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:
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 in-depth 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 Nationsfora.
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 10of 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:
- Describe the key experiences and issues confrontedby one or moreracialized groups within or outside the United States.
- Explain how ideas about racial difference are produced and perpetuated through political, economic, cultural, and social structures.
- 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:
- Identify and explain the Doctrine of Discovery and its impacts on Indigenous Peoples’ today.
- Explain why and what issues Indigenous Peoples’ are debating and advocating at various fora at the United Nations.
- Identify and examine key International laws that relate to Indigenous Peoples’ rights.
- Identify and explain the complex linkages between Indigenous Peoples’ rights and interests in relation to globalization, particularly in the field of biocolonialism.
- Discuss the linkages between Indigenous Peoples and other national, regional or global developments.
- 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 twoshort 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 University-sanctioned 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
- Participation - (15% of grade)
- In-Class Exams (3) - (30% of grade)
- Short Essays (2) - (30% of grade)
- Final Exam - (25% of grade)
I use a standard grading scale with percentages rounded to the nearest whole number.
93-100% = A90-92% = 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,
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 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.
Schedulesubject to change at professor’s discretion
I may make minor changes to the syllabus in order to accommodate guest speaker’s availabilityor 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
08/26/14Instructor 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:
08/28/14Overview 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.
WEEK 2 Introduction to Biocolonialism
09/02/20141. 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.
09/04/2014Discussion on Colonialism and Biocolonialism.
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
09/09/2014Discussion 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
09/11/2014Discussion on corporate and university collaborations.
Reading:Sheldon Krimsky, Science In The Private Interest: Has The Lure Of Profits Corrupted Biomedical Research? (2003)
- pp. 27-56 (Ch. 3 – University-Industry Collaborations)
- pp. 57-71 (Ch. 4 – Knowledge as Property)
Week 4Globalization and Indigenous Peoples
09/16/2014Overview 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: m/2008/10/20/evo -mo rales-10-co mmandments-to -save-the-planet/
09/18/2014Review and In-Class Exam
UNIT 2 INDIGENOUS PEOPLES’ EXPERIENCES WITH HUMAN GENETIC RESEARCH
WEEK 5Human Genetic Research (Part 1): Overview of Population and Anthropological Genetic Research
09/23/2014Discussion on the Human Genome Diversity Project
Reading: Harry, Debra, “Indigenous Peoples and Gene Disputes” 84 Chicago-Kent 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)
09/25/2014Discussion on the Genographic Project
Reading: Cultural Survival Quarterly, vol. 29.4, pp. 34-36 (Winter 2006)
- Spencer Wells, Genetic Research: How Much We Have to Learn. Available online at:
- Harry, Debra and KaneheLe`aMalia, Genetic Research: CollectingBlood to Preserve Culture?Available online at:
Essay Assignment #1 – Due no later than Sept. 30, 2014 at 1:00 pm
WEEK 6Human Genetic Research (Part 2): DNA and Native American Ancestry
09/30/2014Discussion on genetic research and Native American ancestry.
Reading: 1. Tallbear, Kim, “The DNA Dot.Com,” in Native American DNA, (2013), pp. 79-103.
10/02/2014Discussion 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
WEEK 7Human Genetic Research (Part 3): Medical and Behavioral
10/07/2014Discussion 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)
10/09/2014Discussion on Indigenous Peoples’ experience with behavioral or health-related genetic research.
Readings: Harry, Debra, “Indigenous Peoples and Gene Disputes” 84 Chicago-Kent LawReview (2009). (Section I. Indigenous Peoples’ Experience, pp. 148-154.)
Tolahongva, Patty, Havasupai Blood: Battle for Academic and Genetic Justice, Native Peoples, September/October 2010
WEEK 8DNA and Repatriation
10/14/2014Discussion 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.)
10/16/2014Review and In-Class Exam
UNIT 3GENETIC MODIFICATION AND STRATEGIES FOR PROTECTION
WEEK 9Biocolonialism and Indigenous Knowledge
10/21/2014Discussion 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
10/23/2014Discussion 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 PropertyRights: Toward Traditional Resource Rights For Indigenous Peoples And Local Communities (1996) (Ch. 2 – What happens to traditional knowledge and resources), pp. 21-32.
WEEK 10Genetically Modified Organisms
10/28/2014Discussion of genetic modification and food crops.
Reading: Shiva, Vandana, Stolen Harvest: The Hijacking of the Global Food Supply (2000)
- Ch. 5 – The Stolen Harvest of Seed, 79-94
- Ch. 6 - Genetic Engineering & Food Security, 95-116
10/30/2014Discussion of Indigenous Peoples’ experience with genetically modified organisms.
Reading: Indigenous Peoples, Genes and Genetics: What Indigenous People Should KnowAbout Biocolonialism, A Primer and Resources Guide from the IndigenousPeoples Council on Biocolonialism (2000), p. 25-33
LaDuke, Winona, Recovering the Sacred: The Power of Naming & Claiming,167-190 (2005).
Essay Assignment #2 – Due no later than Nov. 04, 2014 at 1:00 pm
WEEK 11Asserting Self-Determination Over Research: Protective Measures for Indigenous Peoples
11/04/2014Discussion on how Indigenous Peoples can assert self-determination over research.
Reading: Debra Harry & Le`aMaliaKanehe, Asserting Tribal Sovereignty Over CulturalProperty: Moving Towards Protection of Genetic Material and IndigenousKnowledge, 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)
11/06/2014Discussion of Indigenous Research Methodologies and Ethics
Reading: Linda Tuhiwai Smith, “Chapter 4: Research Adventures on Indigenous Land” from Decolonizing Methodologies: Research and Indigenous Peoples, (78-94)
Linda Tuhiwai Smith, “chapter 6: Indigenous Peoples’ Project: Setting a New Agenda,” from Decolonizing Methodologies: Research and Indigenous Peoples
WEEK 12 Indigenous Research Methodologies
11/11/2014No Class – Veteran’s Day
11/13/2014Review and In-Class Exam
UNIT 4Indigenous Peoples Rights and International Advocacy
WEEK 13Cultural 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, ArohaTePareake, Genealogy, Sacredness, and the Commodities Market, Cultural Survival Quarterly, vol. 20.2, Jul. 31, 1996, available at
11/20/2014Discussion 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 (ArohaTePareake Mead And Steven Ratuva Eds. 2007), 172-177.
Ritte, Walter & Kanehe, Le`aMalia, 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 (ArohaTePareake Mead And Steven Ratuva Eds. 2007), 130-137.
View Film Clip: Leech and the Earthworm (2003) Maori Segment
WEEK 14The Rights of Indigenous Peoples
11/25/2014Overview – Indigenous Peoples Advocacy in the United Nations
View Film: Indigenous Summer in Geneva
11/27/2014No class – Thanksgiving Holiday
WEEK 15Federal Indian Law and Frameworks for Colonization
12/02/2014Discussion 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:
Bartolome de Las Casas, The Devastation of the Indies: A Brief Account, pps. 27-34, pps. 127-130
12/04/2014Indigenous 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:
WEEK 16Final Exam
12/16/2014Final Exam 5:00 – 7:00 pm LLC 141
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