IAH. 211C-003: Culture and History of Indigenous Peoples Instructor: Gabriela R. Ríos 416 Baker Hall [email protected] Phone: 817-808-3699 Office Hours: T/TH 3-5 pm, or by appointment Description of Course Using a cultural rhetorics framework, this course will analyze Latin American Indigenous rhetorics, focusing on the relationship between writing and history. In Indigenous Studies, the paradigm of relationality sees the construction of knowledge as a relational activity—a practice—that is contingent upon an understanding of community, land/space, non-linear time, and embodiment. As such, we will bring Indigenous voices, stories, and practices to the center of our discussions, looking specifically at relationships between performance rhetorics, material rhetorics, and visual rhetorics. We will draw from multiple disciplines and theories, and from a range of texts and practices in order to understand how relationality functions as a way of knowing that bears important implications for current, historicized global social, environmental, and political concerns. Goals of Integrative Studies in Arts and Humanities Integrative Studies in Arts and Humanities at MSU seeks to assist students to become more familiar with ways of knowing in the arts and humanities and to be more knowledgeable and capable in a range of intellectual and expressive abilities. IAH courses encourage students to engage critically with their own society, history, and culture(s); they also encourage students to learn more about the history and culture of other societies. They focus on key ideas and issues in human experience; encourage appreciation of the roles of knowledge and values in shaping and understanding human behavior; emphasize the responsibilities and opportunities of democratic citizenship; highlight the value of the creative arts of literature, theater, music, and arts; and alert us to important issues that occur among peoples in an increasingly interconnected, interdependent world. Student Learning Goals Familiarity with contemporary Indigenous rhetorical theories and practices Understanding of the relationship between material, visual, and performed rhetorics Ability to identify and engage Indigenous rhetorics Develop skills to analyze how disciplines help to construct bodies of knowledge with relationship to Indigeneity Identify important ethical issues related to self, society, and technology and to discuss them in a thoughtful, informed, and respectful manner Attain basic skills for analyzing culture(s) with attention to historical, social, and ethical differences in order to promote knowledge, understanding, and respect for the relative values of others Language Practice This course will include a daily language component. The first 15 minutes of each class will be dedicated to learning/practicing a Huastecan dialect of Nahuatl that is spoken in Vera Cruz, Mexico. You will not be tested or graded on your knowledge or acquisition of Nahuatl, but you are expected to fully engage in the language activities for each class meeting. Texts & Materials Ascher, Robert and Marcia Ascher. “How to Make a Quipu.” Code of the Quipu: Study in Media, Mathematics, and Culture. Ann Arbor: U of Michigan P, 1981. 13-35. (this is just for the instructions for how to make a khipu, and I will post these pages onto Angel) Boone, Elizabeth Hill. Stories in Red and Black: Pictorial Histories of the Aztecs and Mixtecs. Austin: U of Texas P, 2000. Chasteen, John Charles. Born in Blood & Fire: A Concise History of Latin America. New York: Norton, 2011, third edition. Díaz Gisele and Alan Rodgers. The Codex Borgia: A Full-Color Restoration of the Ancient Mexican Manuscript. New York: Dover, 1993. Leon-Portilla. Miguel. The Broken Spears 2007 Revised Edition: The Aztec Account of the Conquest of Mexico. Boston: Beacon Press, 1992. Morales Aurora Levins. Remedios: Stories of Earth and Iron from the History of Puertorriqueñas. Boston: Beacon Press, 1998. Films (in class) Even the Rain, Directed by Iciar Bollain La Mission, Directed by Peter Bratt] Essays (On Angel) Alarcón, Francisco. “El Poder de La Palabra/The Power of the Word: Toward a Nahuatl/Mestizo Consciousness.” Original Instructions: Indigenous Teachings for a Sustainable Future. Melssa K. Nelson, ed. Rochester, Vermont: Bear and Company, 2008. 265-287. Anzaldúa, Gloria. “How to Tame a Wild Tongue.” Borderlands/La Frontera: The NewMestiza. Second Edition. New York: Aunt Lute, 1999. ---. “Tlilli, Tlaplalli: The Path of the Red and Black Ink.” Borderlands/La Frontera: The NewMestiza. Second Edition. New York: Aunt Lute, 1999. 87-97. Boone, Elizabeth Hill and Walter D. Mignolo, eds. “Introduction: Writing and Recording Knowledge.” Writing Without Words: Alternative Literacies in Mesoamerica and the Andes. New York: Duke UP, 1994. 1-26. Brandenburg, Tracy. In Search of the Invisible World: Uncovering Mesoamerican Rhetoric in Contemporary Mexico. Rhetorics of the Americas, 3114 BCE to 2012CE. Damián Baca and Victor Villanueva, eds. New York: Palgrave, 2010. 153-167. Forest, Ohki Siminé. “Return of the Ancient Council Ways: Indigenous Survival in Chiapas.” Original Instructions: Indigenous Teachings for a Sustainable Future. Melssa K. Nelson, ed. Rochester,Vermont: Bear and Company, 2008. 229-238. Leyva, Yolanda Chavez. “In ixtli in yóllotl/ a face and a heart: Listening to the Ancestors.” ASAIL 15.3&4 (2004). 96-127. Martinez, Dennis, Enrique Salmón, and Melissa K. Nelson. “Restoring Indigenous History and Culture to Nature.” Original Instructions: Indigenous Teachings for a Sustainable Future. Melssa K. Nelson, ed. Rochester, Vermont: Bear and Company, 2008. 88-115. Murphy, Jaqueline Shea. “Introduction: Dance as Document.” The People Have Never Stopped Dancing: Native American Modern Dance Histories. U of Minnesota P, 2007. Miner, Dylan. “’When They Awaken’: Indigeneity, Miscegenation, and Anticolonial Visuality.” Rhetorics of the Americas, 3114 BCE to 2012CE. Damián Baca and Victor Villanueva, eds. New York: Palgrave, 2010. 169-195. Quispe-Agnoli, Rocio. “Spanish Scripts Colonize the Image: Inca Visual Rhetorics.” Rhetorics of the Americas, 3114 BCE to 2012CE. Damián Baca and Victor Villanueva, eds. New York: Palgrave, 2010. 41-61. Rivera, Julio Valladolid. “Dancing for the Apus: Andean Food and Farming.” Original Instructions: Indigenous Teachings for a Sustainable Future. Melssa K. Nelson, ed. Rochester,Vermont: Bear and Company, 2008. 196-200. Smith, Andrea. “Against the Law: Indigenous Feminism and the Nation State” ---. “Sexual Violence as a Tool of Genocide” Spurr, David. “”Negation.” The Rhetoric of Empire: Colonial Discourse in Journalism, Travel Writing, and Imperial Administration. Durham. N.C.: Duke UP, 1993. 92-108 Additional Materials Yarn Knitting Needle * Potato* items are optional Major Projects: Khipu Project (30%) This will be a semester-long project in which you will journal/document your experiences with making and learning about khipu in comparison to other digital media systems. Dig/Viz Rhetoric Project (30%) Either individually or as a group, students will design a digital/visual (perhaps non-alphabetic) project that relates to hir/their individual disciplines and meets course objectives. Response Papers (25%): You will write a total of 10, 500-word response papers throughout the course. Some of these will be geared toward your Khipu Project. Class Participation (15%): Attendance is a requirement for this course, as is maintaining a steady engagement with class discussions and participating in any in-class activities. Please the university’s attendance policy for excused absences. All work must be completed in order for you receive a passing grade in the course. This is a writing intensive course, and so there will be a strong focus on revision, and in practicing writing on a daily basis. Thus, your response papers will be mostly nonpunitive, and will serve as spaces for practicing revision. Grades for major projects will be determined using a rubric that you will be given in advance, and that I will use to mark your grades for you. A Statement on Collegiality It is important for all of us to foster and maintain the classroom as a safe space for dialogue and learning. Rude, disruptive, or otherwise dismissive behavior/speech will not be tolerated. No pejorative language—intentional or unintentional—is allowed in the classroom. Please see http://www.thinkb4youspeak.com/ or http://www.r-word.org/. Academic Integrity In accordance with MSU’s policies on “Protection of Scholarship and Grades” and “Integrity of Scholarship and Grades,” students are expected to honor principles of truth and honesty in their academic work. In addition, Academic honesty entails, among other things, that students will not plagiarize. This means (1) students will not submit someone else’s work as their own (e.g. they will not submit another student’s paper etc., nor will they hand in a paper copied from the web or another published source). Academic honesty also means students (2) will not knowingly permit another student to copy and submit their work as that student’s own and (3) will not use unacknowledged quotations or paraphrases as part of their work. As provided by university policy, such academic dishonesty or plagiarism may be penalized by a failing grade on the assignment or for the course. Failure in a course as a result of academic dishonesty will also result in written notification to the student’s academic dean of the circumstances. Additional discussion of cheating or academic dishonesty is available on the Ombudsman’s webpage at https://www.msu.edu/~ombud/academic-integrity/index.html Attendance/Absence Your attendance at every class meeting is required. You are allowed 3 absences; save these for illness, major religious holidays, funerals, court dates, job interviews, etc. For each additional absence beyond 3, your final grade will be lowered by .25. Should a medical or family emergency arise that will require your absence beyond 3 classes, please notify me as soon as possible. You will be expected to provide documentation from a physician or hospital and to make up missed work. Students who will use one or more of their absences to observe a major religious holiday may make up missed course work only if they make arrangements in advance with me. If a conflict arises between your obligation to attend class and an obligation to the University, it is your responsibility to see me in advance in order to hand in all assignments on time, and to make up work missed during your absence. Note to Students with Disabilities It is Michigan State University’s policy to not discriminate against students with documented disabilities in its educational programs. If you have a disability-related need for accommodations in this course, contact your instructor and the Resource Center for Persons with Disabilities. The RCDP is located in 120 Bessey Hall. For an appointment with a counselor, call 3539642 (voice) or 355-1293 (TTY). Instructors should be notified as early in the semester as possible. Resources for Students The Writing Center offers students an opportunity to meet with one-on-one with a consultant while they are engaged in the process of writing class papers and other documents. It also offers consulting on digital writing projects and a Grammar Hotline. The Writing Center is located in 300 Bessey Hall. For information about appointments and satellite locations, see http://writing.msu.edu/. The ESL Writing Lab will assist international students with all aspects of their work in IAH courses, including understanding of course readings to be used in writing papers, planning and revising papers, and proofreading, See http://elc.msu.edu/esl_lab for more information and instructions on making appointments. The Learning Resource Center, located in 202 Bessey Hall, offers academic support seminars and workshops, consults with students about study and learning styles and time management, and provides one-on-one tutoring in such areas as critical reading. For a more detailed description of LRC services and hour, see http://lrc.msu.edu/. Online SIRS Evaluations Michigan State University takes seriously the opinion of students in the evaluation of the effectiveness of instruction and has implemented the Student Instructional Rating System (SIRS) to gather student feedback (https://sirsonline.msu.edu/). This course utilizes the online SIRS system, and you will receive an e-mail during the last two weeks of class asking you to fill out the SIRS web form at your convenience. In addition, participation in the online SIRS system involves grade sequestration, which means that the final grade for this course will not be accessible on STUINFO during the week following the submission of grades for this course unless the SIRS online form has been completed. Alternatively, you have the option on the SIRS website to decline to participate in the evaluation of the course. I hope, however, that you will be willing to give me your frank and constructive feedback so that I may teach the course even better in the future. If you access the online SIRS website and complete the online SIRS form, or decline to participate, you will receive the final grade in this course as usual once final grades are submitted. Daily Schedule This is a flexible schedule that may be slightly altered in order to accommodate class needs, time, etc. Mon. 1/9 No Class Weds. 1/11 Introductions/ syllabus/ “How to Make a Khipu” (in class) Mon. 1/16 MLK Holiday Weds. 1/18 Blood & Fire: “First Stop, The Present” & “Encounter” Red and Black: “History and Historians” Mon. 1/23 Weds. 1/25 Film Day, La Mission Response Paper #1 Due Red and Black: “Configuring the Past” Boone & Mignolo, “Intro to Writing Without Words” Response Paper #2 Due Mon. 1/30 Blood &Fire: “Colonial Crucible” Martinez, et. al. “Restoring Indigenous History” Weds. 2/1 Leyba, “Listening to the Ancestors” Broken Spears: Chapters 1-5 Response Paper #3 Due Mon. 2/6 Red and Black: “Writing in Images” Quispe-Agnoli, “Spanish Scripts Colonize..” Response Paper #4 Due (over Khipu) Weds. 2/8 Broken Spears: Chapters 6-12 Mon. 2/13 Spurr, “Negation/Language” Anzaldúa, “How to Tame a Wild Tongue” Weds. 2/15 Mon. 2/20 Weds. 2/22 Mon. 2/27 Howes, “Comics Lessons from Rhetoric Histories” Anzaldúa, “Tlilli Tlapalli/Path of the Red & Black” Response Paper #5 Due Blood & Fire: “Nationalism” and “Reaction” (Khipu in class demo) Film Day: Tambien La Lluvia/Even the Rain Response Paper #6 Due Remedios: “Abuelas” Smith, “Sexual Violence as a Tool of Genocide” Weds. 2/29 Remedios: “Bisabuelas” Forest, “Ancient Council Ways” 3/5-3/9 SPRING BREAK Mon. 3/12 Weds. 3/14 Mon. 3/19 Remedios: “Huracán” Remedios: “Jenibre” Remedios: “Parteras” Response Paper #7 Due (Khipu) Weds. 3/21 Mon. 3/26 Film Day: Precious Knowledge Documentary Rivera, “Dancing for the Apus” Murphy, “Dance as Document” Weds. 3/28 Remedios: “Derrumbe” Response Paper #8 Due (Khipu) Mon. 4/2 Broken Spears: Chapter 13-14 Blood & Fire: “Independence” Weds. 4/4 Broken Spears: Chapter 16 Blood & Fire: “Postcolonial Blues” Mon. 4/9 Film Day: The Garden Weds. 4/11 Mon. 4/16 Weds. 4/18 Mon. 4/23 Weds. 4/25 Red and Black: “Histories with a Purpose” Smith, “Land and the Nation-State” Response Paper #9 Due Smith, “Rape of the Land” Newspaper Article: “Water Settlement Protects Tribal Rights” Newspaper Article: “Hopi and Navajo Leaders Respond to Senator Kyle’s Editorial” Full Text SB 2109 OR Youtube video of presentation before Congress Miner, “When They Awaken..” Response Paper #10 Due Presentations Presentations Fri. 4/27 LAST DAY OF CLASSES Tues. 5/1 Presentations (Final) 3-5 p.m.