Progress and Oppression:
Ecology, Human Rights, and Development
Environmental Studies 141
Mondays 1:15-4:15
Avery 203
Instructor: Paul Faulstich
Office: Broad Center 214, ext. 18818
Office Hours: Tuesdays 9:00 to 11:00, and by appointment
INTRODUCTION TO THE COURSE: PURPOSE AND CONTENT
This course is concerned with the current state of tribal peoples and ethnic groups around the world. Particular attention will be given to environmental problems and their impacts on indigenous peoples. We will explore the dominant values and arguments that justify the abuses suffered by so-called 'minority' groups, and we will work toward uncovering solutions to some of the problems faced by indigenous peoples. We will critically examine programs to assist tribal peoples and ethnic groups and the environments which sustain them.
Case studies will illuminate the philosophical and ecological issues confronting indigenous peoples from Australia, the Pacific Islands, Asia, the Americas, Africa, and Europe. Among other topics, we will explore the cultural and environmental consequences of deforestation, tourism, energy development, land rights, national parks, and war. Additional environmental, geographical, and cultural topics may be suggested by students, and also will be explored in final projects.
The course will incorporate a combined lecture/seminar format. Lectures and documentary films and videos will provide a point of departure for us to discuss significant topics. Because the focus of this class is on the marginalization of indigenous peoples and natural environments, our learning should not only be rooted in the readings and assignments, but also on the way that we ourselves explore this topic. Self-reflection, then, is central to getting the most out of this course. Be prepared to critically examine how we, as individuals and as a community, approach multifaceted issues facing the world's indigenous populations. Student participation in projects and discussions is essential.
COURSE REQUIREMENTS
Six times through the course of the semester you will be asked to turn in one to two pages of notes on the readings assigned for the week. The reading notes should reflect your thoughts about, and critical appraisal of, the work in question. What are the major issues, concepts, and processes described? What are the authors’ main conclusions? What weaknesses and shortcomings do you find in the works? and so on. These notes are intended to focus your critical thinking about the readings before our discussions in class. They should be informal, candid, and concise--they are not intended to be written as short papers or book reviews. They are due no later than 4:00 p.m. on Tuesdays (the afternoon before class). Please deliver the notes to me at my office--if I am not in, just slide them under the door. You may choose to submit notes on any six of the assigned major readings.
This course will have no exams. Approximately 50% of your grade will be based on class participation and reading notes; 50% will be based on a final project. The project will be organized around the design of a culturally sensitive program to assist indigenous peoples and the natural environments in which they live. You will be asked to choose a geographical, cultural, and topical area, to research it, and to make recommendations particular to the problems and needs of that area. Each project will involve an in-class presentation. An accompanying written report based on library research and/or fieldwork (complete with bibliography) will be submitted by each student. The final project is your major assignment of the semester, and it is expected that through it you will demonstrate significant knowledge and insight about the issues covered in the course.
Projects should be in-depth, multi-disciplinary, well organized, and reflect an integration of social and environmental theory. The use of graphics, photographs, and other visuals is encouraged. We'll use these presentations as points of departure in our discussions. Students may work on projects independently or in teams. The choice of topics is open, but I request that we will discuss your topic before you begin working on your presentation. I ask that you identify your chosen topic no later than October 10th so that you have ample time to research and organize an insightful and informative presentation.
As part of the project, I ask that you keep a journal (or sketchbook, etc.) and use it for two purposes. First, I want you to keep well informed on your chosen topic, and to gather a portfolio of items related to it. These include news clippings, articles, bibliographic references, and notes that reflect the development of your expertise on this subject. You will have periodic chances to share with the class what you are learning. Second, I would like you to use the journal as a place for reflecting on the material we cover. More than simple 'class notes', this journal will help you to grasp your own relationship to the issues. I hope that the journal will help you to sort out your relationship to the material, and to the learning process of the class.
Together, we will set a challenging yet humane pace for this course, and as a team we will have opportunities to determine aspects of the course's structure and content.
Required Texts: Victims of Progress, John Bodley
Endangered Peoples, Art Davidson
Ancient Futures, H. Norberg-Hodge
Who Pays the Price?, Barbara Rose Johnston
Ecological Resistance Movements, Bron Taylor
Schedule
DATE TOPIC READINGS
Sept. 7 Introduction to the course;
Concepts of development;
Case study: India and Brazil
Film: In the
Name of Progress
Sept. 14 Land rights; Who Pays the Price?: Part One
Case
study: Hopi/Navajo ‘dispute’ Victims: Chapters 1 & 6
Film: N!ai, The Story of a Endangered Peoples: "North
Kung Woman America"
Resistance Movements: Intro
Sept. 21 Energy development; Who Pays the Price?: Part Two
Case study: Hawai'i Endangered Peoples: "Africa"
Film: Broken Rainbow Resistance Movements: Ch. 1
Sept. 28 Deforestation Victims: Chapters 2 & 9
Case
study: Malaysia Who Pays the Price?:
Part Three
Film: Blowpipes & Bulldozers
Oct. 5 Public relations and profit Resistance Movements: Ch. 8
Case study: the Tasaday Who Pays the Price?: Part Five
Film: Scandal of the Lost Tribe
Oct. 12 Resettlement
and relocation Victims: Chapters 3 & 4
Tourism & ecotourism Endangered Peoples:
Case study: Australia "Europe/Asia"
Film: Cannibal
Tours Resistance
Movements: Ch. 7
DEADLINE FOR
RESEARCH TOPICS
Oct. 19 Fall
Break; no class
Oct. 26 Grassroots Development; Ancient Futures: all
Cross-cultural contact Resistance Movements: Ch. 4
Case study: Ladakh
Film: Ancient Futures
Nov. 2 Globalization Endangered Peoples: "Latin Identity and interaction America"
Case study: Nepal/Australia Resistance Movements: Chs. 3, 10
Film: Contact--The Yanomami Indians of Brazil
Nov. 9 Militarization Who Pays the Price?: Part Four
Case
study: Bikini Atoll Endangered
Peoples: "Pacific"
Film: Radio Free Bikini
Nov. 16 Hazardous materials; Victims: Chapters 10 & 11
Incineration; Who Pays the Price?: Part Six
Drugs Resistance Movements: Ch. 2
Film: Global Dumping Ground
Nov. 23 Parks and people Resistance Movements: Chs. 4, 5
Case study: Taman Negara Victims: Chapters 5, 7, & 8
Water, politics, & health
Film: Last Oasis
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