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MAORI303-20B (HAM)
Critical Indigenous Theory
15 Points
Staff
Convenor(s)
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Brendan Hokowhitu
4075
ITS.G.31
brendan.hokowhitu@waikato.ac.nz
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Librarian(s)
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
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Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
- For extensions starting with 4: dial +64 7 838 extension.
- For extensions starting with 5: dial +64 7 858 extension.
- For extensions starting with 9: dial +64 7 837 extension.
- For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
Paper Description
Paper Structure
The course incorporates a blended learning pedagogy. In this paper 'blended' refers to, firstly, students fully engaging with content online, which is predominantly the weekly readings and the lecturer's videos and then, secondly, discussing that content in either the online class discussion forums or the face-to-face tutorials.
The paper is predominantly focused on the compulsory readings set for each week. Every week the lecturer will produce a number of short videos posted in Moodle that will concentrate on content in each reading and their relevance to Critical Indigenous Theory and various themes of the paper. The lecturer will also post a number of questions and/or ideas each week in the class discussion forum which will serve as an online tutorial. Lastly, there will be a face-to-face tutorial each week. To participate fully in both tutorial formats, each student must complete the weekly readings.
Note, change in tutorial time and venue: Fridays 10-10:50am in I.1.09.
Learning Outcomes
Students who successfully complete the paper should be able to:
Assessment
Course work/Final examination Ratio 1:0
Course Work 100%.
There is no final external examination or test.
Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.
Required and Recommended Readings
Required Readings
Andersen, Chris (2015). ‘Urban landscapes of North America’. In Warrior, Robert (ed.), The World of Indigenous North America. Routledge: London/New York, pp. 149-170.
Corntassel, Jeff (2012). ‘Re-envisioning resurgence: Indigenous pathways to decolonization and sustainable self-determination’. Decolonization: Indigeneity, Education & Society, 1 (1), pp. 86-101.
Coulthard, Glen (2014). ‘From wards of the State to subjects of recognition? Marx, Indigenous peoples, and the politics of dispossession in Denendeh’. In Audra Simpson and Andrea Smith (eds.), Theorizing Native Studies, Duke University Press: Durham, pp. 56-98.
Coulthard, Glen (2014). ‘Seeing red: Reconciliation and Resentment’. In, Red Skins, White Masks: Rejecting the Colonial Politics of Recognition. Minneapolis: University of Minnesota Press.
Fanon, Frantz (1967). ‘The fact of Blackness’. In Black Skin, White Masks. C.L. Markmann (trans.). New York: Grove Weidenfeld, pp. 82-108.
Goeman, Mishauna (2013). ‘”Remember what you are”: Gendering Citizenship, the Indian Act, and (re)mapping the settler nation-state’. In Mark My Words: Native Women Mapping Our Nations. Minneapolis: University of Minnesota Press, pp. 41-85.
Hau’ofa, Epeli (1993). ‘Our sea of islands.’ In A New Oceania: Rediscovering Our Sea of Islands. Suva: School of Social and Economic Development, The University of the South Pacific/Beake House, pp. 2-17.
Hokowhitu, Brendan (2016). ‘Monster’. In Aileen Moreton-Robinson (ed.), Critical Indigenous Studies: Engagements in First World Locations, University of Arizona Press: Tucson, pp. 83-101.
Hoover, Elizabeth (2017). 'Preface' & 'Introduction'. The River is in Us: Fighting Toxics in a Mohawk Community. Minneapolis: University of Minnesota Press.
Justice, Daniel Heath (2016). ‘A better world becoming: Placing Critical Indigenous Studies’. In Aileen Moreton-Robinson (ed.), Critical Indigenous Studies: Engagements in First World Locations, University of Arizona Press: Tucson, pp. 19-32.
Kauanui, J. Kēhaulani (2018). ‘Gender, marriage and coverture’. In Paradoxes of Hawaiian Sovereignty: Land, Sex, and the Colonial Politics of State Nationalism, Duke University Press: Durham, pp. 113-152.
Lomawaima, K. Tsianina (2015). ‘Education’, In Warrior, Robert (ed.), The World of Indigenous North America. Routledge: London/New York, pp. 365-387.
Million, Dian (2014). ‘There is a river in me: Theory from life’. In Audra Simpson and Andrea Smith (eds.), Theorizing Native Studies, Duke University Press: Durham, pp. 31-42.
Moreton-Robinson, Aileen (2015). ‘The house that Jack built: Britishness and white possession’. In, The White Possessive: Property, Power, and Indigenous Sovereignty, University of Minnesota Press: Minneapolis, pp. 19-32.
Roberts, Mere. (2012). ‘Revisiting the natural world of the Māori’. In Huia Histories of Māori, Danny Keenan (ed.), pp. 33-56. Wellington: Huia.
Simpson, Audra (2014). ‘Indigenous interruptions: Mohawk nationhood, citizenship and the State’. In Mohawk Interruptus: Political Life Across the Borders of Settler States. Durham: Duke University Press, pp. 1-35.
Teves, Lani (2018). ‘Bound in place: Queer Indigenous mobilities and “The Old Paniolo Way”’. In, Defiant Indigeneity: The Politics of Hawaiian Performance, University of North Carolinal Press: Chapel Hill, pp. 145-169.
Tuck, Eve & Yang, Wayne (2012). ‘Decolonization is not a metaphor’. Decolonization: Indigeneity, Education & Society, 1 (1), pp. 1-40.
Whyte, Kyle (2018). 'Critical Investigations of Resilience: A Brief Introduction to Indigenous Environmental Studies and Sciences'. In Daedalus: Journal of the American Academy of Arts and Sciences 147 (2): 136-147.