University Course Description 

Numerous countries in Latin America are multinational or plurinational democracies, with populations defined by a degree of ethno-cultural diversity. Considering how national minorities and indigenous peoples are represented in various sectors (governmental, economic, etc.), this course will consider how these groups have reacted to broader socio-political forces and engaged with social movements to incite change.   

 

Course Prerequisites 

There are no prerequisites for this course. 

 

Course Purpose  

This course analyses the different organizational patterns and diverse demands displayed by these groups, actively displayed through social movements, protests and demands for autonomy, as well as how governments decide to deal with them through constitutional arrangements and specific policies. A geographically broad approach of indigenous populations will be considered, including a comparison of social movements and their successes or failures in seeking justice.  

 

Course Methodology 

The methodology to be used includes a combination of tools in order to facilitate the enhancements of knowledge, promote debate in class and increase students’ ability to formulate proposals, such as: presentation-debate classes and case studies. 

The structure of each unit includes daily compulsory reading, followed by oral presentations by the students which will lead to class debates, group works, and other practical activities. Field trips are essential to the course, which are programmed in a every other week basis. All these activities will be complemented by lectures. 

 

Student Learning Outcomes 

By the end of the course the student will be able to: 

Understand diversity as a fundamental characteristic of societies.  

Consider how ethno-cultural diversity shapes political reality and influences specific manifestations.  

Read and understand academic articles on diversity and find their links with socio-political impacts. 

Identify and analyze the social dynamics between and within indigenous societies. 

Understand how environmental justice, social justice and indigenous rights are intertwined.  

   

Required Texts and/or Readings and Course Materials 

Not required 

 

Supplementary (Optional) Texts and Materials 

None 

 

Grading Scale 

 

Grading Scale (%) 

94-100 

A 

90 – 93 

A- 

87 – 89 

B+ 

84 – 86 

B 

80 – 83 

B- 

77 – 79 

C+ 

74 – 76 

C 

70 – 73  

C- 

67 – 69 

D+ 

64 – 66 

D 

60 – 63 

D- 

0 – 59 

F 

 

 

 

Grade Categories and Weights 

 

Evaluation will be ongoing and will take in consideration the issues established in the competencies and in their use by each student. The dates for the Midterm and Final Exam will be indicated by ISA. Readings, tasks, class work and written reports are evaluated. 

 

Assessment 

Percent of Final Grade 

Ongoing evaluation (quizzes, written work, readings, research, projects and presentations) 

50% 

Participation in Class (homework, reports, oral participation, discussion, and attitude in class) 

10% 

Midterm 

20% 

Final Exam 

20% 

 

Essay and Project Assignments 

 

The Final Paper should be about something related to Indigenous Movements and Social Justice. 

 

FINAL PAPER PROPOSAL AND PRELIMINARY PRESENTATIONS 

 

Paper Proposals are due two weeks into the program followed by a Final Paper Preliminary Presentations held right before the Midterm. 

 

FINAL PRESENTATIONS: 

 

There should be a 30 min presentation per group + 15 min for questions. 

The evaluation takes into consideration: 

Relevance to social movements 

Participation of Indigenous People 

Presentation Skills 

Slides and other material (video clips max. 5 min long) 

Questions/answers from classmates. It is highly suggested to have a PowerPoint presentation plus some activity/questions etc. to make it as interactive as possible. 

Students should keep in mind that they are presenting what they are writing about in their Final Paper. 

Attendance at all presentations is mandatory.  

 

FINAL PAPER: 

 

Due the final day of the program. 

Format as follows: 

10 pages minimum 

Does NOT include Cover page, Abstract or Sources 

Abstract and five keywords 

Double space 

Font: Arial 11 

Includes pictures, graphs, etc. (no more than 02 (two) pages altogether) 

5 sources in total (not including the ones provided by the Professor) 

Chicago referencing 

 

Grade Dissemination 

Graded tests and materials in this course will be returned individually and reviewed on the lecture following the exam. You can access your scores at any time using "Grades" in Schoology. 

 

Course Schedule 

Week 1 

UNIT 1. INTRODUCTION 

1.1. Introduction to the Course 

Introduction to the course. Review Syllabus. Unit-by-Unit Description. Semester Planning and Deadlines. 

Week 2 

UNIT 2. INDIGENOUS PEOPLE 

2.1. Indigeneity 

Main Criteria for Definition and Identification of Indigenous People. 

Reading Discussion: Gosart, U. 2012. Indigenous Peoples: Attempts to Define. 10.13140/2.1.5065.3125. 

Week 3 

2.2. Indigenous Livelihood and Vulnerabilities 

Factors of Vulnerability and Resilience. Main economic, social and environmental issues. 

Reading Discussion: Ford, J., King, N., Galappaththi, E., Pearce, T., McDowell, G. and Harper, S. 2020. The Resilience of Indigenous Peoples to Environmental Change. One Earth. 2. 532-543. 10.1016/j.oneear.2020.05.014. 

Field Trip: Interview with an Indigenous Andean Shaman. 

Week 4 

UNIT 3. ETHNOCULTURAL DIVERSITY 

3.1. Approaches to Assess Diversity 

Concept of Diversity. Classification of Ethnic Groups. Minorities at Risk Project. Culture, Ethnicity and Nationality. Heterogeneity VS Homogeneity.  

Week 5 

3.2. Fractionalization 

Concept and Factors. Polarization. 

Reading Discussion: Degregori, I.C. and Sandoval, P. 2008. “Peru: A Shared Diversity,” In Blackwell Companion to the Anthropology of Latin America, ed. By D. Poole, pp.150-173. 

Week 6 

UNIT 4. COLLECTIVE ACTION AND POLITICAL PARTICIPATION 

4.1. Collective Action and Participation  

Concept of Collectivity Action. Theories of Community Participation. Individual and the Group. 

Reading Discussion: Willer, R., Thank, I., Barclay, P., Benard, S., Correll, S., Fischer, C., Grusky, D., Hout, M., Kitts, J., Lawler, E., Macy, M., Simpson, B., Swidler, A. and Willer, D. 2009. A status theory of collective action. Advances in Group Processes. 26. 10.1108/S0882-6145(2009)0000026009., 

Week 7 

Midterm Exam 

 

 

Week 8 

UNIT 5. POLITICAL OPPORTUNITY 

5.1. Political Opportunities for Indigenous Peoples 

Ethnic Political Parties and Institutions. Organizational Maturity. Ethnopopulism. Decentralization. Ethnic Mixing and Mestizaje. Electoral Volatility. 

Reading Discussion: Cadena, M. 2010. Indigenous Cosmopolitics in the Andes: Conceptual Reflections beyond Politics. Cultural Anthropology. 25. 334 - 370. 10.1111/j.1548-1360.2010.01061.x. 

Field Trip: Emancipation in Latin America – The Rebellion of Tupac Amaru II – Tinta – Sicuani. 

Field Trip: Interview with an Indigenous Community Leader – Tinta – Sicuani. 

5.2. Repression and Protests  

Participation and Violence. State and Protest. Unwanted Policies and Political Threats. Rebelion and Civil Conflict. Globalization and Corruption. 

Reading Discussion: Olzak, S. 2011. Does Globalization Breed Ethnic Discontent? Journal of Conflict Resolution. 55. 3-32. 10.1177/0022002710383666. 

UNIT 6. SOCIAL MOVEMENTS 

6.1. Socio-Environmental Justice 

Social Justice. Paradigms of the Left. Incomplete Revolutions. Populism and Demagogy. Non-Indigenous Socio-Environmentalists and Indigenous People. 

Reading Discussion: Reisch, M. 2002. Defining Social Justice in a Socially Unjust World. Families in society: the journal of contemporary human services. 83. 343-354. 10.1606/1044-3894.17. 

Reading Discussion: Cloud, L. and Le Bonniec, F. 2019. Criminalization and judicialization of indigenous peoples’ rights in Chile. 10.4324/9781315671888-10. 

Field Trip: Interview Representative NGO. Women and Indigenous People Rights. 

6.2. Social Movements 

Types and Theories of Social Mobilization. The importance of Context. Types of Participation in Public Life. Social Activism. Transnationalism. 

Reading Discussion: Martinez-Torres, M.E., and Rosset, P. M. 2010.  La Vía Campesina: the birth and evolution of a transnational social movement. The Journal of Peasant Studies 37(1): 149-175. 

Week 11 

6.3. Impact of Indigenous People in Social Movements 

Success of Ethnic Parties. Factors and Challenges. Perception of Ethnic Groups. Ethnic Identities. Political Representation.  

Debate: Social Environmentalism and Indigenous People (Source: Orton, D. 1996. Social Environmentalism and Native Relations. http://www.hartford-hwp.com/archives/25b/005.html) 

Reading Discussion: Fenelon, J.V., and Hall, T.D. 2008. Revitalization and Indigenous Resistance to Globalization and Neoliberalism.” American Behavioral Scientist 51.12 (2008): 1867–1901. 

Field Trip: Interview Government Representative. 

UNIT 7. NON-CONVENTIONAL SOCIAL MOVEMENTS AND INDIGENOUS PEOPLE 

7.1. Guerrillas in Latin America 

Insurgency and Counterinsurgency. Rural and Urban Guerrillas.  

7.2. The Feminist Movement 

Indigenous Feminism in Latin America. The LGTBQ+ Movement. Gender and Inequality. 

7.3. The Environmental Movement 

Climate Change Activism. Failures and Triumphs of Environmental Policy. 

7.4. The Human Rights Movement 

Human Rights Activism. 

Week 14 

Final Paper Presentations – Final Exam 

 

* Note: The Schedule is subject to revision 

 

 

Course Policies: Student Expectations 

 

Attendance and Punctuality: 

Attendance and punctuality are basic requirements for an effective discussion and team-based course. Beyond that, each person's frequency and quality of contribution to the class discussion will be assessed and reflected in the class participation score. 

Five absences (excused or unexcused) lower the final course grade by five points (approximately a half letter grade). The final course grade will be lowered an additional five points for each class missed over and above the first three. If the student accumulates more than five unexcused absences, he/she will be placed on academic probation, and the home university will be notified. In the event of an emergency or illness, students should petition for an excused absence from the professor with the appropriate documentation within a week of the absence. 

Missing a reading/video session counts as 1.5 absences; missing a field trip counts as two absences. 

The third time a student is more than 10 minutes late to a class, it will be considered an unexcused absence. 

 

Late Work Policy: 

There are no makeups for presentations, leading reading sessions, and exams unless the student demonstrates in advance (and the Professor agrees) that a significant life-event prevents him/her from attending class or if a documented emergency is provided. The following are not acceptable excuses: scheduled flights or trips, scheduled non-emergency doctor appointments, picking up relatives or friends at the airport, etc. If a student schedules something else during a class when is to give a presentation, lead a discussion session, or take an exam, the student will get a zero for that grade. 

In the event of an excused absence, students will be expected to confer with the professor regarding the possibility of making up any missed coursework, homework and/or exams. In the event of an unexcused absence, students are responsible for any missed coursework and notes, but late homework will not be accepted. 

 

Professionalism Policy: 

Bear in mind you are in a professional school and a member of a learning community. Thus, you are expected to comport yourself as a professional person. For instance, be on time for class, do not leave the class while it is in progress for other than emergencies -if you need to do so, make sure you ask the professor for permission-, turn off cell phones, and be respectful of others’ viewpoints even if you disagree with them, do not use improper language, do not put your feet up on your desk, raise your hand if you want to participate and dress appropriately for professional activity. Eating is not allowed during class. 

 

Food and Drink Policy: 

No food is allowed in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced.  

 

Course Policies: Technology and Media 

 

Email: Students will receive a weekly message reminding them about content and activities for that week. 

 

Laptop Usage: Personal computers, tablets and smartphones are allowed as long as they are being used for class purposes (PDF files, Class PowerPoint slides, etc.). No phone calls/messaging are allowed during class. 

 

Important Dates to Remember 

Dates will be posted in the Planning File on Academics.