Course Syllabus

This course provides senior undergraduate students with an opportunity to explore recent trends in Aboriginal politics and their effects on the social, economic and political lives of Canadians. As a survey course, it provides students with an overview of the socio-political and cultural context of Aboriginal societies and their place in the institutions and role in the development of the Canadian nation. It explores issues of citizenship and identity and highlights the importance of material and social relations among Aboriginal people in Canadian society. Finally, it contemplates the dynamics causing change amongst Aboriginal groups, both domestically and internationally. In addition to these themes, the course strives to answer the following questions:

1. Who are Canada’s “Aboriginal” peoples?
2. What are the political, economic and cultural implications of self-government, land claims and treaty negotiations?
3. What is the role of the state in transforming the lives of Aboriginal peoples?
4. What are the driving forces promoting or impeding Aboriginal “transformation”?

Belanger, Yale. 2010. Ways of Knowing: An Introduction to Native Studies in Canada. Toronto: Nelson. ISBN: 9780176440503

Journal Articles: Each of the journal articles listed in the week’s readings can be accessed through York University library e-resources or found via the internet.

• Participation: 10%
• Critical Reading Assignment: 10% (4 February)
• In Class Quiz: 20% (Surprise)
• Simulation Team Presentation: 30% (18 March)
• Final Paper: 40% (8 April)

TOTAL 100%

Professionalism

A seminar-style format, participation is a required expectation of successful performance in the course. Students will be assigned one week in which they are responsible for presenting a reading on the topic. They will summarize key points (not regurgitate the entire article) present their analysis of them to the class. They will help lead class discussion and provide an overview of key themes, linking them to practical or contemporary examples and debates. Students will be marked not just on their participation in the class discussion but also on their level of overall professionalism (preparedness, performance, punctuality, etc…).

Students are expected to have completed the required readings and to demonstrate that familiarity through class discussion. The instructor will test student familiarity with key concepts and terms each week. If a student misses a class they can submit a 1-2 page review and critical analysis of the readings to receive the weekly participation grade.

Critical Reading Assignment

This short paper assignment of 4-6 pages will demonstrate students’ critical reading strategies of academic articles. Selecting one of the academic pieces read in the course, students will break down the academic writing to identify the argument, any subordinate arguments, the theory being utilized as well as assess the evidence used to support the claims being made.

Quiz

This short in-class quiz will test students knowledge and understanding of key concepts, dates, events and definitions.

Simulation

Students will be assigned to a team and will be required to work with that team to prepare for their simulation – either land claims or self-government. The mark for this assignment will be determined by preparation and participation.

Students are required to prepare a 2-3 page team position paper that outlines the team’s opening statement for the simulation – DUE in class 8 November. To assess their participation, each student will be asked to provide (due the day of the simulation) a short summary identifying the work they contributed to the group as well as that of their fellow team members. In addition, they will be asked to include questions they will pose as members of the audience for the other simulation.

Final Paper

In the research essay students are expected to critically engage different views to answer the question: Are land claims (and/or) self-government decolonizing tools? (in other words, do they improve or transform the colonial relationship between the state-First Nations and corporations). In a 10-15 page essay, students will develop their own argument through an informed and balanced analysis of the existing debates on the subject. Students should rely extensively on scholarly sources like journal articles and academic books and use popular sources like newspapers sparingly.

Lecture Schedule

Week 1: 7-Jan

• Introduction

Week 2: 14-Jan

• Globalization I: Capitalism and Colonialism

Week 3: 21-Jan

• Globalization II: Corporations and First Nations

Week 4: 28-Jan

• Constitutional Development and Citizenship

Week 5: 4-Feb

• Treaties and Land Claims

Week 6: 11-Feb

• Inuit and Metis Issues

Week 7: 18-Feb

• NO CLASS – Reading Week

Week 8: 25-Feb

• Self-Government I: Politics and Policies

Week 9: 4-March

• Self-Government II: Economics and Education

*Group Opening Statement Due

Week 10: 11-March

• Self-Government III: Health and Justice

Week 11: 18- March

• SIMULATION: Self-Government and Land Claims

Week 12: 25-March

• Canada in Comparative Perspective: I United States, Mexico

Week 13: 1-April

• Canada in Comparative Perspective II: New Zealand and Australia

Academic Integrity

The university takes very seriously infractions of academic integrity, including plagiarism, impersonation and cheating on exams. York’s policies on plagiarism can be found here. Students who are in doubt as to what constitutes plagiarism in a particular instance should consult with their TA or professor. For additional insight on the issue, see Margaret Proctor’s “How Not To Plagiarize.”

Late penalty

There will be a late penalty of 5% per day on all late papers (including weekends). All late papers must be dropped off in the drop box for the course located opposite the departmental office (South Ross, 6th floor). Papers will not be accepted via email or fax. Under no circumstances should papers ever be slid under office doors.

If a student falls ill, they MUST contact the instructor AND tutorial leader as soon as possible to avoid incurring late penalties. Papers simply submitted after the due date with a medical certificate attached, are NOT acceptable. Consideration for late submission must be obtained from the tutorial leader. The final decision regarding appeals and late penalties rests with the professor.

Special Needs

Students who encounter extenuating circumstances during the term that may interfere with their successful completion of exams or other course assignments should discuss the matter with their tutorial leader or course instructor as soon as possible. Students with physical, psychiatric or learning disabilities may request reasonable accommodations in teaching style or evaluation methods, as outlined in Appendix A the Senate Policy on Students with Special Needs. They should advise the director at the earliest opportunity, so that appropriate arrangements may be with the assistance of the Office for Persons with Disabilities, the Counseling Development Centre or the Learning Disabilities Program.

Electronic Devices

The use of electronic devices- i.e. cell phones, laptop computers, cameras, etc. – is not permitted in lecture or tutorials. While convenient, such devices can be distracting and impair the learning environment, not just for the immediate user but also for those around them. While some students take notes on a computer others are engaged in texting, updating Facebook or using other social media. As every student must commit to giving the course and its material their total attention, the use of electronic devices is not allowed.

Lecture/Reading Schedule

7-Jan Introduction

• Belanger 1

14-Jan Globalization I: Capitalism and Colonialism

• Belanger 2: The Land and Indigenous Political Economy
• Alfred, T and J. Corntassel. 2005. “Being Indigenous: Resurgences Against Contemporary Capitalism.” Government and Opposition. 40 (4): 597-614.

21-Jan Globalization II: Corporations and First Nations

• McDonald, F. 2011. Indigenous Peoples and Neoliberal “Privatization” in Canada: Opportunities, Cautions and Constraints. Canadian Journal of Political Science 44( 2) 257-273.
• Ladner, K L and C. Dick. 2008. Out of the Fires of Hell: Globalization As a Solution to Globalization - An Indigenist Perpsective. Canadian Journal of Law and Society/Revue canadienne droit et societeim23 (1-2): 63-91.
• Slowey, Gabrielle A. 2001. “Globalization and Self-Government: Impacts and Implications For First Nations in Canada.” The American Review of Canadian Studies.31,1&2:265-81.

28-Jan Constitutional Development and Citizenship

• Belanger 5: The Indian Act and Indian Affairs in Canada
• Altmirano- Jimeenez, I. 2004. North American first peoples: slipping up into market citizenship? Citizenship Studies 8 (4): 349-365.
• Jenson, J and M. Papillon. 2000. Challenging the Citizenship Regime: The James Bay Cree and Transnational Action. Politics and Society 28 (2): 245-264.
• Ladner, K. L. 2005. Up the creek: fishing for a new constitutional order. Canadian Journal of Political Science 38(4): 923-954.

4-Feb Modern Treaties and Land Claims

• Belanger 4: Treaties
• Alcantara, Chris. 2007. To Treaty or Not to Treaty? Aboriginal Peoples and Comprehensive Claims in Canada. Publius 38 (2):343-369.
• Alcantara, Chris. 2007. Explaining Aboriginal Treaty Negotiation Outcomes in Canada: The Cases of the Inuit and Innu in Labrador. Canadian Journal of Political Science 40 (1): 185-207.
• Rynard, Paul. 2000. “Welcome In, But Check Your Rights at the Door”: The James Bay and Nisga’a Agreements in Canada. Canadian Journal of Political Science 33 (2): 211-243.

11-Feb Inuit and Metis Nationalism(s)

• Belanger 6: The Metis and Inuit
• Andersen, C. 2008. From nation to population: the racialisation of ‘Metis’ in the Canadian census. Nations and Nationalism 14 (2): 347-368.
• Cameron, K. and A. Campbell. 2009. “The Devolution of Natural Resources and Nunavut’s Constitutional Status.” Journal of Canadian Studies 43 (2): 198-221.
• Simon, M. 2009. Inuit and the Canadian Arctic: Sovereignty Begins At Home. Journal of Canadian Studies 43 (2): 250-260.

18-Feb NO CLASS – READING WEEK

25-Feb Self-Government I: Politics and Policies

• Belanger 10: Self-Government.
• Coulthard, G. 2007. Subjects of Empire: Indigenous Peoples and the ‘Politics of Recognition’ in Canada. Contemporary Political Theory 6(4):436-460.
• Ladner, Kiera L. 2001. Negotiated Inferiority: The Royal Commission on Aboriginal People’s Vision of a Renewed Relationship. American Review of Canadian Studiesim31 (1-2)im: 241-264.
• Martin, D and C. Adams. 2001. Canadian public opinion regarding aboriginal self-government: diverging viewpoints as found in national survey results. The American Review of Canadian Studies 20 (1): 79.

1-March Self-Government II: Economics and Education

• Belanger 11: Economic Development
• Cornell, S. and J. Kalt. 1995. Where does economic development really come from? Constitutional rule among the contemporary Sioux and Apache. Economic Inquiry 33(3): 402.
• Kuokkanen, R. 2011. From Indigenous Economies to Market-Based Self-Governance: A Feminist Political Economy Analysis. Canadian Journal of Political Science 44( 2) 275-297.

NOTE: LAST DATE TO DROP F COURSES WITHOUT RECEIVING A GRADE IS 15 March

11-March Self-Government III: Health Care and Justice

• Belanger 9: Native People and the Justice System in Canada
• Belanger 12: Health and Well Being in Canada
• Hackett, P. 2005. From Past to Present: Understanding First Nations Health Patterns in a Historical Context. Canadian Journal of Public Health 96:17-21.
• Young, T.K. and S. Chatwood. 2011. Health care in the North: what Canada can learn from its circumpolar neighbours. Canadian Journal of Public Health 96: 209-214.

18-March In Class Simulations

25-March Canada in Comparative Perspective

• Deloria, V. 1981. Native Americans: The American Indian Today. Annals of the American Academy of Political and Social Science 453 (1):139-149.
• Elder, L and S. Chambers. 2005. Expanding the Minority Empowerment Literature: American Indians and the U.S. Political System. The New England Journal of Political Science 1(2): 1-19.
• Mora, M. 2003. The Imagination to Listen: Reflections on a Decade of Zapatista Struggle. Social Justice 30(3): 17-31.

1-April Canada in Comparative Perspective II: Australia and New Zealand

• De Costa, R. 2000. Reconciliation or Identity in Australia. National Identities 2 (3): 277-291.
• Economou, N. 1999. Citizenship and Indigenous Australians: Changing Conceptions and Possibilities. Australian Journal of Political Science 34 (2): 281-282.
• Slowey, G. 2005. Globalization and Development in the Fourth World: Indigenous Experiences in Canada and New Zealand Compared. Paper prepared for the 4th International Critical Management Studies Conference. Cambridge, UK.

A. EMAIL

What is the professor’s email address?

NO queries pertaining to class material, assignments or exams will be addressed via email. Students are ENCOURAGED to drop by and visit the professor during regularly scheduled office hours or to make an appointment.

B. ESSAYS

Where do I hand in assignments?

Papers are due IN CLASS unless otherwise specified in the course syllabus or directed by the professor.
Any paper handed in after class will be considered late.

What if I hand the paper in late?

Unless a student provides medical documentation there will be a late penalty of 5% per day on all late papers (including weekends) UNLESS other arrangements have been made PRIOR to the deadline and authorized by the professor.

All late papers must be dropped off in the drop box for the course located opposite the departmental office (South Ross, 6th floor).

Papers will not be accepted via email or fax – so do NOT send any papers via email or fax.

What if I need an extension?

NO extensions will be granted UNLESS there are extenuating and important medical grounds that exist and are substantiated with the provision of a medical certificate. Please see the professor PRIOR to the due date for this kind of consideration. Students are expected to organize their time appropriately to ensure deadlines are met.

What if I am unhappy about the grade I receive on a paper?

If you feel that the mark you received does not reflect the quality of your work you must arrange to meet with the professor to discuss your concerns. Students that wish a reread and/or remark must submit a 1 page letter explaining the students concerns and addressing the comments provided on the paper. Please note that grades may be raised OR lowered in a reread.

What if my computer loses my essay or doesn’t print?

It is your responsibility to safeguard yourself against computer or printer failures. The easiest way to do this is to backup your work onto an external disk on a regular basis. This step will protect against hard disk crashes or general computer failures, and will make it easy to transfer your file to another computer should your printer fail. Computer failures, hard disk crashes, and printer breakdowns will not be accepted as valid excused for late essays.

C: TESTS

What if I miss the test?

There will be only one make-up test scheduled and students are REQUIRED to get PERMISSION from the professor to write.

What if I get sick?

To qualify to write a makeup test, you must contact the instructor within 72 hours or 3 days of the exam AND a UNIVERSITY medical note must be provided.
YOU NEED TO HAVE YOUR DOCTOR FILL OUT THE YORK UNIVERSITY ATTENDING PHYSICIAN STATEMENT WHICH CAN BE FOUND AT:

Attending Physician's Statement

THIS FORM SHOULD THEN BE PRESENTED TO THE PROFESSOR AT THE EARLIEST POSSIBLE OPPORTUNITY (i.e. consider having a friend or relative drop it off to the Professor at the Department of Political Science Office on campus).

Any student who fails to contact the professor or provide a medical note within this period will not be considered eligible to write the make-up exam – so do not wait longer than 3 days before notifying us!

No make-up consideration will be given to students whose travel/holiday plans conflict with tests. It is the responsibility of the student to ensure they are free and available to write the test during the scheduled time.

D: COMMUNITY

How do I find out about political science events?

All Political Science majors should subscribe to the Departmental E-mail list that will post announcements about job opportunities, special events, career information and scholarships and awards.

For more information students should consult the following web links:

• Current Students
• Petitions