Settler Colonial Ways of Seeing - ENGLISH/CULTRST 768
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Private Patrick Cloutier, Royal 22e Régiment faces off against Ojibwa Warrior Ronald Cross
at Oka, Quebec, 1990. Photo by Shaney Komulainen, Canadian Press)
ENGLISH/CULTRST 768
Settler Colonial Ways of Seeing
Academic Year: 2022
Term: Winter
Room: CNH 332/Zoom
Instructor: Dr. Matt Jones
Email: jonesm65@mcmaster.ca
Schedule:
Seminars: Thursdays 10:30am‐1:30pm (12:30 while online)
Part 1: Jan 13 ‐ Feb 3 (at least): Meeting on Zoom: https://utoronto.zoom.us/j/88492723172
(passcode: seeing)
Part 2: Feb 10 ‐ Apr 7: Room CNH 332
NOTE: This is a three‐hour course. We will meet for two hours (10:30‐12:30) as long as we are
online. Please reserve the remaining hour for asynchronous content (recorded lectures, videos,
readings, one‐on‐one meetings).
Virtual office hours: by request: send me a quick email and we’ll meet on Zoom:
https://utoronto.zoom.us/my/itsmattsoffice (passcode: 415142)Course Objectives Description This course interrogates settler ways of seeing. It examines how settler colonial states have tried—and repeatedly failed—to transform the lands and lives they seek to govern. With a focus on the Canadian context, we will examine techniques for mediating state power, including maps, photography, and identity documentation. Our analysis will be guided by the critical work of Indigenous, Black, and Asian artists, as well as methods drawn from visual studies, media theory, Indigenous studies, and critical race theory. Format Each week, we will begin our seminar with a “provocation” by an Indigenous, Black, or Asian artist or thinker whose work challenges or subverts Western knowledge systems or state power in Canada. Each week’s provocation will aim to initiate a discussion that of at least one artistic intervention—in performance, visual art, photography, or digital media—with one or more theoretical text that illuminates what the artist is doing. The provocations may be taken literally or playfully. In the second half of the course, students will be invited to introduce their own provocations. Students will lead the group in a discussion of an article that challenges conventional understandings of Western knowledge or state power in Canada. You will be required to ground in your discussion in an analysis of a cultural artefact that embodies some aspect of the theory. The artefact may be a poem, a photo, a meme, a news article, a map, a law, or any other primary artefact that can be read productively through the lens of the theory we are examining. Learning Objectives By the end of this course, you should be able to identify and critically engage with colonial ways of seeing and understanding the world and you should have an awareness of alternative ways of knowing. You should improve your ability to accurately and critically engage with complex and controversial texts. You should be able to place contrasting texts in dialogue with one another and draw out their similarities and differences. You should develop your ability to formulate good questions for discussion and improve your ability to respond spontaneously to ideas in discussion. Textbooks, Materials & Fees Course Texts All readings are linked or available for download through Avenue to Learn (A2L aka Avenue).
Method of Assessment Grade Breakdown (details follow) Seminar Participation 10% Weekly Critical Interrogations (5) 10% Weekly Presentation Proposal 5% Feb 10 Provocative Presentation 25% Weekly (weeks 7‐11) Essay Proposal 10% Mar 3 Final Essay 40% Apr 10 Course Requirements This course is set up to encourage rigorous engagement with complex and challenging ideas. The assignments are designed to develop your skills in reading theory closely and applying it practically to the world. Our engagement with these ideas will be intellectual but it will also be emotional. For many of the writers we will read, developing theory is not only an academic exercise but a tactic of survival. Many of these texts will take us into uncomfortable spaces, they may upset us or excite us, confuse us, anger us, or inspire us. They may connect to aspects of your personal life or to events happening in the world that are emotionally difficult to process. In addition to the more traditional academic assignments, you will keep a journal that you can use as a way to track your subjective and affective response to the course. We will need to work together to build a classroom environment that feels open and safe for everyone. If you’re struggling in any way, I’m available to meet in the office hour. Seminar Participation 10% Weekly The success of this course depends on everyone’s active and informed participation in class discussions and activities. You’re welcome to contribute to the discussion verbally or in writing. Participating in seminar discussion is a key part of building the capacity to apply theory practically. Moreover, because these readings are so dense and complex, by sharing our different understandings of them, we can arrive at an informed sense of their multivalent meanings. I understand, though, that participating in class discussions can be a difficult art to learn and I do not assume that everyone will be entirely comfortable with it at the beginning. If you find it difficult to participate, please set yourself a reasonable goal for how you might develop. Your grade will reflect, in part, the progress you make over the semester. Five Critical Interrogations 10% Weekly On Wednesday evening prior to our class, please upload two short observations or discussion questions to Avenue. Your points could respond to one or several of the readings and artefacts. They need only be 100‐200 words long. Please submit five of these over the course of the term.
Presentation Proposal 5% Feb 10 Please contribute a short paragraph explaining what your Provocative Presentation will be about. Your proposal should include (a) a provocation; (b) a link or a copy of an artefact we can all access; (c) a link or copy of an article we can read; (c) your first and second choice for a presentation date. Provocative Presentation 25% Weekly (weeks 7‐11) This assignment aims to build skills in practical application of theory. Choose an artefact of any kind—it could be a photograph, a news story, a poem, an object, a meme, a video game, an article of clothing, a short video—and apply a theory to explain something about its relationship to settler colonial ways of knowing. You should provide the rest of the class with a reading that you will refer to in your presentation. Readings and artefacts should be sent to me at least a week before your presentation. Your presentation should be 15‐20 minutes long. If you present “live” in real time (whether online or in person), you may include questions or activities for the group as part of the presentation (i.e. it doesn’t have to be a long lecture). You may also opt to pre‐record your presentation, in which case it must be sent to me one week prior to your presentation date so that the other students can watch it before our meeting. The purpose of this assignment is to practice using theory to illuminate the meanings inherent in cultural objects. You may find that a theory speaks directly to your artefact, or you may find that the theory needs to be adapted in some way to the context in which you are applying it. There may also be some unexpected collisions of meaning in what you discover. Essay Proposal 10% Mar 3 Your essay proposal should include the following elements: (a) a tentative title; (b) a tentative thesis; (c) a list of 5‐10 works you intend to consult. Note: your final essay may build from ideas explored in the presentation. NOTE: if you present on Mar 3, you can submit this on Mar 10. Final Essay 40% Apr 10 A 15‐ to 20‐page research paper that examines a topic related to the course. Policy on Missed Work, Extensions, and Late Penalties Late Policy Late assignments will be docked 3% per day. In a case of illness or emergency, please communicate with me to make alternate arrangements to submit your work.
No‐Fault Extension Policy Each student may request one extension of up to five days for one assignment in the term. No reason is required; simply write to me and tell me you would like to claim your extension. Note that a shorter extension may be necessary for the final essay because of the tight deadline for submitting final grades to the department. Drop Date The last date to withdraw from this course without academic penalty is March 18, 2022. Please Note the Following Policies and Statements: About the Instructor I am a settler scholar of theatre and performance studies. I have Welsh and German ancestry and use he‐him‐his pronouns. My research explores the representation of war, terrorism, and race in contemporary performance and I'm currently working on a project examining how artists in the performing arts are coping with COVID‐19. You can find out more about my work here: mattjones.space and here: quarantineperformance.weebly.com. You’re welcome to call me Matt. Names and Pronouns This course affirms the right of students to choose the names and pronouns they wish to be addressed by, and to change them over time if they choose to. If you prefer to be called a different name than what is on D2L, please let me know. Feel free to correct me on your preferred name, the pronunciation of your name, or your preferred gender pronoun. Mental Health and Self Care University studies can place enormous stress on anyone’s mental health, and this is especially true during a pandemic. If you find yourself struggling, please take a look at the services on the University’s Mental Health and Wellbeing page. Conduct Expectations I expect that all students will carry out discussions in class and online with civility and mutual respect. This will be especially important when we discuss subjects that are emotionally and politically sensitive. This course includes material on racism, colonialism, sexual violence, and other forms of oppression. I will try to alert you to the disturbing subjects as they come up but please contact me if you find yourself feeling uncomfortable with the discussions we’re having. We will need to work together to ensure that our classroom is a safe space for all students, where we can discuss difficult issues of oppression in an environment that is free from racism, sexism, homophobia, transphobia, ableism, ageism, and other forms of discrimination.
As a McMaster student, you have the right to experience, and the responsibility to demonstrate, respectful and dignified interactions within all of our living, learning and working communities. These expectations are described in the Code of Student Rights & Responsibilities (the "Code"). All students share the responsibility of maintaining a positive environment for the academic and personal growth of all McMaster community members, whether in person or online. It is essential that students be mindful of their interactions online, as the Code remains in effect in virtual learning environments. The Code applies to any interactions that adversely affect, disrupt, or interfere with reasonable participation in University activities. Student disruptions or behaviours that interfere with university functions on online platforms (e.g. use of Avenue 2 Learn or Zoom for delivery), will be taken very seriously and will be investigated. Outcomes may include restriction or removal of the involved students' access to these platforms. Language in the Classroom This course will require you to read and engage with texts and images that contain offensive and disturbing language of various types, including slurs, archaic terms, and terms that are changing their meaning. As we will discuss, such language is performative: it creates harm in the world merely by being spoken. However, using it may serve a valid purpose: a writer may need to use such language to accurately describe oppression, or they may be re‐appropriating that language. Here, then, is a proposed framework for how we refer to offensive language in the classroom. It is not perfect, though, and we will revisit it together as the need arises. In our class discussions, please refrain from using words that are slurs. Instead, please use language that refers to the word without repeating it (“the N‐word”, “the F‐word”). We can apply a similar principle to using words that are archaic. These words are not innately dehumanizing in the way that slurs are, but they may be inflected with meanings that are subtly offensive. We may sometimes need to say these words explicitly if, for example, we wish to refer to an organization like the American Indian Movement (AIM) or the Universal Negro Improvement Association (UNIA). For these anti‐colonial organizations, these words signalled pride and self‐determination. But the same words can become derogatory if used uncritically today. As we can see, the lines between the slur and the archaic word are cloudy and we’ll need to use our judgement to know how best to express ourselves respectfully. Finally, there is the case of words that are changing their meaning. The languages of race, gender, sexuality, and ability are constantly shifting as we find more inclusive and affirmative ways to refer to difference. We should all strive to use the most inclusive language we can, but we may need to show some patience when others are not up to speed on this language. I welcome your feedback if and when I make mistakes with language. Smartphones and Laptops and other Distractions Please try not to do multiple things at the same time while participating in online lectures. Research shows that multi‐tasking while listening is responsible for poor retention of information and can increase problems with learning (see, for example, this article about the neuroscience of
multi‐tasking). Please leave the Zoom meeting if you wish to use an electronic device for social
purposes.
Academic Integrity
You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning
process. Academic credentials you earn are rooted in principles of honesty and academic
integrity. It is your responsibility to understand what constitutes academic dishonesty.
Academic dishonesty is to knowingly act or fail to act in a way that results or could result in
unearned academic credit or advantage. This behaviour can result in serious consequences, e.g.
the grade of zero on an assignment, loss of credit with a notation on the transcript (notation
reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the
university. For information on the various types of academic dishonesty please refer to the
Academic Integrity Policy, located at https://secretariat.mcmaster.ca/university‐policies‐
procedures‐guidelines/
The following illustrates only three forms of academic dishonesty:
plagiarism, e.g. the submission of work that is not one’s own or for which other credit has
been obtained.
improper collaboration in group work.
copying or using unauthorized aids in tests and examinations.
Authenticity / Plagiarism Detection
Some courses (not this one) may use a web‐based service (Turnitin.com) to reveal authenticity
and ownership of student submitted work. For courses using such software, students will be
expected to submit their work electronically either directly to Turnitin.com or via Avenue to
Learn (A2L) plagiarism detection (a service supported by Turnitin.com) so it can be checked for
academic dishonesty.
Students who do not wish to submit their work through A2L and/or Turnitin.com must still
submit an electronic and/or hardcopy to the instructor. No penalty will be assigned to a student
who does not submit work to Turnitin.com or A2L. All submitted work is subject to normal
verification that standards of academic integrity have been upheld (e.g., on‐line search, other
software, etc.). To see the Turnitin.com Policy, please go to
www.mcmaster.ca/academicintegrity.
Courses with an Online Element
This course uses online elements (e.g. e‐mail, Avenue to Learn (A2L), LearnLink, web pages, capa,
Moodle, ThinkingCap, etc.). Students should be aware that, when they access the electronic
components of a course using these elements, private information such as first and last names,
user names for the McMaster e‐mail accounts, and program affiliation may become apparent to
all other students in the same course. The available information is dependent on the technologyused. Continuation in a course that uses on‐line elements will be deemed consent to this disclosure. If you have any questions or concerns about such disclosure, please discuss this with the course instructor. Online Proctoring Some courses (not this one) may use online proctoring software for tests and exams. This software may require students to turn on their video camera, present identification, monitor and record their computer activities, and/or lockdown their browser during tests or exams. This software may be required to be installed before the exam begins. Academic Accommodation of Students with Disabilities This course welcomes students with disabilities, health‐related issues, and unique learning styles. I am committed to accessibility but remember that you do not need to disclose your disability to me; I am happy to work with Accessibility Services to ensure that you have everything you need to achieve your academic goals. Students with disabilities who require academic accommodation must contact Student Accessibility Services (SAS) at 905‐525‐9140 ext. 28652 or sas@mcmaster.ca e‐mail to make arrangements with a Program Coordinator. For further information, consult McMaster University’s Academic Accommodation of Students with Disabilities policy. Email correspondence policy It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from each student’s own McMaster University email account. This policy protects confidentiality and confirms the identity of the student. Instructors will delete emails that do not originate from a McMaster email account. Modification of course outlines The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair. Request for Relief for Missed Academic Term Work McMaster Student Absence Form (MSAF) In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar "Requests for Relief for Missed Academic Term Work".
Academic Accommodation for Religious, Indigenous and Spiritual Observances (RISO) Students requiring academic accommodation based on religious, indigenous or spiritual observances should follow the procedures set out in the RISO policy. Students should submit their request to their Faculty Office normally within 10 working days of the beginning of term in which they anticipate a need for accommodation or to the Registrar's Office prior to their examinations. Students should also contact their instructors as soon as possible to make alternative arrangements for classes, assignments, and tests. Copyright and Recording Students are advised that lectures, demonstrations, performances, and any other course material provided by an instructor include copyright protected works. The Copyright Act and copyright law protect every original literary, dramatic, musical and artistic work, including lectures by University instructors. The recording of lectures, tutorials, or other methods of instruction may occur during a course. Recording may be done by either the instructor for the purpose of authorized distribution, or by a student for the purpose of personal study. Students should be aware that their voice and/or image may be recorded by others during the class. Please speak with the instructor if this is a concern for you. Class cancellations If class is cancelled, students will be notified on Avenue to Learn. Please check A2L regularly for any such announcements. Syllabus The instructor and University reserve the right to modify elements of the course during the term. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is your responsibility to check your McMaster email and course websites weekly during the term and to note any changes. Extreme Circumstances The University reserves the right to change the dates and deadlines for any or all courses in extreme circumstances (e.g., severe weather, labour disruptions, etc.). Changes will be communicated through regular McMaster communication channels, such as McMaster Daily News, A2L and/or McMaster email.
Topics & Readings
Schedule of Readings and Assignments
NOTE: This schedule is based upon current university and public health guidelines and may be
subject to changes during the term. Any changes to the schedule or course delivery will be
communicated on the course announcements section on Avenue to Learn. Please check the
announcements prior to attending class.
Week 1 Jan 13 Provocation 1: This course is colonial, and we are all* (almost all)
colonialists
Thinking about decolonization and resistance in a colonial institution; doing things with theory.
Explanation of how the course functions; overview of syllabus, readings, and assignments;
discussion about reading theory; how to succeed in this class.
Content Warning: colonialism, racism.
Artefacts:
1) Gravestone of William McMaster:
https://www.findagrave.com/memorial/8161759/william‐mcmaster
2) Website of MacDivest campaign: https://linktr.ee/MacDivest
3) “Treaty 3” (1792)
Readings:
1) Course syllabus
2) David Shanahan, “Between the Lakes Treaty.” Anishinabek News 7 Dec. 2019.
https://anishinabeknews.ca/2019/12/07/between‐the‐lakes‐treaty/
Optional reading:
1) Linda Tuhiwai Smith, “Research Through Imperial Eyes.” Decolonizing Methodologies:
Research and Indigenous Peoples. Second Ed. Zed Books, 2012 [1999], pp. 44‐60. (16pp)
Week 2 Jan 20 Provocation 2: There is no Canada
Content Warning: colonialism, racism, genocide, sexual violence.
Artefacts:
1) Samuel de Champlain, Map of New France (1612). Wikipedia:
https://en.wikipedia.org/wiki/New_France#/media/File:Samuel_de_Champlain_Carte_ge
ographique_de_la_Nouvelle_France.jpg
2) Flags of the Dominion of Canada. Wikipedia: (scroll through, beginning here:
https://en.wikipedia.org/wiki/Canadian_Red_Ensign#/media/File:Flag_of_Canada_(1957
%E2%80%931965).svg)3) Coat of Arms of the City of Montreal (2017) Wikipedia:
https://en.wikipedia.org/wiki/Coat_of_arms_of_Montreal#/media/File:Coat_of_arms_of
_Montreal.svg
4) Oneida Nation, “The Guswenta: Two Row Wampum Belt is a Symbol of Sovereignty”
(1614): https://www.oneidaindiannation.com/the‐guswenta‐two‐row‐wampum‐belt‐is‐a‐
symbol‐of‐sovereignty/.
5) Camille Turner, Miss Canadiana (2005) http://camilleturner.com/project/miss‐canadiana/
6) Kent Monkman, “The Subjugation of Truth.” (Acrylic on canvas, 2016)
https://www.kentmonkman.com/painting/2017/1/9/the‐subjugation‐of‐truth‐1
Readings:
1) Sunera Thobani, “Multiculturalism and the Liberalizing Nation” Exalted Subjects: Studies
in the Making of Race and Nation in Canada. University of Toronto Press, 2007, pp. 143‐
175. (28pp)
2) Greg Coulthard: “Seeing Red: Reconciliation and Resentment” Red Skin, White Masks:
Rejecting the Colonial Politics of Recognition. University of Minnesota Press, 2014, pp.
105‐129. (24pp)
Week 3 Jan 27 Provocation 3: We are not where we think we are
Content Warning: war, racism, racist language.
Artefacts:
1) Rebecca Belmore, “X”, 2010. https://www.rebeccabelmore.com/x/.
2) Jeff Thomas, “The Europeanization of Turtle Island,” 2019, https://jeff‐
thomas.ca/2019/02/the‐europeanization‐of‐turtle‐island/.
3) Lost Rivers of Toronto Project, http://www.lostrivers.ca/disappearing.html.
Readings:
1) Natalie Alvarez, “Managing Affect in Mock Afghan Villages,” Immersions in Cultural
Difference Tourism, War, Performance. University of Michigan Press, 2018, pp. 21‐65
(45pp)
2) Rinaldo Walcott, "‘A Tough Geography’: Towards a Poetics of Black Space(s) in Canada.”
Black Like Who?: Writing Black Canada. Insomniac Press, 2003, pp. 43‐55. (12pp)
Week 4 Feb 3 Provocation 4: We can learn more from the land than we can from this
class
Content Warning: colonialism, racism, racist language.
Artefacts:
1) Rebecca Belmore, “Ayum‐ee‐aawach Oomama‐mowan: Speaking to Their Mother”
(1991) docuemnta14 https://www.documenta14.de/en/artists/13529/rebecca‐belmore.2) Marjorie Beaucage RainbowWarrior, “Speaking to Their Mother,” Vimeo
https://vimeo.com/99999913 (26:13)
3) Literally, look at the world around you
Readings:
1) Leanne Simpson, “Land as Pedagogy.” As We Have Always Done: Indigenous Freedom
Through Radical Resistance. University of Minnesota Press, 2017, pp. 145‐174 (29pp)
2) Dylan Robinson et al. "Rethinking the Practice and Performance of Indigenous Land
Acknowledgement." Canadian Theatre Review, vol. 177, 2019, p. 20‐30. Project MUSE
muse.jhu.edu/article/716610. (10pp)
Week 5 Feb 10 Provocation 5: Break the law
Content Warning: racism, torture, war, violence.
Artefacts:
1) Shelley Niro, “The Shirt,” photo series, 2003. (https://ago.ca/agoinsider/through‐lens‐
shelley‐niro)
2) Seika Boye, “Legislation and Protest” It’s About Time: Dancing Black in Canada
https://www.dancingblackcanada.ca/legislation‐and‐protest
Readings:
1) Matt Jones, “Citizen in Exception: Omar Khadr and the Performative Gap in the Law.”
Theatre Research in Canada, vol. 41, no. 1, 2020, pp. 88‐107. (29pp)
2) Shiri Pasternak, “Blockade: A Meeting Place of Law.” in Whose Land is it Anyway? A
Manual for Decolonization. Edited by Peter McFarlane and Nicole Schabus, Federation of
Post‐Secondary Educators of BC, 2017, pp. 32‐35 (4pp)
Week 6 Feb 17 Provocation 6: The future is the past
Content Warning: colonial violence, genocide, racism.
Artefacts:
1) Wendy Red Star, Apsáalooke Feminist (series, 2016):
https://www.wendyredstar.com/apsalooke‐feminist
2) Barbara Diabo, “Smudge” https://nac‐cna.ca/en/video/dtl‐smudge‐barbara‐diabo (6:09)
3) Wakening. Written by Tony Elliott, Directed by Danis Goulet. YouTube 2014
https://www.youtube.com/watch?v=bbmi2ff3MBk (8:51)
4) Shauntay Grant, “Beyere.” 21 Black Futures. Directed by Lisa Karen Cox. CBC Gem
S01E04. https://gem.cbc.ca/media/21‐black‐futures/s01e04 (11:24).
Readings:
1) Lindsay Nixon, “Visual Cultures of Indigenous Futurisms.” Guts Magazine 20 May 2016,
http://gutsmagazine.ca/visual‐cultures/.2) Robyn Maynard, “Reading Black Resistance through Afrofuturism: Notes on post‐
Apocalyptic Blackness and Black Rebel Cyborgs in Canada.” Topia, vol. 39, University of
Toronto Press, 2018, pp. 29–47. (18pp)
Feb 24: Reading Week
Week 7 Mar 3 Provocative Presentations 1‐3
Week 8 Mar 10 Provocative Presentations 4‐6
Week 9 Mar 17 Provocative Presentations 7‐9
Drop Date Mar 18
Week 10 Mar 24 Provocative Presentations 10‐12
Week 11 Mar 31 Provocative Presentations 13‐15
Week 12 Apr 7 Course Synthesis
Final Essay Due
SCHEDULE AT A GLANCE
WK DATE PROVOCATION READINGS PAGES NOTES
1 Jan 13 This course is Gravestone of William McMaster Online
colonial, and we Website of MacDivest campaign Online
are all* (almost “Treaty 3” (1792) 1‐2
all) colonialists Optional reading: ‐
Tuhiwai Smith, “Research Through Imperial Eyes” 44‐60
2 Jan 20 There is no Champlain, Map of New France Online
Canada Flags of the Dominion of Canada Online
Coat of Arms of the City of Montreal Online
Oneida Nation, “The Guswenta” Online
Camille Turner, Miss Canadiana Online
Monkman, “The Subjugation of Truth” Online
Thobani, “Multiculturalism & the Liberalizing Nation” 143‐175
Coulthard: “Seeing Red” 105‐129
3 Jan 27 We are not Belmore, “X” Online
where we think Thomas, “The Europeanization of Turtle Island” Online
we are Lost Rivers of Toronto Project Online
Alvarez, “Managing Affect” 21‐65
Walcott, "A Tough Geography” 43‐55WK DATE PROVOCATION READINGS PAGES NOTES
4 Feb 3 We can learn Belmore, “Ayum‐ee‐aawach Oomama‐mowan” Online
more from the RainbowWarrior, “Speaking to Their Mother” (26:13)
land than we can *Literally, look at the world around you* ‐
from this class Simpson, “Land as Pedagogy” 145‐174
Robinson et al., "Rethinking… Land Acknowledgement" 20‐30
5 Feb 10 Break the law Niro, “The Shirt” Online Presentation
Boye, “Legislation and Protest” Online Proposal
Jones, “Citizen in Exception” 88‐107
Pasternak, “Blockade” 32‐35
6 Feb 17 The future is the Red Star, Apsáalooke Feminist Online
25 past Diabo, “Smudge” (6:09)
Elliot & Goulet, “Wakening” (8:51)
Grant, “Beyere” (11:24)
Nixon, “Visual Cultures of Indigenous Futurisms” Online
Maynard, “Reading Black Resistance” 29‐47
Feb 21‐25 READING WEEK
7 Mar 3 Presentations Provocative Presentations 1‐3 Essay
Proposal
8 Mar 10 Presentations Provocative Presentations 4‐6
9 Mar 17 Presentations Provocative Presentations 7‐9 Drop Date
10 Mar 24 Presentations Provocative Presentations 10‐12
11 Mar 31 Presentations Provocative Presentations 13‐15
12 Apr 7 Course Synthesis Review and Synthesis Final EssayYou can also read
