ETS 307 – TOPICS IN RACE AND RACISM: Globalization,
Biocolonialism, and Indigenous Rights
Fall 2014 • University of Nevada, Reno
Tu-Thu 1:00 – 2:15p
Room: LLC 141
Debra Harry, Ph.D
Office/Mailbox: GRI - Mack Social Sciences 124
Office Hours:
Weekdays, By appointment
Office Phone: 775-338-5983
Email:
dharry@unr.edu
COURSE DESCRIPTION AND CORE OBJECTIVES
ETS 307 examines the ideologies, cultural practices, laws, political structures, and economic
systems that produce racial disparities, through detailed study of specific racialized groups or
societies. This semester the course focuses on the experiences and political activism of
Indigenous Peoples in the United States and other nations, with a particular focus on
biocolonialism.
Indigenous Peoples cultural heritage in all forms, tangible and intangible, oral and written,
ancient and contemporary, is under constant threat through misappropriation and
commodification. Genetic material and Indigenous knowledge are significant aspects of cultural
heritage that require special protection, especially in this biotechnological age. Indigenous
peoples’ DNA has been the focus of anthropological, behavioral, medical, and gene mapping
studies. Bioprospectors are keen to access the biodiverse-rich Indigenous territories to find
plant, animal and microbial organisms for pharmaceutical, chemical and industrial uses.
Genetically modified organisms also pose special threats to Indigenous Peoples’ traditional food
systems, health, and the environment. These complex issues are aspects of an issue known as a
phenomenon that has come to be known as biocolonialism, i.e., the unconsented domination
of the biological heritage and future of one culture by another through science, politics, law and
economics. Biocolonialism also includes the cross-cutting issues of globalization, intellectual
property rights, and Indigenous Peoples’ rights. This course will provide students with an indepth opportunity to examine the contemporary issue of biocolonialism, and the challenges
Indigenous Peoples face in the protection of their genetic resources, traditional knowledge, and
cultural heritage in a globalized world. In addition, students will examine the intent and legal
basis of Indigenous Peoples’ advocacy and rights in local, national, and international contexts.
Finally, this course will examine the aspirations and gains made by Indigenous Peoples in
various United Nations fora.
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This course will examine the following topics, including:
 Bioprospecting, Biopiracy, and Biocolonialism
 Genetic Engineering
 Human Genetic Research on Indigenous Peoples (health-related, behavioral, and
anthropological genetics)
 Indigenous Knowledge
 Patenting of Genetic Material
 Intellectual Property Rights
 Genetics and Tribal Identity
 Genetics and Repatriation
 Relevant international law and United Nations fora
 International, national and local strategies for the defense of Indigenous Peoples’
cultural heritage, genetic material, and knowledge
This course satisfies Core Objective 10 of the Silver Core Curriculum:
CO10. Diversity and Equity: Students will demonstrate an understanding of diversity
through courses that focus on topics such as race, ethnicity, gender, sexuality, religion,
physical ability, language, and/or social class with an emphasis on the analysis of equity.
Students will apply and evaluate approaches or modes of inquiry used to analyze diversity
and equity and the social barriers to these goals.
STUDENT LEARNING OUTCOMES
Upon successful completion of ETS 307, students will be able to:
1. Describe the key experiences and issues confronted by one or more racialized groups within
or outside the United States.
2. Explain how ideas about racial difference are produced and perpetuated through political,
economic, cultural, and social structures.
3. Analyze various forms of political, economic, cultural, or social action aimed at ending
racism and creating more equitable societies.
More specific student learning outcomes this semester include the following:
1. Identify and explain the Doctrine of Discovery and its impacts on Indigenous Peoples’ today.
2. Explain why and what issues Indigenous Peoples’ are debating and advocating at various
fora at the United Nations.
3. Identify and examine key International laws that relate to Indigenous Peoples’ rights.
4. Identify and explain the complex linkages between Indigenous Peoples’ rights and interests
in relation to globalization, particularly in the field of biocolonialism.
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5. Discuss the linkages between Indigenous Peoples and other national, regional or global
developments.
6. Synthesize the course topics into a coherent whole, discussing the connection between the
issues of Indigenous Peoples and other national, regional or global developments.
READINGS
 Required articles are listed in detail on the schedule. All readings are provided through
WebCampus or links to online sources.
COURSE REQUIREMENTS
Attendance: I expect you to attend class faithfully, to arrive on time, and to stay the full class
period. A sign-in sheet will be available for you to sign when you arrive for class. Arriving late
or leaving early will affect your participation grade.
Participation: Participation includes attendance, completing the readings, participating in class
discussions, and completing any and all in-class assessments.
Essays: There will be two short essays required in the course.
Exams: There will be an in-class exam for each Course Unit (three in total). In addition, there
will be a final comprehensive in-class written exam as the course final. These exams will
require you to demonstrate careful reading and to synthesize this with your broader learning in
the class.
Absences: I require a 1-day advance notice for absences that will require you to miss a
scheduled in-class essay or exam due to observance of a religious holiday or other Universitysanctioned function. If you miss an in-class essay or exam due to illness or other significant
event, you may make up the missed course work upon presentation of a doctor’s note, or proof
of some other significant and compelling reason that explains your absence. In no case will an
exam be given to a student prior to its scheduled time/date.
GRADING SCALE
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Participation - (15% of grade)
In-Class Exams (3) - (30% of grade)
Short Essays (2) - (30% of grade)
Final Exam - (25% of grade)
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I use a standard grading scale with percentages rounded to the nearest whole number.
93-100% = A
90-92% = A-
87-89% = B+
83-86% = B
80-82% = B-
77-79% = C+
73-76% = C
70-72% = C-
60-69% = D
0-59% = F
POLICIES
Principles of Respectful Discussion
This course will provide a wealth of information on topics that allows us to see ourselves and
our world from a different vantage point. To facilitate this process, we invite and encourage
debate, discussion, dissention, and a general free exchange of ideas. I expect members of the
class to interact with intellectual collegiality and respect for one another. Any speech that is
deliberately demeaning or targeted to inflict harm on anyone in the class will not be tolerated.
Students will be evaluated strictly on their ability to engage in critical academic analysis and not
on their political positions. In keeping with this philosophy, we place a higher value on ideas
that are grounded in scholarly analysis and discourse.
Office Hours and Writing Center: I do not have an office on campus. Please email me to set up
an appointment and I will schedule a time and place to meet.
Email Communication: I make every attempt to respond to emails quickly (within 24 hours, or
48 hours on weekends or when on travel status). You can facilitate my reply by being sure your
email shows your full name and a subject line and by following guidelines for professional
communication.
Students With Disabilities: I am committed to providing equal opportunities for everyone. If
you need to request accommodations for a disability, please alert me and contact the Disability
Resource Center (Thompson Building Suite 100, 775-784-6000, http://www.unr.edu/drc).
UNR Policy on Audio and Video Recording: “Surreptitious or covert videotaping or
unauthorized audio recording of class is prohibited by law and Board of Regents policy. This
class may be videotaped or audio recorded only with the written permission of the instructor.
In order to accommodate students with disabilities, some students may be given permission to
record class lectures and discussions. Therefore, students should understand that their
comments during class may be recorded.”
Academic Honesty: The University does not tolerate plagiarism, cheating, or any other form of
academic dishonesty. As stated in the University Administrative Manual, plagiarism means
“submitting the language, ideas, thoughts or work of another as one's own; or assisting in the
act of plagiarism by allowing one's work to be used in this fashion.” This refers to material from
any source, including online. Penalties for plagiarism include an F in the course and a report to
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Student Judicial Affairs. It is your responsibility to understand and avoid plagiarism and other
academic dishonesty. If you have questions, please discuss with me. Academic Standards are
defined in the University Administrative Manual, 6,502.
Schedule
subject to change at professor’s discretion
I may make minor changes to the syllabus in order to accommodate guest speaker’s availability
or to address other unanticipated needs.
Complete the readings by the date they are listed and be prepared for in class discussion.
Participation will be measured through in class discussion. Readings posted on WebCampus are
designated as (WC).
UNIT 1 – INTRODUCTION AND OVERVIEW OF CROSS-CUTTING ISSUES
Week 1
Course Introduction and Expectations
08/26/14
Instructor and Student Introductions, Review Syllabus, Introduction,
fundamental concepts, vocabulary, common perceptions of indigenous peoples.
Review definition of Indigenous Peoples as defined by the Martinez Cobo Study,
Chapter V, available online at: Martinez Cobo Study, Chapter V, available online
at: http://www.un.org/esa/socdev/unpfii/documents/MCS_v_en.pdf
08/28/14
Overview of the State of Indigenous Peoples
Reading: United Nations. The State of the World’s Indigenous Peoples. NY:
Secretariat of the United Nations Permanent Forum on Indigenous Issues, 2009.
Pps. 12-22, and 33-37.
http://www.un.org/esa/socdev/unpfii/documents/SOWIP_web.pdf
WEEK 2
Introduction to Biocolonialism
09/02/2014
1. Mapping of cross-cutting issues related to biocolonialism.
Reading: Whitt, Laurelyn, ‘Imperialism Then and Now,’ Science, Colonialism,
And Indigenous Peoples: The Cultural Politics Of Law And Knowledge, pp. 15-28.
Harry, Debra, ‘High-Tech Invasion: Biocolonialism,’ in Paradigm Wars: Indigenous
Peoples’ Resistance to Globalization (Jerry Mander & Victoria Tauli- Corpuz, eds.)
(2006), pp. 71-75.
09/04/2014
Discussion on Colonialism and Biocolonialism.
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Reading: Shiva, Vandana, Introduction. ‘Piracy Through Patents: The Second
Coming of Columbus,’ in Biopiracy, In The Plunder Of Nature And Knowledge
(1997), pp. 1-5.
WEEK 3
The Commodification of the Sacred: The Role of Patents in Biotechnology
09/09/2014
Discussion on the role of patents, and the case of John Moore, in biotechnology.
Reading: Gold, E. Richard, Body Parts: Property Rights And The Ownership Of
Human Biological Materials, (excerpts from Ch. 4 – The Discourse of Discovery
pp. 64-69, 78-85)
Annas, George J., ‘Outrageous Fortune: Selling Other People’s Cells,’ in Standard
Of Care: The Law American Bioethics (1993), pp. 167-177
09/11/2014
Discussion on corporate and university collaborations.
Reading: Sheldon Krimsky, Science In The Private Interest: Has The Lure Of Profits
Corrupted Biomedical Research? (2003)
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pp. 27-56 (Ch. 3 – University-Industry Collaborations)
pp. 57-71 (Ch. 4 – Knowledge as Property)
Week 4
Globalization and Indigenous Peoples
09/16/2014
Overview of Globalization and Indigenous Peoples
Reading: Paradigm Wars, Part 2, all
Noam Chomsky, Prospects for Survival
Evo Morales: 10 Commandments To Save the Planet, available online at:
http://climateandcapitalism.co m/2008/10/20/evo -mo rales-10-co
mmandments-to -save-the-planet/
09/18/2014
Review and In-Class Exam
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UNIT 2
INDIGENOUS PEOPLES’ EXPERIENCES WITH HUMAN GENETIC RESEARCH
WEEK 5
Human Genetic Research (Part 1): Overview of Population and Anthropological
Genetic Research
09/23/2014
Discussion on the Human Genome Diversity Project
Reading: Harry, Debra, “Indigenous Peoples and Gene Disputes” 84 ChicagoKent Law Review (2009). (Section C: Large Scale Population Based Genetic
Research pp. 154-179.)
Marks, Jonathan, What It Means To Be 98% Chimpanzee: Apes, People And Their
Genes, 2002. -Ch. 9 – A Human Gene Museum? (pp 198-218)
09/25/2014
Discussion on the Genographic Project
Reading: Cultural Survival Quarterly, vol. 29.4, pp. 34-36 (Winter 2006)
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Spencer Wells, Genetic Research: How Much We Have to Learn. Available
online at:
https://www.culturalsurvival.org/ourpublications/csq/article/geneticresearch-how-much-we-have-learn
Harry, Debra and Kanehe Le`a Malia, Genetic Research: Collecting Blood to
Preserve Culture? Available online at:
https://www.culturalsurvival.org/publications/cultural-survivalquarterly/none/genetic-research-collecting-blood-preserve-culture
Essay Assignment #1 – Due no later than Sept. 30, 2014 at 1:00 pm
WEEK 6
Human Genetic Research (Part 2): DNA and Native American Ancestry
09/30/2014
Discussion on genetic research and Native American ancestry.
Reading: 1. Tallbear, Kim, “The DNA Dot.Com,” in Native American DNA, (2013),
pp. 79-103.
10/02/2014
Discussion on genetic research and Native American Ancestry (con’t.).
Reading: Harry, Debra, ‘Native Americans Genes & Indian Identity,’ Native
Hemispheres, Spring/Summer 2002, Volume 19 Number 1 & 2
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WEEK 7
Human Genetic Research (Part 3): Medical and Behavioral
10/07/2014
Discussion on genetic research and behavioral or health-related conditions.
Readings: Hubbard, Ruth and Wald, Elijah, Exploding The Gene Myth (1999), pp.
72-92 (Ch. 6 – Inherited “Tendencies”: Chronic Conditions)
10/09/2014
Discussion on Indigenous Peoples’ experience with behavioral or health-related
genetic research.
Readings: Harry, Debra, “Indigenous Peoples and Gene Disputes” 84 ChicagoKent Law Review (2009). (Section I. Indigenous Peoples’ Experience, pp. 148154.)
Tolahongva, Patty, Havasupai Blood: Battle for Academic and Genetic Justice,
Native Peoples, September/October 2010
WEEK 8
DNA and Repatriation
10/14/2014
Discussion of Ancient DNA research and prominent repatriation cases. Including
the one called “Kennewick Man.”
Reading: Harry, Debra, “Indigenous Peoples and Gene Disputes” 84 Chicago-Kent
Law Review (2009). (Section I. Indigenous Peoples’ Experience, pp. 161-179.)
10/16/2014
Review and In-Class Exam
UNIT 3
GENETIC MODIFICATION AND STRATEGIES FOR PROTECTION
WEEK 9
Biocolonialism and Indigenous Knowledge
10/21/2014
Discussion on the treatment of Indigenous Knowledge in International standard
setting UN fora.
Reading: Harry, Debra, ‘Biocolonialism and Indigenous Knowledge in United
Nations Discourse,’ Griffith Law Review, Volume 20, No. 3, 2011
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10/23/2014
Discussion on in-situ and ex-situ strategies for the protection of Indigenous
knowledge and genetic resources.
Reading: Posey Darrell A. and Dutfield, Graham, Beyond Intellectual Property
Rights: Toward Traditional Resource Rights For Indigenous Peoples And Local
Communities (1996) (Ch. 2 – What happens to traditional knowledge and
resources), pp. 21-32.
WEEK 10
Genetically Modified Organisms
10/28/2014
Discussion of genetic modification and food crops.
Reading: Shiva, Vandana, Stolen Harvest: The Hijacking of the Global Food
Supply (2000)
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10/30/2014
Ch. 5 – The Stolen Harvest of Seed, 79-94
Ch. 6 - Genetic Engineering & Food Security, 95-116
Discussion of Indigenous Peoples’ experience with genetically modified
organisms.
Reading: Indigenous Peoples, Genes and Genetics: What Indigenous People
Should Know About Biocolonialism, A Primer and Resources Guide from the
Indigenous Peoples Council on Biocolonialism (2000), p. 25-33
LaDuke, Winona, Recovering the Sacred: The Power of Naming & Claiming, 167190 (2005).
Essay Assignment #2 – Due no later than Nov. 04, 2014 at 1:00 pm
WEEK 11
Asserting Self-Determination Over Research: Protective Measures for
Indigenous Peoples
11/04/2014
Discussion on how Indigenous Peoples can assert self-determination over
research.
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Reading: Debra Harry & Le`a Malia Kanehe, Asserting Tribal Sovereignty Over
Cultural Property: Moving Towards Protection of Genetic Material and
Indigenous Knowledge, Seattle Journal For Social Justice, Vol. 5/ 1, 27-66 (2006).
Case Study: Using the Indigenous Research Protection Act (2008)
Reading: Indigenous Research Protection Act (2008)
11/06/2014
Discussion of Indigenous Research Methodologies and Ethics
Reading: Linda Tuhiwai Smith, “Chapter 4: Research Adventures on Indigenous
Land” from Decolonizing Methodologies: Research and Indigenous Peoples, (7894)
Linda Tuhiwai Smith, “chapter 6: Indigenous Peoples’ Project: Setting a New
Agenda,” from Decolonizing Methodologies: Research and Indigenous Peoples
WEEK 12 Indigenous Research Methodologies
11/11/2014
No Class – Veteran’s Day
11/13/2014
Review and In-Class Exam
UNIT 4
Indigenous Peoples Rights and International Advocacy
WEEK 13
Cultural Concerns in Genetic Research
11/18/2014
Class discussion on the cultural concerns of Indigenous Peoples in relation to
genes and genetic research.
Readings: Indigenous Peoples, Genes and Genetics: What Indigenous People
Should Know About Biocolonialism, A Primer and Resources Guide from the
Indigenous Peoples Council on Biocolonialism (2000), pp. 18-25.
Mead, Aroha Te Pareake, Genealogy, Sacredness, and the Commodities Market,
Cultural Survival Quarterly, vol. 20.2, Jul. 31, 1996, available at
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https://www.culturalsurvival.org/ourpublications/csq/article/genealogysacredness-and-commodities-market
11/20/2014
Discussion on the cases of genetic research and the experience of Pacific
Peoples.
Readings: Senituli, Lopeti, ‘Ngeia `o e Tangata – It’s About Human Dignity,’ in
Pacific Genes & Life Patents: Pacific Indigenous Experiences & Analysis Of The
Commodification & Ownership Of Life (Aroha Te Pareake Mead And Steven
Ratuva Eds. 2007), 172-177.
Ritte, Walter & Kanehe, Le`a Malia, Kuleana No Haloa (Responsibility for Taro)
Protecting the Sacred Ancestor From Ownership and Genetic Modification, in
Pacific Genes & Life Patents: Pacific Indigenous Experiences & Analysis Of The
Commodification & Ownership Of Life (Aroha Te Pareake Mead And Steven
Ratuva Eds. 2007), 130-137.
View Film Clip: Leech and the Earthworm (2003) Maori Segment
WEEK 14
The Rights of Indigenous Peoples
11/25/2014
Overview – Indigenous Peoples Advocacy in the United Nations
View Film: Indigenous Summer in Geneva
11/27/2014
No class – Thanksgiving Holiday
WEEK 15
Federal Indian Law and Frameworks for Colonization
12/02/2014
Discussion on the Doctrine of Discovery and its relevance today.
Readings: Luis Rivera, Ch. 1, The Mythology of the Discovery, pps. 4-14, in A
Violent Evangelism: The Political and Religious Conquest of the Americas (1990)
Valladolid Debates View at: http://en.wikipedia.org/wiki/Valladolid_debate
Bartolome de Las Casas, The Devastation of the Indies: A Brief Account, pps. 2734, pps. 127-130
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12/04/2014
Indigenous Peoples Rights
Reading: Sharon H Venne, The Road To The United Nations And Rights Of
Indigenous Peoples, Griffith Law Review (2011) Vol 20 No 3, P. 557-577
Declaration of Continuing Independence (1976) See at:
http://www.republicoflakotah.com/2009/1974-declaration-of-independence/
WEEK 16
Final Exam
12/16/2014
Final Exam 5:00 – 7:00 pm LLC 141
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