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Viewing: PSCI 313 C1: People of the Land

Last approved: Fri, 11 Sep 2020 13:56:49 GMT

Last edit: Fri, 17 Jul 2020 17:19:29 GMT

First Name Last Name Userid Title Home School Org Short Name
Tulia Falleti falleti Professor School of Arts and Sciences Political Science
Spring 2021
Fall 2020
People of the Land
This undergraduate seminar compares the evolution of relations between settler colonial nation-states and indigenous peoples and movements throughout the Americas, with a particular focus on the Mapuche people of the Patagonia region, in the south of nowadays Argentina and Chile. The main goal of the course is to comparatively study the organization of indigenous communities and analyze their political demands regarding plurinationality, self-determination, territory, prior consultation, living well, and intercultural education and health care, as well as the different ways in which settler colonial nation-states accommodate or respond to such demands. The course is organized in three parts. The first part of the course studies indigenous rights in international law and in global affairs, particularly in the United Nations, the Organization of American States, and the International Labor Organization. The second part of the course studies indigenous organization, movements, parties, and political representation, in Latin America since the 1990s, when indigenous demands acquired national and international notoriety throughout Latin America. The third part of the course zooms in a comparative analysis of the relationship between the Mapuche (Mapu: land; -che: people) and the formation and evolution of the settler colonial nation-states in Argentina and Chile. Once international travel resumes, the course will have an eight-day travel component. Students will travel to the south of Argentina to visit indigenous Mapuche communities to experience and learn first-hand about their culture, intercultural education and health, recuperation of identity and language practices, different models of economic sustainability, and of territorial claims and arrangements—including co-management between indigenous communities and the National Parks system.

Foundational Approach

Course offered spring; odd-numbered years
Cross Cultural Analysis
Tulia G Falleti
Standing Faculty
Standing Faculty
As undergraduate advanced seminars, ideally it would be on the third year (junior year) of undergraduate education. However, there might be students who can take it sooner or later in their course schedule.
Introduce students to indigenous peoples, politics, rights and demands. When international travel is permitted, introduce students to the reality of indigenous communities in the south of nowadays Argentina (and possibly Chile in the future).

Methods of Assessment

One final paper, 8000 words (including bibliography)
Three book review papers, 1500 words each.
Fieldwork notes or group oral presentation
Active class participation and seminar discussion

Cross Cultural Analysis

Central to the analysis of indigenous peoples is to understand their protagonism in history and current politics. Among other methods, we will visit indigenous communities (when travel resumes), interview indigenous communities' members and leaders (even if travel is not allowed, we can do some of this virtually), and read their writings and scholarship.
The course studies the indigenous philosophy of "living well" and how it affects their relations to extractive industries and environmental sustainability. Social behavior of indigenous organizations and communities, their representative institutions, and relations to the settler-colonial institutions of the Argentine and Chilean states will also be central to our foci of study.
The course approaches indigenous cultures, and their rights and demands from multiple perspectives, namely: plurinationality, self-determination, living well, prior consultation, and intercultural education and health.
That students achieve sensitive and critical cultural analysis is a main goal of my teaching of this course. I hope to achieve this by making students read indigenous authors, watch documentaries that raise conflicts with western values and cultures, talk to leaders who can spouse their positions towards extractivism, environmental sustainability, territorial claims, and living well, among other topics. I also hope to build on the activism and social energy that has been created by the Black Lives Matter movement since late May of 2020, to reflect upon the politics of the Native Lives Matter movement and in general to further understand the system and culture of white supremacy on which our institutions (both in the US and in Latin America) are built upon.

Cultural Diversity in the US


Quantitative Data Analysis

Intermediate to Advance Level of Spanish

Formal Reasoning


Administrative Fields

Key: 898