1

SA 388 semester 03-2 office hours: Th 5:30 – 6:30 Dara Culhane HC 2146Thursdays, May 8 – July 31st 6:30 – 10:30 contact: culhane@sfu.caHC 2945

COMPARATIVE STUDIES OF MINORITY INDIGENOUS PEOPLES

Globalization, Neoliberalism and Indigenous Peoples

The first meeting of the World Council of Indigenous Peoples was held in 1975 in PortAlberni, British Columbia. Since that time, indigenous peoples have becomeincreasingly visible in the political and cultural landscapes of both the nation stateswhose borders have come to encapsulate them, and in transnational debates aboutrelations among and between communities, peoples, and states in the contemporaryperiod of globalization. While the course will begin with an historical and comparativeoverview of colonialism, and of the emergence of the legal and political category“indigenous people” in diverse polities, we will focus on contemporary relations betweenminority indigenous peoples and non-Indigenous populations now living inliberal/democratic nation states like Canada, Australia and the U.S.A..

Based on the premise that globalization and neoliberalism are cultural, as well as politicaland economic systems, and working primarily with ethnographic films and readings, wewill seek to develop critical understandings of the complex ways in which indigenouspeoples are articulated with, and resist/challenge/accommodate/reshape contemporarylocal, regional, national and global processes. Within this broad context, the course willexplore substantive questions surrounding indigenous sovereignty, globalization and “thenew capitalism”; recognition, identity and multiculturalism; gender relations andsexuality; welfare states, welfare reform and neoliberal governance; and the politics ofillness, health and healing.

Course Evaluation:(1) Seminar participation and Presentations 40%.5 for attendance to a max of 10 5%10 reading response assignments (out of a possible 12)

35%

(3) Term Paper 60%. Due week 13 for those who present on week 12, and week 14 forthose who present on week 13. The term paper will be developed throughout the coursethrough the following stages:

Week 5, June 19th(a) 5% hand in and present to the class a point form overview of Indigenous Peoples who will be the focus of your term paper. This overview should include (but need not be limited to) the following:

* demographic overview (age, gender, residence, income, employment, education)

2

* summary of health status and health indicators (mortality, moribidity, infant mortality, live expectancy, major illnesses)

* geographic location (map)* outline of political organization and relations with nation state15 minutes (maximum) including Q&A

Week 7, July(b) 5% hand in and present to class a first draft of the question(s) you will develop and pursue in your term paper. This should be 1-2 pages, and should include (but need not be limited to):

* statement of question(s) (1/2 paragraph)* outline of argument/development of question (1 page)* anticipated conclusions (1/2 page)10 minutes maximum + Q&A

Other students and instructors will review this draft with you and provide feedback.

Week 9, July(c) 5% hand in and present to class a revised version of your paper outline that reflects feedback received, and a basic bibliography (1 page).

Weeks 11 and 12, July(d) 5% hand in draft of term paper and present to class. 10 minutes maximum.Other students and instructors will provide feedback.

Week 13, July:(e) 40% Hand in term paper. (12- 15 pages maximum)

Penalties of one mark per day will apply to late submissions.e.g. hand in on time: maximum possible mark is A+; one day late A, two days late A-,etc. etc.

Required Readings:A package of articles will be available in library reserves at Belzberg Library.

3

THEORETICAL OVERVIEW 1 : settlercolonialism in theory and on film

Please read in the order suggested:

(1) Smith, Linda T. (1999) “Imperialism, History,Writing and Theory”, Decolonising Methodologies:

Research and Indigenous Peoples, London: Zed Books, and Dunedin: University ofOtago Press. Pp. 19-41

(2) Roseberry, William (2002) “Understanding Capitalism-Historically, Structurally,Spatially.” Nugent, David (ed) Locating Capitalism in Time and Space: GlobalRestructurings, Politics, and Identity. Stanford: Stanford University Press. Pp: 61-79

(3) Gartrell, Beverley (1986) “’Colonialism’ and The Fourth World: Notes onVariations in Colonial Situations.” Culture, VI(1):3-16

(4) Jaimes, M. Annette ( 1992 ) “Re-Visioning Native America: An Indigenist View ofPrimitivism and Industrialism.” Social Justice. Vol. 19, No. 2:5-34

Assignment 1 due at the start of class # 2, May 15th: Write a _ page (12 point font,double spaced, 1” margins) reader’s response to the four assigned readings. Describewhat you found most interesting in the article and why you found it interesting. Hand in.

Study Group 1:Read:

Twemlow, Stuart W. (2001) “Maori and Pakeha Images and Their Interrelationships in Jane Campion’s The Piano.” Journal of Applied Psychoanalytic Studies, Vol. 3, No. 2:85-93.

Assignment 2 due at the end of class # 2, May 15th: After reading the Twemlow articleabout The Piano, formulate a question, or questions, that you hope to answer afterviewing the film. _ page maximum. Hand in and present for class discussion.

Study Group 2:Read:

Najita, Susan Yukie (2001) “Family Resemblances: The Construction of Pakeha History in Jane Campion’s “The Piano”. ARIEL: A Review of International English Literature, 32:1, January 2001, 81-115

WEEK 2 MAY 15

4

Assignment 2 due at the end of class # 2, May 15th: After reading the Najita article aboutThe Piano, formulate a question, or questions, that you hope to answer after viewing thefilm. _ page maximum. Hand in and present for class discussion.

Study Group 3:Read:

Pihama, L. (1996) “Are Films Dangerous? A Maori Woman’s Perspective on “The Piano”. Hecate 20(2)

Assignment 2 due at the end of class # 2, May 15th: After reading the Pihama articleabout The Piano, formulate a question, or questions, that you hope to answer afterviewing the film. _ page maximum. Hand in and present for class discussion.

5

NARRATIVES AND POLITICS

(1) Cornell, Stephen (2000) “That’s The Story of OurLife”. WE ARE A PEOPLE: Narrative and Multiplicityin Constructing Ethnic Identity. Spickard, Paul and W. J.Burroughs, Eds. Philadelphia: Temple University Press,pp. 41-56.

(2) Cornell, Stephen (2000) “Discovered Identitites and American IndianSupratribalism.” WE ARE A PEOPLE: Narrative and Multiplicity in ConstructingEthnic Identity. Spickard, Paul and W. J. Burroughs, Eds. Philadelphia: TempleUniversity Press, pp. 98-124

(3) Gooding, Susan Staiger (1994) “Place, Race, and Names: Layered Identities inUnited States v. Oregon, Confederated Tribes of the Colville Reservation, Plaintiff-Intervenor. Law & Society Review, Voo. 28(5):1181-1229

(4) Sahlins, Marshall (1994) “Cosmologies of Capitalism: The Trans-Pacific Sector of‘The World System’”. In Dirks, N. B., G. Eley, and Sherry B. Ortner (eds)CULTURE/POWER/HISTORY: A Reader in Contemporary Social Theory. Princeton,NJ: Princeton University Press. Pp. 412-456

Study Group 1:(1) Trask, Haunani-Kay (2000) “Native Social Capital: The case of HawaiianSovereignty and Ka Lahui Hawaii.” Policy Sciences. 33: 375-385: 149-159.available on lineCompare and contrast Sahlins and Trask. Where do these authors agree and where dothey differ? 2 pages.

Study Group 2:(2) Kauanui, Kehaulani (2002) “The Politics of Blood and Sovereignty in Rice v.Cayetano”. POLAR. May. Vol. 25(1):110-128.Assignment 3: What are the central arguments in Gooding and in Kauanui? Where dothese authors agree and where do they differ? 2 pages.

Study Group 3:Prazniak, Roxann (2001) “Political Organizing in the Land of the Great Spirit,Tunkashila: A Conversation with Joann Tall.” In Prazniak, R. and A. Dirlik (eds) (2001)PLACES AND POLITICS IN AN AGE OF GLOBALIZATION. Lanham: Rowman &Littlefield. Pp. 247-266

WEEK 3, MAY 22

6

Assignment 3: Does Cornell’s description of “counter narratives” apply to Tall inPrazniak? Do you think Cornell’s analysis supports or challenges (or both) Tall inPrazniak? 2 pages.

“RACE”? POLITICS AND IDENTITY

(1) Bateman, Rebecca (nd) Slaves or Seminoles?Distribute through email

(2) Harrison, Faye V. (2002) “Unraveling ‘Race’ for the21st Century.” In MacClancy, J. Ed. EXOTIC NO

MORE: ANTHROPOLOGY ON THE FRONT LINES. Chicago: University ofChicago Press. Pp. 145-166

(3) Cowlishaw, Gillian (2000) “Censoring Race in ‘Post-Colonial’ Anthropology.Critique of Anthropology, vol. 20(2):101-123.Available on line.

(4) Underwood, Grant (2000) “Mormonism, the Maori and Cultural Authenticity”, The J.of Pacific History. Vol. 35(2):133-146available on line.

Assignment 4: Study Groups 1, 2, 3:Prepare a question (1/2-1 page) for the guest lecturer, Dr. R. Bateman.This question should draw on issues and arguments raised in Cowlishaw, Harrison,Underwood and applied to Bateman’s work. Hand in at beginning of class.

Each study group will meet in class for 15 minutes to consolidate questions before Dr.Bateman’s talk.

WEEK 4 MAY 29

7

KNOWLEDGE, POWER AND HEALING

(1) Quintero, Gilbert (2001) “Making the Indian:Colonial Knowledge, Alcohol, and Native Americans.”American Indian Culture and Research Journal.25(4):57-71

(2) Brown, Marilyn (2003) ‘Aina under the influence: The criminalization of alcohol in19th-century Hawai’i.” Theoretical Criminology. Vol. 7(1):89-110available on line

(3) Ward, Carol et al (2000) “Resistance Through Healing among American IndianWomen.” Hall, T. D. (ed) “A World Systems Reader: New Perspectives on Gender,Urbanism, Cultures, Indigenous Peoples and Ecology. Lanham: Rowman & LittlefieldPublishers Inc.pp. 211-236

(4) Garrity, John F. (2000) “Jesus, Peyote, and the Holy People: Alcohol Abuse and theEthos of Power in Navajo Healing.” Medical Anthropology Quarterly. Vol. 14(4):521-542

Study Group 1:Vernon, Irene S. (2002) “Violence, HIV/AIDS, and Native American Women in the 21st

Century.” American Indian Culture and Research Journal, 115-133Assignment 5: Write a 2-page reader’s response to the articles by Quintero, Brown andVernon, answering the following question: what are the significant similarities anddifferences between the central concerns of the three articles? Why are they significant?

Study Group 2:Holmes, W. et al (2002) “Researching Aboriginal health: experience from a study ofurban young people’s health and well-being.” Social Science & Medicine 54: 1267-1279Assignment 5: Write a 2-page reader’s response to the Ward, Garrity and Holmesarticles, answering the following question: what are the significant similarities anddifferences between the populations described in the three articles? Why are theysignificant?

Study Group 3:McEachern, D., M. Van Winkle and Sue Steiner (1998) “Domestic Violence Among theNavajo: A Legacy of Colonization.” In Pressing Issues of Equality and AmericanIndian Communities. Haworth Press, Inc.:31-45Assignment 5: Write a 2-page reader’s response to the McEachern et al, Ward andBrown articles answering the following question: what are the points of linkage and

WEEK 5: JUNE 5

8

rupture between the two articles? What are the significant similarities and differencesbetween the central concerns of the three articles? Why are they significant?

Neotribal capitalism

(1) Moore, Henrietta L. (2001) “Difference andRecognition: Postmillenial Identities and Social Justice.”Signs, vol. 25(4):1129-1132Available on line.

(2) Maaka, Roger and Augie Fleras (2001) “Chapter 5: Engaging with Indigeneity: TinoRangatirantanga in Aotearoa.” In Prazniak, R. and A. Dirlik (eds) PLACES ANDPOLITICS IN AN AGE OF GLOBALIZATION. Lantham: Rowman & Littlefield. Pp.89-109

(3) Barcham, Manauhuia (2001) “Chapter 7: (De)Constructing the Politics ofIndigeneity.” In Prazniak, R. and A. Dirlik (eds) PLACES AND POLITICS IN AN AGEOF GLOBALIZATION. Lantham: Rowman & Littlefield Pp. 137-151

(4) Fitzsimons, Patrick and Graham Smith (2000) “Philosophy and Indigenous CulturalTransformation.” Educational Philosophy and Theory. Vol. 32(1):25-41

(5) Rata, Elizabeth (2003) “Late Capitalism and Ethnic Revivalism: A ‘New MiddleAge’?” Anthropological Theory. Vol. 3(1):43-63available on line

Study Groups 1, 2, 3:Assignment 6: Prepare 1 page critical annotation of each of readings 2-5. Hand in at startof class.

Study Group 1:In class study group will meet for 30 minutes and discuss the following question andprepare a 5-minute oral presentation for the class, followed by a 5 minute Q & A session:Based on class lecture and discussions, readings and films, how would you explain theconcept of “indigeneity” and the central debates surrounding its deployment?All members of each study group are responsible for doing the readings and participatingin the discussion.1 member of the study group will be responsible for reporting to the class.1 member of the study group will be responsible for responding to questions from theclass.

WEEK 6 June 12

9

1 member of study group will be responsible for formulating and asking a question ofanother study group’s presentation that links the two.

Study Group 2:In class study group will meet for 30 minutes and discuss the following question andprepare a 5-minute oral presentation for the class, followed by a 5 minute Q & A session:Based on class lecture and discussions, readings and films, how would you explain Rata’stheory of “neotribal capitalism” and Fitzsimon’s and Smith’s critique of it?

Study Group 3:In class study group will meet for 30 minutes and discuss the following question andprepare a 5-minute oral presentation for the class, followed by a 5 minute Q & A session:Based on class lecture and discussions, readings and films, compare and contrast Moore’sthesis re: identity and difference and Rata’s advocacy of liberal individualism?

Recommended reading (handout):Skylar, Richard “Social Realism with Style: An Interview with Lee Tamahori.” Cineaste21.3(1995) 25-27Oder, Norman (1996) “Alan Duff and Once Were Warriors-Ventilating Race in NewZealand.” Antipodes 10(2):137-139

Study Group 1:Thornley, Davinia “White, Brown or “Coffee”? Revisioning Race in Tamahori’s OnceWere Warriors. 22-36Assignment 7 to be handed in at the start of class # 7: What are Thornley’s centralcritiques of the film Once Were Warriors? (1/2-1 page).Study group discussion and presentation to class: After viewing the film, do you agreeand/or disagree with her? What about and why?

Study Group 2:Thomas, Nicholas (1993) “Gender and the Politics of tradition: alan duff’s once werewarriors.” Kunapipi. 15(2):57-67Assignment 7 to be handed in at the start of class # 7: What are Thomas’ centralcritiques of the novel Once Were Warriors? (1/2-1 page)Study group discussion and presentation to class: After viewing the film, do you agreeand/or disagree with him? What about and why?

Film: Once Were Warriors

10

NEOLIBERAL GOVERNMENTALITY ANDHEALTH

(1) Baird-Olsen, Karren and Carol Ward (2000)“Recovery and Resistance: The Renewal of TraditionalSpirituality among American Indian Women.” AmericanIndian Culture and Research Journal, 24:4, 1-35

(2) Aldred, Lisa (2000) “Plastic Shamans and Astroturf Sun Dances”. American IndianQuarterly. Vol. 24(3): 329-353

(3) Grace, Donna J. and A. L. P. Lum (2001) “’We Don’t Want No Haole Buttholes inOur Stories”: Local Girls Reading the Baby-sitters Club Books in Hawai’i.” CurriculumInquiry. 31:4:421-452

(4) Merry, Sally E. (2001) “Spatial Governance and the New Urban Social Order:Controlling Gender Violence through Law.” American Anthropologist. Vol. 103(1):16-29

(5) Jackson, S. J. and B. Hokowhitu (2002) “Sport, Tribes, and Technology: The NewZealand All Blacks Haka and the Politics of Identity.” J. of Sport and Social Issues.Vol. 26 (2):125-139available on line.

Study Group 1:Assignment 8: Juxtaposing the Baird-Olsen and Ward article with the one written by LisaAldred, what do you think are the significant differences between the two movements thearticles describe?

Study Group 2:Assignment 8: Juxtaposing the Grace and Lum article with the one written by SallyMerry, what do you think are the significant linkages between the two articles?

Study Group 3:Assignment 8: Juxtaposing the Merry article with the “Haka article” what do you thinkare the significant linkages between the two articles?

Film: In Whose Honour?

WEEK 7 JUNE 19

11

DECOLONIZATION ORRECOLONIZATION? Multiculturalism,recognition and critique

(1) Moran, Anthony (2002) “As Australia decolonizes:indigenizing settler nationalism and the challenges of

settler/indigenous relations.” Ethnic and Racial Studies. Vol. 25(6):1013-1042

(2) Povinelli, E. (1998) “The State of Shame: Australian Multiculturalism and theCrisis of Indigenous Citizenship.” Critical Inquiry. 24 (Winter):575-610

(3) Frow, John and Meaghan Morris (1999) “Two Laws: Response to ElizabethPovinelli”. Critical Inquiry. 25 (Spring 1999):626-630available on line

(4) Povinelli, E. (1999) “The Cunning of Recognition: A Reply to John Frow andMeaghan Morris.” Critical Inquiry. 25 (Spring):631-637available on line

Study Groups 1, 2, 3Assignment 9 to be handed in at the start of class, and revised version to be handed in atthe start of class # 9: What are the key issues under debate between Povinelli andMoran? Between Povinelli and Frow/Morris? 3 pages.

FILM: 40,000 YEARS OF DREAMING: A CENTURY OF AUSTRALIANCINEMA

WEEK 8 JUNE 26

12

NEOLIBERALISM, WELFARE REFORM ANDCHILD WELFARE

Torpy, Sally J. (2000) “Native American Women andCoerced Sterilization: On the Trail of Tears in the1970s.” American Indian Culture and Research Journal24:2(2000)1-22

Brzuzy, S., Stromwall, L. et al (2000) “The Vulnerability of American Indian Women inthe New Welfare State.” Affilia, Vol. 15, No. 2:193-203

Pickering, Kathleen (2001) “Legislating Development through Welfare Reform:Indiscernible Jobs, Insurmountable Barriers, and Invisible Agendas on the Pine Ridgeand Rosebud Indian Reservations.” P.O.L.A.R. Vol. 24(1):38-52

Brown, C. and L. Rieger (2001) “Culture and Compliance: Locating the Indian ChildWelfare Act in Practice.” P.O.L.A.R. Vol. 24(2):58-75

Cuthbert, Denise (2000) “’The doctor from the university is at the door’:methodological reflections on research with non-aboriginal adoptive and foster mothersof aboriginal children.” Resources for Feminist Research. Vol. 28(1/2):209-228Available on line

Study Group 1:Shaw, W. S. (2000) “Ways of Whiteness: Harlemising Sydney’s Aboriginal Redfern.”Australian Geographical Studies. November. 38(3):291-305.Assignment 10: Write a reader’s response to Torpy and Cuthbert and Shaw, 1 page each.Write one paragraph describing the most significant linkage between the three articles.

Study Group 2:Naples, Nancy A. and Marnie Dobson (2001) “Feminists and the Welfare State:Aboriginal Health Care Workers and U.S. Community Workers of Colour.” NWSAJournal. Vol. 13(3):116-137Assignment 10: Write a reader’s response to Naples and Dobson, Cuthbert, and Brzuzy,1 page each. Write one paragraph describing the most significant linkage between thethree articles.

Study Group 3:Stromwall, L. et al (1998) “The Implications of “Welfare Reform” for American Indianfamilies and communities.” In PRESSING ISSUES OF INEUQALITY ANDAMERICAN INDIAN COMMUNITIES. Ed. Elizabeth A. Segal and Keith M. Kilty.The Haworth Press, Inc.:1-15

WEEK 9 JULY 3

13

Assignment 10: Write a reader’s response to Stromwall, Pickering and Brown. Writeone paragraph describing the most significant linkage between the three articles.

FILM: GENERATION 2000

14

The “New Capitalism” and natural resources

(1) Howitt, Richard with John Connell and Philip Hirsch(1996) “Resources, Nations, and Indigenous Peoples”, InRESOURCES, NATIONS AND INDIGENOUSPEOPLES. Melbourne: Oxford University Press. Pp. 1-30

(2) Johansen, Bruce E. (2002) “The New York Oneidas: A Case Study in the Mismatchof Cultural Tradition and Economic Development.” American Indian Culture andResearch Journal. 26(3):25-43

(3) Hanson, Randel D. “Half Lives of Reagan’s Indian Policy: Marketing NuclearWaste to American Indians.” American Indian Culture and Research Journal. 25(1):21 –44

(4) Hanson, Randel D. “An Experiment in (Toxic) Indian Capitalism? The Skull ValleyGoshutes, New Capitalism, and Nuclear Waste.” P.O.L.A.R. Vol. 24(2):25-38

(5) Dombrowski, Kirk (2002) “The Praxis of Indigenism and Alaska Native TimberPolitics.” American Anthropologist. Vol. 104(4):1062-1073

Study Group 1:Assignment 11: What are the similarities and differences in the central arguments putforward by Howitt et al and Johansen (1 page)? What do you think? (1/2 page)

Study Group 2:Assignment 11: What are the similarities and differences in the central arguments putforward by Howitt et al and Hanson (x2) (1 page)? What do you think? (1/2 page)

Study Group 3:Assignment 11: What are the similarities and differences in the central arguments putforward by Howitt et al and Dombrowski? (1 page)? What do you think? (1/2 page)

Film: ALASKA: THE LAST FRONTIER

WEEK 10: JULY 10

15

Tourism, gaming and casinos

Peroff, N. C. (2001) “Indian Gaming, TribalSovereignty, and American Indian Tribes as ComplexAdaptive Systems.” American Indian Culture andResearch Journal. 25(3):143-159

Additional readings and assignments TBA

WEEK 11 JULY 17

16

presentations of term papers

TERM PAPERS DUE AUGUST 5/ 03

Weeks 12 & 13 July24, 31

17

GUIDELINES FOR PREPARING CRITICALANNOTATIONS

i.) Statement of the authors’ theses and central points of agreement or disagreement.You should be able to paraphrase each author’s main argument in 1 –3 sentences.

ii.) a brief summary of the evidence used to support the theses, i.e. types of evidenceeach of the authors use with examples (at least one) of each type (be careful tocite properly). For example, you might decide that the evidence generally takesthe form of comparisons and contrasts of summarizing concepts using manyauthoritative references etc. to support the authors theses. Remember to includethe end notes as part of your evidence summary.

1. Comparisons – i.e. similar to2. Contrasts – i.e. different from3. Case Studies (historical and current)4. Historical Chronologies – tracing of events over a period of time5. Summarizing Concepts – clarification of terms, definitions (e.g. “I favour the use of

‘visible minorities’ as I understand this term to refer to ….”)6. Personal Experience, local knowledge– personal experiences and/or local knowledge

held by the author or someone quoted by the author.7. Authoritative References – inclusion of the names of historical (local or not) figures

or books or articles that have been cited in the text [e.g. (Bannerjee, 1995:46)].8. Quantitative Findings including Statistics – this includes any form of quantification

(e.g. “half of the school”; “34% of the group,” etc.)

Thanks to John Bogardus, S/A 301, January, 2000 for sharing these guidelines.

18

SA 388 Comparative Studies of Minority Indigenous PeoplesSummer 2003

Prof. D. Culhane SFU, Harbour Centre,

Peer review workshop on assignments for week 7 & 9: Draft of research paperquestion and revised draft based on feedback

Assignment description: We are combining two assignments of Week 9 & 11

Week 9, July 3(b) 5% hand in and present to class a first draft of the question(s) you will develop and pursue in your term paper. This should be 1-2 pages, and should

include (but need not be limited to): * statement of question(s) (1/2 paragraph)* outline of argument/development of question (1 page)* anticipated conclusions (1/2 page)10 minutes maximum + Q&A

Other students and instructors will review this draft with you and provide feedback.

Week 10, July 10(c) 5% hand in and present to class a revised version of your paper outline that

reflects feedback received, and a basic bibliography (1 page).

Resources for thinking about how to approach peer review andresponse to one anothers’ papers.

Responding to writing: the think-aloud protocol approach

The purpose of this approach to giving feedback is to let the writer hear how you, thereader, are making sense of their text. The notes below indicate the kinds of informationand wordings that are helpful for the writer:

Reporting on your reading experience...

1. Give a running commentary of how you are constructing meaning as you read thedraft:.

“From this I get the idea... now I should keep both these ideas in mind... This isreally interesting point about globalization and the environment because…..

19

2. Whenever something makes you stop, whether it is sentence structure, a particularword, spelling, etc. report the stoppage.

“I had to stop here”“I had to reread here”

3. When you have making connections between sections report this trouble.

“I’m not sure of the connection you are making here ….”“can you give me a bit more of an indication of what you were thinking …..” “I’m wondering if you mean this is the cause of this.”

4. Report your sense that you can’t remember where the question is going or what thepoint is...

I thought you were exploring (….) but it seems that the discussion is reallybecoming about this …..I’ve lost the thread of the question here -Is this new information …..

5. Not sure how the writer arrived at the conclusions:report the need for more connections, some re-stating of the problem, moreevidence to get to the end, remember a good conclusion is not really an issue ofagreement with the reader, but internal consistency with the test, so you might belooking at how they successfully made the argument, developed a position,showed an alternate perspective, brought together many points of view, etc.

Responding to writing: organization and structure

This outline suggests cues for use by the reader of the discussion paper that is intendingto make connections with course readings and frame a position about a group ofIndigenous Peoples and a focused issue for analysis . The cues are a reminder to thereader of what she can expect and thus look for as s/he reads.

Responding to drafts…

As an academic reader, report (resisting the urge to correct)

1) the points in the draft where you• Have trouble with the ideas, the wording or explanation of the question• Have trouble getting things to add up

II) What do you notice at specific locations in the draft and what are you looking for and expect to find as you read?

1. The focus of the topic/statement of questionI use the topic to help me anticipate what to look for and then try to link importantinformation suggested by the questions to various stages of the draft.

20

2. The outline of the argument or development of the question:• Outline of the topic/site the writer has chosen to analyze, what is its significance,

how does the question help to guide your interpretation of material from thevarious sources of the course readings.

• Some indication of concepts/themes/frames from readings that will contribute tosome aspect of the Big Issue/topic

• Evidence of a critical position, beginning to explore many sides to the question,critical reflexivity in the approach, both/and analyses, use of personalperspective tied to analysis, the “so what factor” is beginning to emerge,

4. The conclusion• I need some confirmation of the main points of the discussion• I’m expecting the writer to relate main ideas to larger issues• I’m expecting some statements that limit the extent of the claims – so I

can still accept their reasonableness even if I don’t agree

SA 388 Peer review worksheet Summer 2003

Peer review worksheet: Draft of question for the final paper

1. Read over the pages carefully, keeping in mind that this is the first stage ofthe research and the questions are being formulated from the readings. Berespectful of others’ work, ideas and effort, but take the role of editorseriously.

2. In the margin of each paper, use a wavy line to signal all of the places whereyou notice yourself wondering about wordings, where you don’t understand,or stop and have to re-read.

3. Can you identify the statement of the argument? Can you put it in your ownwords and see if the writer agrees.

4. Did the writer convey the significance of their question and tie it in with thereadings i.e. the “so what factor?”

5. Can you begin to see how the argument will develop and what kind offindings might emerge? Are there connections that the writer has made thatare unique or unanticipated - can you see any gaps in the reasoning – that anoutside reader might need more sign-posts in order to make the sameconnections.

6. Bring along this peer review work sheet, your original draft of the question,and your revised outline and basic bibliography to the next class:

21

SA 388 Peer Review Worksheet Notes

Writer:Editor:

1. What is the general statement or question that will be explored in the project?

2. What is the central topic, issue, or theoretical framework that the paperaddresses?

3. Which parts of the question need more elaboration, support and/or evidence?

4. Can you provide some feedback that you think the writer might use to improvethe next draft?

5. What new knowledge have you learned from reading and talking with the writer?