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This paper focuses on Indigenous geographies and places into comparative context the impacts of colonial processes upon Indigenous communities, their lands and resources. We begin by looking at experiences of colonialism across North America, Hawaii, Australia and Aotearoa, particularly we focus on the processes which influenced changes and, in many cases, replaced existing Indigenous socio-cultural, political and economic systems. We also examine the role of treaties, or in some cases the lack thereof, in the dispossession of indigenous communities from their lands and resources.
The second half of the paper canvasses a range contemporary indigenous geographies. We discuss the diverse ways in which indigenous peoples are negotiating, resisting and moving beyond colonial impositions across areas of land rights and resource use, education and language, gender, and popular culture, and health and well-being. This part of the paper serves to highlight the on-going and evolving process of colonialism but also to highlight the multiplicity of indigenous geographies and the opportunities for decolonisation and transformation.
Key questions for this paper are:
- What is Indigenous geography?
- In what ways has British colonialism worked to dispossess Indigenous communities from their lands and resources? What role have treaties played in this?
- How have Indigenous communities been impacted upon, responded to and resisted processes of colonialism?
- In what ways are contemporary spaces being decolonised through Indigenous research, activism and assertions of self-determination?
Students who successfully complete the course should be able to:
Students who successfully complete the course should be able to:
Linked to the following assessments:
- Understand better the impacts of British colonialism on indigenous communities across Aotearoa, Australia, Hawaii and North America;
- Demonstrate critical thinking about the contemporary impacts of colonialism through a series of online forum activities;
- Be able to define Indigenous geographies and engage critically with Indigenous scholarship;
- Develop an understanding of decolonisation and, using case studies, how this is enacted across different spatial scales and contexts.
Assessments will be discussed in detail during class time and specific assessment criteria for each assessment item will be provided.
Assignment 1: Five online forum activities. Worth 25% of the overall grade.
5 Online Forum Activities to be completed via Moodle. Each Activity is worth a maximum of 5% and will be graded out of 20.
These activities will vary over the semester but will include critical reflections, reading summaries, reviews of films or documentaries, discussion questions etc. A minimum of 500 words will be required for most of the activities and the due date for each forum activity will be 5pm on the Friday of the week it is set.
Specific details of the due date for each Online Forum Activity is provided in the lecture schedule.
Assessment criteria for this assessment will be provided and discussed in class.
Assignment 2: Essay. Worth 30% of the overall grade, due Friday 30 August 2019
Students should choose ONE of USA, Canada, Hawaii or Australia and examine how indigenous communities in that country have experienced colonialism. Student's should focus on the mechanisms of colonialism that were employed in that country - e.g. law, war, treaties. and discuss the impacts of colonisation on the Indigenous communities. Student's may also discuss ways that Indigenous communities have resisted and navigated colonial impositions throughout their essay.
Essays should be 3000 words long, 1.5 or double spaced and font size 12. Students are expected to read academic literature to support their essay and reference appropriately using the Harvard Geography Referencing Style. A minimum of 10 academic references are required.
Assignment 3: TED talk. Worth 15% of the overall grade.
Students will present a 5 minute in-class TED Style Talk. Choosing one of the countries studied in the paper students will present on a contemporary Indigenous initiative that exemplifies the key themes covered in this paper.
Presentations will take place in-class during the week of 30 September 2019.
Full details of the assessment will be provided in-class.
The internal assessment/exam ratio (as stated in the University Calendar) is 70:30. There is no final exam. The final exam makes up 30% of the overall mark.
The internal assessment/exam ratio (as stated in the University Calendar) is 70:30 or 0:0, whichever is more favourable for the student. The final exam makes up either 30% or 0% of the overall mark.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Five online forum activities||
30 Aug 2019
|3. TED talk||
30 Sep 2019
Required and Recommended Readings*
A course readings list has been prepared for this paper and will be available via Moodle. All readings are managed by the university’s online Reading List Talis Aspire system. This means you will not need to purchase a readings book for this course.
Online support is via the paper management system Moodle. Paper materials will be made available to students via Moodle. Such materials include important announcements and documents (including the paper outline and lecture notes).
PLEASE NOTE there is no University of Waikato requirement that lecture notes, in whatever form, be provided to students via Moodle. Furthermore, the notes made available on Moodle may not be an exact copy of the lecture as presented in class.
Lecture material is also provided via Panopto recordings.
This paper is held in the B Semester. It has three contact hours weekly, through one lecture and one tutorial. Students are expected to attend all sessions and complete the required readings. If we consider that the ‘normal’ annual load for a BSocSc, or BA is seven papers we can then calculate that on the basis of a 16 week semester (including recess and study periods) the student should spend around 10 hours a week on average working on the paper. This includes attending classes, connecting to Moodle and completing assessed work and readings.
Linkages to Other Papers*
Restricted papers: GEOG323