Skip to main content
Unit of study_

SPAN3615: Indigenous Movements in Latin America

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

This course approaches the study of Latin American societies through an interdisciplinary approach to studying indigenous movements. These movements have been pivotal actors in the shaping of contemporary conceptions of democracy, citizenship and statecraft in the continent, and have also drawn attention globally. Students will gain insight into cultural diversity of Latin American societies and acquire analytical tools for studying and understanding a wide variety of topics associated with political structure and agency in the continent.

Unit details and rules

Unit code SPAN3615
Academic unit Spanish and Latin American Studies
Credit points 6
Prohibitions
? 
SPAN2615
Prerequisites
? 
SPAN3001 or SPAN3611 or 12 credit points at 2000 level in Anthropology major
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Luis Angosto Ferrandez, luis.angosto-ferrandez@sydney.edu.au
Type Description Weight Due Length
Presentation hurdle task group assignment Group presentation
Group presentation on selected topic (weeks 6, 7 or 8)
20% Multiple weeks 15 minutes (1200 words equivalent)
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Participation hurdle task Participation
Attendance + participation in seminars
10% Ongoing Ongoing
Outcomes assessed: LO1 LO3 LO2
Online task hurdle task Short written answer
Short written answer
25% Week 07
Due date: 16 Oct 2020 at 23:00
1800 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Online task hurdle task Essay
Essay
45% Week 12
Due date: 20 Nov 2020 at 23:00
3000
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

Assessment summary and late penalties

Assessment

%

Due date

Participation

10

Ongoing

Group presentation

20

Weeks 6, 7, 8

Short written answer

25

16 October 2020

Essay

45

20 November 2020

 

 

* Late penalties might apply

Assessment criteria

Result name

Mark range

Description

High Distinction

85-100

You meet the learning outcomes of the unit

to an excellent standard.

Distinction

75-84

You meet the learning outcomes of the unit

to an outstanding standard.

Credit

65-74

You meet the learning outcomes of the unit

to a good standard.

Pass

50-64

You meet the learning outcomes of the unit

to a satisfactory standard.

Fail

0-49

When you don’t meet the learning outcomes of the unit

to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

* Late penalties might apply, in accord with University policies

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction: what a social movement is and what it is not Seminar (2 hr) LO1 LO2 LO3
Week 02 Concepts, theories and methods I Seminar (2 hr) LO1 LO2 LO3 LO4
Week 03 Concepts, theories and methods II Seminar (2 hr) LO1 LO2 LO4 LO5
Week 04 Indigenous subjects, indigenous objects? Seminar (2 hr) LO1 LO2 LO3 LO4
Week 05 Indigenous movements, state politics and Latin America's "Pink Tide": the case of Bolivia I Seminar (2 hr) LO1 LO2 LO3 LO4
Week 06 Indigenous movements, state politics and Latin America's "Pink Tide": the case of Bolivia II Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 07 Indigenous movements, state politics and Latin America's "Pink Tide": the case of Bolivia III Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 08 Indigenous movements, state politics and Latin America's "Pink Tide": the case of Ecuador I Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 09 Indigenous movements, state politics and Latin America's "Pink Tide": the case of Ecuador II Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 10 Indigenous movements, state politics and Latin America's "Pink Tide": the case of Venezuela Seminar (2 hr) LO1 LO2 LO3 LO4
Week 11 Indigenous movements, state politics and Latin America's "Pink Tide": global debates Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 12 Recapitulations and final debate: indigenous movements and state politics in Latin America Seminar (2 hr) LO1 LO2 LO3 LO4 LO5

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Week

Structuring Theme

Readings

1

Introduction: what a social movement is and what it is not

** Diani, M. (1992): The concept of social movement. The Sociological Review, 40(1): 1–25

2

Concepts, theories and methods

**Goodwin, J. (2001): Why emotions matter. In Passionate Politics : Emotions and Social Movements (pp. 1–26). The University of Chicago Press.

** Gledhill, J. (1994): Society against the modern state?: social movements, cultural politics, gender politics. In Power and its disguises : anthropological perspectives on politics (pp. 179–206). Pluto Press.

3

Concepts, theories and methods

** Yashar, D. J. (2001): Questions, approaches and cases. In Contesting Citizenship in Latin America : The Rise of Indigenous Movements and the Postliberal Challenge (pp. 3–30). Cambridge: Cambridge University Press

4

Indigenous subjects, indigenous objects?

** Ramos, Alcida Rita (1994): “The hyperreal Indian”. Critique of Anthropology 14(2): 153-171.

 

**Turner, Terry (1995): “Neoliberal ecopolitics and indigenous peoples: the Kayapó, the ‘Rainforest Harvest’ and the Body Shop”. Yale F & ES Bulletin, 98: 113-127.

 

5

Indigenous movements, state politics and Latin America's "Pink Tide": the case of Bolivia

** Nash, June (1992): “Interpreting social movements: Bolivian resistance to economic conditions imposed by the international Monetary Fund”. American Ethnologist, 19(2): 275-293.

 

**McNeish, Andrew (2013): “Extraction, protest and indigeneity in Bolivia: the TIPNIS effect. Latin American and Caribbean Ethnic Studies, 8(2): 221-242.

6

Indigenous movements, state politics and Latin America's "Pink Tide": the case of Bolivia

**  Fuentes, Federico (2014): “‘Bad left government’ versus ‘good left social movements’? Creative tensions within Bolivia’s process of change”. In Steve Ellner (ed) Latin America’s radical left: challenges and complexities of political power in the twenty-first century. Lanham (Maryland): Rowman & Littlefield.

 

** Postero, Nancy (2017): The indigenous state: race, politics, and performance in plurinational Bolivia. Oakland: University of California Press. READ Chapter 6: "From indigeneity to economic liberation", pp. 137-157.

7

Indigenous movements, state politics and Latin America's "Pink Tide": the case of Bolivia

**  Anthias, P. (2018): Indigenous Peoples and the New Extraction: From Territorial Rights to Hydrocarbon Citizenship in the Bolivian Chaco. Latin American Perspectives, 45(5): 136–153

 

** Nash, June (1993): We eat the mines and the mines eat us: dependency and exploitation in Bolivian tin mines. New York: Columbia University Press. READ Chapter 9, "Community and class consciousness", pp. 310-334.

 

8

Indigenous movements, state politics and Latin America's "Pink Tide": the case of Ecuador

 

** Becker, M. (2011). Correa, indigenous movements, and the writing of a new constitution in Ecuador. Latin American Perspectives, 38(1): 47-62.

 

** Dosh, P., & Kligerman, N. (2009). Correa vs. social movements: showdown in Ecuador. NACLA Report on the Americas, 42(5): 21-24.

 

9

 

Indigenous movements, state politics and Latin America's "Pink Tide": the case of Ecuador

 

** Lalander, R., M. Lembke and P. Ospina Peralta (2019): " Political economy of state-indigenous liaisons: Ecuador in times of Alianza PAIS". Revista Europea de Estudios Latinoamericanos y del Caribe / European Review of Latin American and Caribbean Studies, 108: 193-220

 

**  Vallejo, M. C., Burbano, R., Falconí, F., & Larrea, C. (2015). Leaving oil underground in Ecuador: The Yasuní-ITT initiative from a multi-criteria perspective. Ecological Economics, 109, 175-185.

 

10

Indigenous movements, state politics and Latin America's "Pink Tide": the case of Venezuela

**  Van Cott, D. L. (2003). Andean Indigenous Movements and Constitutional Transformation: Venezuela in Comparative Perspective. Latin American Perspectives, 30(1): 49–69.

 

**  Angosto-Ferrández, L. F. (2017). Indigenous Peoples, Social Movements, and the Legacy of Hugo Chávez’s Governments. Latin American Perspectives, 44(1): 180–198.

 

11

  Indigenous movements, state politics and Latin America's "Pink Tide": global debates

 

** Bunten, Alexis (2011): “A call for attention to Indigenous Capitalisms”. New Proposals, 5(1): 60-71.

 

** Angosto-Ferrández, Luis (2015): Venezuela Reframed. London: Zed Books [Chapter 7]

 

12

Recapitulations and final debate: indigenous movements in Latin America

No readings

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Understand the centrality of 'cultural difference' as a practical and conceptual referent in Latin American societies
  • LO2. Distinguish different theoretical and methodological approaches currently used to define and study social movements
  • LO3. Explain the concept of ‘indigeneity’ and its relation with racial and ethnic issues in the Latin American nation-state
  • LO4. Acquire practical skills to analytically approach bibliographical and audiovisual materials
  • LO5. Develop strategies to produce research materials for specialized and non-specialized audiences

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

Feedback from students who have completed this unit in the past has been used to update the outline and learning objectives

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.