Draft Module for 2011

The Heller School for Social Policy and Management at Brandeis University

Masters Program in Sustainable International Development

HS 313f Indigenous Peoples and Development: Challenges and Synergies

Fall 2016 Module 2

Mondays 2:00 a.m. to 4:50 a.m. Room TBA

Prof. Cristina Espinosa

Office: Heller 159 ()

Most developing countries have large populations labeled as indigenous, pastoralists or tribal, peoples who keep distinct cultural traits and present specific challenges and opportunities for sustainable development. However, the terms indigenous and indigenous peoples are contested and politically charged. While difficult to understand, define and use, these terms are becoming more central within the debates on democratization, citizenship and economic growth. We have reached a point where these terms no longer can be ignored by professionals and activists committed to expand the notion and practice of development to include all people, especially those historically marginalized and oppressed.

This course is designed to explore the conflictive relation between development (and conservation) and indigenous peoples –mostly but not restricted to developing countries, and how this relation has evolved; this course aims to explore what fundamental dilemmas and potential synergies and collaborations do exist between indigenous peoples’ and development agendas. This course will help students to understand the importance of ethnic exclusion in maintaining specific “geographies of poverty” within countries. We aim to address the difficult question of who are indigenous peoples, what are ethnic groups and if these terms are inter-exchangeable or not. Who defines indigeneity? We will discuss how this term has been re-defined in the 20th Century as part of essentialist strategies deployed by a global indigenous movement and by a diverse group of peoples across the world that are using this ethnic political identity to challenge their exclusion, subordination and assimilationist policies. Relying on case studies from the Americas, Africa and Asia, this course provides an opportunity to reflect on what is the role of indigenous/traditional peoples in development and what is the role of development to advance indigenous rights.

Course Requirements

Full and timely attendance is required for students enrolled in this class. Students are expected to come prepared to class, having read the assigned readings and identified key ideas, facts and concepts as well as what is not clear in the readings, what issues and questions these readings suggest to them and being ready to share these questions with the class.

Students are required to timely submit the folloing assignments:

A) All students have to submit two reading comprehension assignments based on the questions provided for the required readings each week, as presented in this syllabus. Students must select two out of the six sessions to write these assignments, and should choose two out of the several questions provided for each session, making sure NOT to select two questions for the same readings. A print out copy of this assignment is to be delivered in class BEFORE each chosen session. Please note that these assignments are about reading comprehension, to make sure the main concepts presented in the required readings are well grasped and presented in the student’s own wording. These assignments should be no longer than 2 pages (preferable single spaced and printed in both sides, avoiding any waste of paper, like cover page). Opportunities for opinion and analysis are provided for students during class discussion and in the other assignments. This is about making sure you present the key issues and concepts from each selected author.

B) Students are encouraged to bring to each session a question they want the class discussion to focus (it can be about clarifying a topic or concept, some confusion in the reading or some issue the reading raises for her/him). The idea is to give students opportunities to stir the class discussion in the direction they feel is important, in order to make the class relevant to their particular needs and interests.

C) The nature of final assignments, such as student group presentation, final individual or group paper or exam will vary according to the size of the class and be announced in class once the number of students enrolled in the class is confirmed.

The final grade will be calculated as follows: class participation in discussion: 20%; individual assignments based on the weekly readings 35% group/individual presentations: 25%; final paper: 20%. Students are expected to maintain cordial and collegial interactions in class. Originality, seriousness, tolerance and honesty are expected during class discussion and when preparing assignments. While the course invites students to think critically and “digest” concepts and theory, students need to demonstrate they have a good understanding of the concepts and approaches presented in the readings. Students should know this course provides a safe space for all of us to express our opinions and express disagreements, to contrast different ideas in a safe environment of respect and tolerance. We are all expected to maintain cordial and collegial interactions in class. Originality, seriousness and honesty are required during class discussion and when preparing assignments.

Academic honesty

Students are expected to be honest in all of their academic work. The university policy on academic honesty is distributed annually as section 5 of the Rights and Responsibilities handbook. Instances of alleged dishonesty are subject to possible judicial action. Potential actions include failure of the course and suspension from the University. Academic integrity is central to the mission of educational excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. It is not acceptable to use the words or ideas of another person –be it a world-class philosopher or your roommate –without proper acknowledge; you must use footnotes and quotations marks to indicate the source of phrases, sentences, paragraphs or ideas found in published volumes, internet or expressed by another student. Consult the instructor if you need clarification on this topic.

Required Readings will be available at LATTE. This class will meet on Monday Oct.31, Nov.7, Nov.14, Nov.21, Nov.28, Dec.5, Dec.12

Sessions and schedule

Session # 1

Why Indigenous Peoples in Development? Defining-deconstructing the terms

Part 1: Presenting the goals of this course: to better understand who are IPs and what are ethnic groups. What is the role of IP in development and what is the role of development to advance ITP rights? Ethnic difference and conflict as challenges to achieve sustainable development. Historic context and some data on IP; The role of ethnic exclusion for maintaining unequal access to income, education and opportunities (concentration of poverty among indigenous/traditional peoples and ethnic minorities); introducing the terms and criteria to identify indigenous peoples (IP); What is the difference between Indigenous Peoples and ethnic groups? Exploring the links between IP and modernity.

Part 2: Defining the terms, presenting the dilemmas. Defining the terms and exploring the ambiguities. Who defines indigeneity? Presenting the dangers of rigid definition and the importance of self-identification. What are the criteria or guiding principles to identify IP? The heterogeneity within IP. What is the difference between indigenous people or populations and Indigenous Peoples? What are the implications of national states recognizing IP? Presenting the cross-cutting issues affecting IP all over the world. Indigenous identity as a political identity.

Required Readings

· Dean Bartholomew and Jerome M. Levi. 2003. “Introduction” IN: Dean Bartholomew and Jerome M. Levi (Eds.). 2003. At the risk of being heard. Identity, Indigenous Rights and PostColonial States. The University of Michigan Press: Ann Harbor.

· African Commission on Human and Peoples Rights. 2005. Report of the African Commission’s Working Group of Experts on Indigenous Populations/Communities. Section III Criteria

· Levi Jerome M. and Biorn Maybury-Lewis. 2010. Becoming Indigenous: Identity and Heterogeneity in a Global Movement. IN: Hall Gillette and Harry Patrinos. 2010. Indigenous Peoples, Poverty and Development. World Bank (Report circulated for discussion only)

Questions for the required readings:

According to Levi and Dean (2003) are indigenous peoples and ethnic groups the same? What are the differences?
What are the criteria proposed by the ACHPR WG of Experts on Indigenous Populations and Communities (2005) to identify indigenous peoples and which one is the most relevant?
According to this report, what is the difference between minority rights and indigenous peoples’ rights?
According to Levi and Dean (2003) and the African WG Report (2005) what are the main challenges and risks to understand and approaching indigenous peoples rights? Why is important to address indigenous peoples rights in the search for multicultural states? Why are indigenous and indigenous peoples contested terms, according to Levi and Maybury-Lewis (2010)?
What main elements of heterogeneity within indigenous peoples are presented in Levi and Maybury-Lewis (2010)?
What main differences are identified by Levi and Maybury-Lewis (2010) in regard to the identification of IP in different continents?
Please present briefly the four cross-cutting issues most relevant for most indigenous peoples across the world, as presented by Levi and Maybury-Lewis (2010)?
What type of identity is the indigenous peoples’ identity as presented by Levi and Maybury-Lewis (2010) and what does it convey?

Recommended readings:

· Assies William, Gemma der Haar and Andre J. Hockema. 2000. “Diversity as a challenge: a note on the dilemmas of diversity.” IN Assies William, Gemma der Haar and Andre J. Hockema (Eds) 2000. The Challenge of Diversity. Indigenous Peoples and Reform of the State in Latin America. Thela Thesis: Amsterdam

· De la Cadena Marisol and Orin Starn. 2007. “Introduction” IN: De la Cadena Marisol and Orin Starn (Eds.) 2007. Indigenous Experience Today. Berg: Oxford – New York

Videos:

· State of the World's Minorities and Indigenous Peoples 2012 http://www.youtube.com/watch?v=IWtDFrWeQww

· IP and their situation http://www.youtube.com/watch?v=A6Lc8rXdVF4&feature=youtube_gdata_player

· IP & the UN: https://www.youtube.com/watch?v=8I8QgA1tQQ8 (several segments)

Session # 2

The links between poverty, social exclusion and indigenous/traditional peoples and ethnic groups. Some evidence on these links and how new concerns are integrated within development organizations

Required readings:

· Hall Gilette and Harry Patrinos. 2010. “Introductions” IN: Hall Gilette and Harry Patrinos (Eds.) Indigenous Peoples, Poverty and Development. World Bank (Report circulated for discussion only)

· Hall Gilette and Harry Patrinos. 2010. “Conclusion: Towards a better future for the World’s Indigenous” IN: Hall Gilette and Harry Patrinos (Eds.) Indigenous Peoples, Poverty and Development. World Bank (Report circulated for discussion only)

Questions for the required readings

Why is important to focus on the links between IP and poverty and what are the main challenges to overcome in this regard, according to Gilette and Patrinos, 2010?
What summary regional trends are presented in Gilette and Patrinos, 2010? When comparing poverty levels of IP vs non-IP? How is the poverty gap in this regard evolving for different regions?
What different gaps are presented by Gilette and Patrinos, 2010 in terms of the differential access IP have to education, employment and health services in different regions?
What is the notion of double disadvantage used by Gilette and Patrinos, 2010 to refer to the overlapping of gender and indigeneity, and what evidence is presented by these authors?
What are the main factors explaining the spread and persistence of poverty among most IP (spatial disadvantage, low human capital, low assets, discrimination and institutional reproduction of social exclusion and discrimination) and how they seem to play different for different regions, as presented by Gilette and Patrinos, 2010?

Videos

Oil & IP

· The Ogoni and the fight with Shell in Nigeria- the killing of Ken Saro-Wiwa: http://www.youtube.com/watch?v=I9Gwf8UcgS0&feature=related

· Shell pays 15.5 million for the killing of Ken Saro-Wiwa & felows http://www.youtube.com/watch?v=SaUCdGioTLM&feature=related

Agriculture development, dams and IP:

· Adivasi displacement due to large dam project in India

http://www.youtube.com/watch?v=HNAxmn3Y0Is

Session # 3

The colonial rule and post-colonial states shaping and manipulating indigeneity and ethnicity. Historic context: The colonial encounter and the subordination/extinction of indigenous populations.. Common elements and differences between North America, Latin America, Africa and Asia. Citizenship; assimilation and social exclusion within post-colonial national states (Different colonial approaches to rule: direct or indirect rule; extermination, subordination and/or assimilation IP in different continents: comparing some common patterns and the specific challenges for IP in Asia and Africa in terms of recognition as IP. The relation between states and nations and state and ethnic groups. Such as IP; modernization, nations and the state; nation and post-colonial states, IP and neoliberalism. The dilemmas of multiculturalism and its implications for development.

Required readings

· Maybury-Lewis, David. 2002. Indigenous Peoples, Ethnic Groups and the State. Boston: Allyn & Bacon. (Chapter 1 and 2 or pages 1 -80)

Questions for the required readings

1) According to Maybury-Lewis (2002) what is the definitions of nation and state and what is the problem with nation-states in general and for minority groups and Indigenous Peoples?

2) What has been the assumption about ethnicity in regard to modernization and democracy-building –according to hegemonic paradigm presented by Maybury-Lewis (2002) and why history has shown this assumption to be wrong?

3) What is referred as tribalism and what actually perpetuates tribalism in developing countries like Africa, according to Maybury-Lewis (2002)

4) What examples are provided by Maybury-Lewis (2002) on how countries deal with ethnic diversity within states and what is his definition of “serious multiculturalism”?