Overview

Description

CALENDAR DESCRIPTION:

Examines contemporary writings regarding Indigenous environmental logic and environmental concerns of contemporary times. Studies effects of resource extraction upon Indigenous nations, globalization, genetic modifications, health, intellectual property, spiritual beliefs, culture and society, art and language and compares these with specific Indigenous logic at the time of contact. Students with credit for FNST 433 may not take this course for further credit.

COURSE DETAILS:

SEMINAR. Examines various aesthetic/intellectual/spiritual expressions of Indigenous peoples which express Indigenous environmental theories, practices, philosophy, protocols, and activisms. Looks to contemporary writings, testimonio, media, practices, oral traditions, ethnographic/historic accounts, art, gatherings, which reflects Indigenous “environmental” theory and practice regarding Indigenous Responsibilities, Obligations, Belongingness and Love with and for Home/Land.

Of concern are critical Rights (the Right to thrive) of Mother Earth, Rivers, Land and all Beings (we include the vitality of Spirit in this equation). Of principal concern are the Indigenous concepts and practices which reflect upon Indigenous Belonging to Place, or, the Responsibilities to actualize Justice and her Others. We are especially interested in Indigenous individuals, communities, Nations, and all living Beings, within a diverse Indigenous understanding of ‘we are all related”, and our inter-species dependence/biodiversity, our roles and responsibilities to all living Beings.

Long-term un-remediable effects via massive resource extractions, lawlessness and state-sponsored violences, empire, modern globalization, genetic modifications, genocide and omnicide are examined in the context of health, food security/food sovereignty, education, housing, ecosystem thriveance, and the unmet needs and wants of all Beings. We are concerned with Remediation/Reconciliation, and a path forward.

DETAILS: Justice remains elusive for many of the world’s Indigenous peoples, including Canada, as erosion of inherent and enshrined responsibilities/rights and title are hand-in-glove with massive resource exploitations and other acts of empire. We will examine specific activisms, Land defense, state-sponsored and extra judicial violence, in a historical context, and contemplate our shifting societal paradigms.

The class is made up of lectures, readings, detailed informed in-class discussions and presentations, weekly written reflections, and community engagement and building within and outside of the classroom community. Registration in this course is your commitment to attend all classes and perform all work to your highest standards.

COURSE-LEVEL EDUCATIONAL GOALS:

GOALS: To recognize and understand our collective Responsibilities to Home/Land/Place and her many Beings as a philosophy, method, and vehicle towards understanding the roots of and path to elusive social and environmental justice, the further actualization of tenuous human rights, and the rights of all Beings and HomeLands to thrive.

In this course with a hemispheric Indigenous focus, Students will:

i. Practice deep reading, deep thinking, deep listening, introspection;

ii. Develop excellent communication skills;

iii. Create a class community with equal shared space and time for all;

iv. Place ourselves within the global paradigm and conversation regarding individual and community Responsibilities to Land and her many diverse Beings;

v. Contemplate the meaning of specific vocabulary terms such as genocide, reconciliation, ecocide, colonial impositions;

vi. Create as a group, a working vocabulary for Environmnetal Justice and Activism in our lives;

vii. Discuss violence and lawlessness at the international, national, state, local, and domestic level;

viii. Learn Indigenous Nation-specific protocols, values, and elusive path to fulfillment of basic human Rights;

ix. Discuss Indigenous Nation-centric concepts of Relationship, Responsibilities (rights), and an Indigenous bioregionalism as defined by community and HomeLand;

x. Understand Indigenous Nation-centric traditional and contemporary laws, priveledges, histories, realities, rooted in HomeLand Place, and subject to the many waves of colonialism and its others; and

xi. Respond appropriately (using respectful communication), as a student/researcher/community member.

xii. Practice and learn group discussion methods, speak clearly in a succinct manner, with equal time for all participants; listen deeply to visitors;

xiii. Welcome, support, and discuss difficult topics factually, within a diverse set of various differing points-of-view, where we may, can, and do disagree;

xiv. See Nation-centric concepts of an individuals’ responsibility to Indigenous community, Land, Beings;

xv. Review diverse ideas emanating from and within Indigenous communities;

xvi. speak informally to others outside sfu (depending upon pandemic rules); and other outcomes as they evolve through community coursework, agreed to by consensus of the group.

It is hoped students will be exposed to a life-long understanding of justice work in Indigenous communities, and where appropriate, begin their journey within the practice. Students may interact with community individuals and networks to address a research topic and deliverable of the communitys’ choice, as reached by community and student consensus. Course addresses research protocols inside and outside the academy and their conflicts, relationship in art and research, and creation of deliverables in a community and personal setting.

Grading

Materials

REQUIRED READING NOTES: