández Castillo, “Zapatismo discussion of. See
and the Emergence of Indigenous course site for details:
Feminism”; gwstindgtamez.blog
Jody Pepion “Introduction” (from spot.com
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”.
Thursday, (CP) Aileen Moreton-Robinson, TAMEZ:
09/16 “Talkin’ the Talk,” ; Linda Tuhiwai Discussion leader,
Smith, “Colonizing Knowledges”; followed by Q&A.
Andrea Smith “Native American
Feminism, Sovereignty and Social
Change” ; Jeannette Armstrong “A
Conversation between Jeannette
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 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/Online-
Documentation.32.0.html.
WEEK 3 CRITICAL LENSES ON PRIMARY
DOCUMENTS—HISTORY & THE
PRESENT
Tuesday, (CP) Antonia I. Castañeda, “Women Student Discussion Synopsis due.
09/21 of Color and the Rewriting of Leaders, and Q &
Western History: Discourse, A
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”;
Thursday, (CP) R.W. Connell, “Masculinities Student-led
09/23 and Globalization”; (USS) “4--The Discussion and Q
Fractious Politics of a Settler &A
Society: Canada”; (MTT) “Enter
the White Man”;
WEEK 4
Tuesday, (CP) Antonia Castañeda, “Gender, Student –led Synopsis due.
09/28 Race, and Culture: Spanish- Discussion and Q
Mexican Women in the &A
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”;
Thursday, (CP) Susan Schroeder, Student-led
09/30 “Introduction”; Arthur J.O. Discussion and Q
Anderson, “Aztec Wives” (MTT) &A
Your Honors Servants”; “Women in
Between”; (RT) Intro-3;
WEEK 5
Tuesday, (MTT) Finish; (FNFT) Part 3: 5, 6; Student-led Synopsis due.
10/05 (CP) Joyce Green, “Canaries in the Discussion and Q
Mines of Citizenship: Indian &A
Women in Canada”
Thursday, ON TRAVEL! SUBSTITUTE TBA! Round-Robin. Note: “Round-Robin”
10/07 (TSP) Introduction, Part 1, Secs 1, Everyone and “formally” entails
3, 4; Visit ‘The North American contributes that you will come
Indian, First Nations, Aboriginal formally through prepared to contribute

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 Two Spirit/GLBTQ Internet ‘QQM’. Prepare a critically about the
Resources’, and engage these statement readings and texts as
descriptive narratives, activisms, reflecting what ‘QQM’. Here’s how:
declarations, and historicization of you embrace and You must bring at least
decolonial gender sexuality why, what you can one typed QUESTION
identity and expression: (SAVE TO build-upon, reject, to contribute to a
YOUR FAVORITES!) hold up to further basket, from which we
http://people.ucalgary.ca/~ptrembl interrogation, what will draw. You must
a/aboriginal/two-spirited-american- pieces/aspects bring at least one
indian-resources.htm require further typed QUOTE drawn
work…or, don’t go from the readings
(ADE) 1-3 far enough, etc. 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.
WEEK 6
Tuesday, (TSP) Finish; Visit Anne Serene’s Round-Robin, Synopsis due.
10/12 gender web-site “Trans-gender Everyone
theories” at contributes
http://www.humboldt.edu/~mpw1/ formally. Ditto
gender_theory/; see also above.
“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;
Thursday, (RT) 4-5; (USS) Chs. 2, 3, 7, Round-Robin,
10/14 ditto.
WEEK 7
Tuesday, (USS) Chs. 8, 11; (CP) Sylvia Round-Robin. Synopsis due.
10/19 Escarcega,
Thursday, (RT) Finish; (FNFT) Part 1, 2 Ditto.
10/21
WEEK 8 MID-TERMS THIS
WEEK!
Tuesday, Independent Research MID-TERMS No Synopsis this
10/26 PRESENTED week!
Thursday, Independent Research MID-TERMS FILM VIEWING:
10/ 28 PRESENTED DETAILS TBA

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WEEK 9
Tuesday, (WC) 1, 2, 3, 4 Round-robin. Synopsis due.
11/02
Thursday, (WC) 5, 6, 7 Ditto.
11/04
WEEK 10
Tuesday, (FNFT) 3 ; (WC) 8, 9, 10 Round-robin. Synopsis due.
11/09
Thursday, (FNFT) Part 4: 7-9; Independent
11/11 Remembrance Day, No Class study.
WEEK 11 DRAFT ABSTRACTS
DUE!
Tuesday, (FNFT) Part 5: 10, 11; (CP) Smith Round-robin. Synopsis due. 1ST
11/16 and Kauanui, “Native Feminisms DRAFT ABSTRACT DUE.
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
Thursday, ON TRAVEL! NO CLASS.
11/18 Independent research day.

WEEK 12
Tuesday, (CP) The Working Group on Human Round-robin. Synopsis due. 2nd
11/23 Rights and the Border Wall, DRAFT ABSTRACT DUE!
“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
Thursday, (IMM) Part II, 4, 6, 7; (CP) Sylvanna Ditto.
11/25 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 Texas-
Mexico Border”
WEEK 13
Tuesday, (CP) Aída Hernández Castillo, Round-robin. Synopsis due. BRING
11/30 “Between Feminist Ethnocentricity POLISHED
and Ethnic Essentialism,”; (IMM) ABSTRACT TO
Part III; (FNFT) Part 2: 4 EXCHANGE. PEER
REVIEWS.
Thursday, LAST OFFICIAL DAY OF CLASS. Ditto. ABSTRACT PEER
12/02 (IMM) Part IV 12, 14, 15., Part V. REVIEWS DUE (2
17, 19 ,20 COPIES). FILM
VIEWING: DETAILS
12
 TBA
WEEK 14 INDEPENDENT RESEARCH SIGN UP SHEET
PASSED AROUND
FOR FINAL EXAM
PRESENTATIONS
Tuesday, OFFICE CONSULTATIONS BY APPT.
12/07
Thursday, OFFICE CONSULTATIONS BY APPT.
12/09
WEEK 15
Tuesday, Final Exam Presentations,
12/14 Begin
Thursday, Final Exam Presentations,
12/16 Conclude

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