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positionality, which refers to whose perspective is centered in the production of knowledge, and the teaching, of course, is.

 And how one way that ethic studies differs is by centering BIPOC perspective, centering the perspective of the communities that fought to create these fields, because they were not represented within the university within what was considered legitimate academic knowledge.

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 And it was through their agency and resistance that this field got established.

 Agency, as the capacity or power to act in one's own interest, and resistance, meaning resisting systemic oppression.

 to work towards liberation.

 And I introduce key concepts, big concepts that are applicable throughout the quarter, race, and racialization, which we just talked about, agency and resistance.

Microphone

 And then these interlocking systems of capitalism, imperialism.

 White supremacy.

 So review questions, what is ethnic studies?

 You had to define it.

 He might take a minute here with your notebook.

 and respond to these products.

 What is ethnic studies?

 So come up with your own definition, based on what you learned last week.

 Why was it formed?

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 How was it formed?

 And how does it differ other disciplines?

 So.

 Yeah, take a, you can pause the video, take some time to respond to these prompts, to come up with your own answers in your notebook, so that you can refer back to them later.

 For example, on a midterm exam.

 All right, I'm gonna continue, just summarizing the first week assignments, getting to know you, the day one assignment, getting the new survey, introduce yourself to the class.

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 And then these three week one assignments.

 So this is more than usual, but again, I wanted to get you a foundation.

 Not just in what is ethnic studies, but in race itself.

 Before getting into the core disciplines of Native America studies, African American studies, and so on, having that foundation of understanding race, is going to be really helpful.

 And then the discussion forum, initial posts due Friday, comments on your classmates' posts due Sunday.

Microphone

 You didn't make it by Friday.

 Don't sweat it this first round, but shoot for that as a goal, going forward.

 And, um, yeah, I'm a little under the weather, but I'll try to catch up with the grating, hopefully soon.

 All right, moving to the next section, ethnic studies frameworks.

 So, hopefully, you read this when you read chapter 2 on the ongoing struggle for us next day.

 But I wanted to highlight this, because it lays out the basic framework, so I'm kind of paralleling what I talked about on the second lecture last week.

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 But using the language of the textbook, which, to me, is a little bit jargony, so I want to break that down into simpler terms.

 So geo historical, macroscales of ethnic studies, so geo being space, geography, historical time, right?

 Macro scales, so extending across great space and time.

 These scales of ethnic studies. And you can see here, there's four of them.

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 Indigenity and active roots.

 So really connecting to this week's chapter of Native American Studies and indigenity. Coloniality, dehumanation, dehumanization, and genocide.

 Again, these strong connections with Native American experience and immigrant studies, hegemony and normalization.

 And I'm gonna unpack each of these four things, going in slides immediately following this one.

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 So, hegemony normalization, how ideas circulate through the media, through political rhetoric, and so on, to become... Bized as common sense.

 When they reach that level, they become what's called hegemonic, so that we no longer have to think about them.

 We stop questioning them.

 We just take them for granted the way they are.

 And once they become established in that way, that's a dominant narrative, it becomes really difficult to think or imagine beyond that.

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 So, and also very difficult to challenge and change that.

 And so, if the dominant narrative on the race comes from a single racial perspective, what we're looking at, the epic studies had to change that. So, first thing, to change something, you have to be able to see the thing, see what's been normalized, see what's...

 Okay, then the fourth one, De Coloniality, Regeneration, and Transformational Resistance.

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 So, again, connecting to this idea of agency and resistance, with the purpose of undoing coloniality, regenerating, so healing, regenerating, moving beyond these status quo of systems of oppression, through resistance, to create transformation, to create change.

 So let's look at the first one of...

 Oh, sorry.

 This is restating that said, um, this four scales.

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 Just went through them.

 Let's go through them one at a time, so indigenate an active, an active roof, and beginning with and centering the sovereignty and the self determination of indigenous peoples.

 And that's why in this course, we had structured... Week two... It's after the first injectory, two, starts with Native American studies.

 It starts with indigenous studies, too, because that's our beginning, as it stated here, right?

 So we want to center that, and it also means providing students educators with the tools to critically understand the relationships we have as people, in this world with our ancestors, the land, and historical realities that come to bear on our lives, especially for indigenous people.

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 All right, the second one, coloniality, dehumanization, and genocide.

 This is the first component of actively recognizing those historical, current day, political reality, referred to in the previous slide.

 And you see here aside from a protest at San Francisco State, no history, no self.

 And the flip side of that is no history, no self.

 with the KNOW.

 And so we're trying to learn and confront those troubling histories of corniality.

Microphone

 Um, so this emphasizes the way ethics, discipline benefits students by connecting to what the textbook calls true and authentic histories, embrace indigenity, and culture.

 And this means we're going to be confronting some very difficult, troubling histories, especially in chapter 4 in American Studies.

 So I'll prepare you for that.

 It's kind of a global trigger warning for this textbook in this quarter that we are gonna have to...

Microphone

 Because if you don't talk about them, then they can never be addressed.

ization.

 I think it's critical that the open store, recognizing an understanding. These aspects of the study, it's like, that are diminished or hidden.

 So those inconvenient histories that get erased, right?

 So, this brings up the third, you know, both national, and studies, which is in Germany.

Microphone

 So I'm referring to the session, but the violence and explication of the pain in regular patterns, to advantage, socially dominant groups, and maintain the oppression of BIPOC people, including women and non binary people, as well as people of diverse faith abilities.

 with immigration statuses.

 So again, this first refers to normative ideas, how they become normalized, as common sense, in the form of a dominant narrative that serves the interests of the dominant groups.

Microphone

 So in ethic studies, we try to provide a counter narrative to the dominant area.

 And then the fourth macroscale, decoloniality, regeneration, and transformational resistance.

 So, ethnic studies goes beyond revealing, examining violence, and pain.

 So we're not looking at just the suffering of BIPOP people.

 But to bring students and education into the work of transformation, resistance, and social change.

Microphone

 So, the previous lecture, I talked about two sides, to ethnic studies, this is the agency and resistance side.

 And this is the side that got this field founded in the first place, right?

 So this means that ethnic studies is always political, always evolving, and intimately connected to social movements, grassroots, roots activism.

 and advocacy for change.

 So, ethnic studies came out of the student movements, and continues to be focused on creating change around systemic oppression.

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 Towards liberation.

 All right, so that's the review, and this moves us into chapter four.

 American is the name American Studies.

 to get a trigger warning for the scale of violence and humanity on the part of the U.S. government toward Native Americans, because for me, it's really unthinkable to try to wrap one's head around.

 Yeah, what was done?

Microphone

 Um, so that's just to prepare you to brace yourself, and, um, as you go through the reading, you're gonna come up, come up against these things that are very difficult.

 So what is Native American studies?

 Academic discipline that begin with the third world liberation front at San Francisco State. Invalued activism, such as American Indian movement, cetera, Native American voices, bruggles, contributions, and experiences.

 Again, that's the aspect of positionality, like centering Native American position in this field, rather than, historically, anthropologists, looking down from above, as experts, with the community, as an object of study, here, the community are the active subjects in producing the knowledge and doing the teaching.

Microphone

 So, we are still here, as a theme, in American studies.

 This is an example of counter hegemontic, sorry, counter hegemonic, or counter narrative, to the dominant narrative that would relegate American Indians to the thing of the past, some romantic notion of cowboys and Indians, that renders them invisible as if they don't exist.

 So, positionally from a Native American position, asserting we are still here, counters that dominant narrative.

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 And it's through Native American agency that this idea is put forth, and it offers group affirmation, like affirming the group is still here, and this is why we do land acknowledgement.

 So this chapter also looks at critical issues facing native peoples today, right?

 They're still here, they're still struggling.

 Settler colonialists as a system is still operating.

 So you're the contents for the chapter, the parts.

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 Today, we're going to start one, two, and three, and then I'll do another lecture tomorrow or Thursday, depending on how I'm feeling.

 The second half. And again, these lectures aren't here to spoon feed you the reading as a substitute to the reading.

 It's here to supplement that, give you additional things to think about, but you're still expected to do the reading. You're responsible for knowing what's in the reading.

Microphone

 For a future midterm, or final.

 Excuse me, um, next, Indigenous Ways of Knowing. So, 4.2? So, read through the section, take notes.

 Here's a question to think about as you're reading through 4.2.

 What are some key characteristics of indigenous ways of knowing, and you might think about, what are those characteristics, and how do they differ from sort of the status quo of our own way of going?

Microphone

 And that might not be obvious to you, because we just know things based on where we grew up and what kind of school we went to.

 And we don't think about them necessarily as a system of knowledge or a way of knowing.

 But actually, yeah.

 For example, for me, someone who grew up in the Bay Area, I grew up with a settler colonial way of knowing, it has its own system of knowledge based in Europe, uh, or Euro American.

Microphone

 And so thinking about that, and contrasting it, what you read, with what you read in 4.2, can help you see these differences, right?

 So maybe that's not clear.

 So think about it further.

 So how to indigenous indigenous ways of knowing relate to things like land, living beings, um, do they value the collective or the individual?

 How do they relate to the environment and the Earth, the concept of time?

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 Sustainability, storytelling, gender, and so on.

 These are just some things I'm throwing out there that you might think about, how indigenous ways of knowing relate to these things, and contrast them with American, so called American ways of knowing.

 I make a list. So in your notebook, as you're reading, actively reading, active reading, analytically, list some key characteristics of indigenous ways.

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 And then on the right, the ways we're familiar with, settler colonial ways.

 So, I recommend pausing the video here. So, you can go through that reading, take notes, fill out this, these two columns.

 to really learn and understand its significance in this.

 Um, this different way of knowing because that's also key to ethnic studies is not reproducing settler colonial ways of knowing, but thinking differently, knowing differently.

Microphone

 So, pause the tape now, video now, take some time to do that.

 And when you're done, resume the table.

 The video, rather.

 See, I say tape?

 Because that's how old I am.

 All right.

 Um, and so, giving away some answers here, if you didn't pause a tape, that's your loss, but, um, how does indigenous, how do indigenous ways of knowing relate to the earth?

 All living things, nature, land, universe, differently from settler colonial, right?

Microphone

 A liberal humanism.

 So humans valued or seen as higher above all other things, right?

 Individualism versus collective welfare.

 Relationships to material objects, right?

 Here, we have a system of capitalism, individual property ownership.

 versus the abundance and care of the land and the environment for everyone.

 Um, Cartesian Universalism, that's not in a book.

Microphone

 I'm bringing that term in as a scholar, but, um, it's referring back to, uh, you know, I'm blanking on his first name.

 Oh, Renee Descartes, who was a mathematician and philosopher, and he's well known for the phrase, I think, therefore, I am.

 This emerged during the European period of enlightenment, which really valued rational thinking, scientific rationalism.

 Um, I think, therefore, I am, which actually produces a mind, body split in the individual.

Microphone

 So elevating mind over body, over intuition, over other ways of knowing, and it's also the standard for academic knowledge production today at universities, around the globe, it's a global standard.

 Um, that way of thinking, but that way of thinking also sees itself as better than other ways of thinking.

 And so, it delegitimizes other ways of thinking and being.

 scholars use the term epistemicide, meaning epistemological genocide.

Microphone

 So killing off of other knowledge systems, such as the indigenous, and especially spoken traditions of knowledge.

 So I don't want to get too far into that.

 getting off topic here, but, um, so, conception of time. So, as you read through that section, you might look at how anthropologists frame indigenous time versus how, in Americans, it extends much further, right?

 And then under capitalism, time is literally money.

Microphone

 So a different framework of relationship, time, sustainability, and sacred, right?

 Like conceiving of things in terms of seven generations versus quarterly financial reports.

 And what's sacred in terms of the land and the earth?

 The value of storytelling, of women's experiences and stories.

 and the value of healing, especially in response to generations of imperial conquest and violence, and a trauma that has produced.

Microphone

 And so on the settler colonial side, in relation to people, land, other living beings, environment, as a frontier, to be conquered, and controlled, and exploited, for maximum return.

 So just comparing it and contrasting, these two ways of not just thinking, but being, take some time to reflect on that.

 Okay, moving to the next part of this lesson, core concepts.

Microphone

 This is 4.3 of the chapter. Before I get into the chapter concept.

 Just want to say a little bit more about concepts and how we use them.

 So concepts are what are called analytical frameworks, or frameworks, or analysis.

 enabling you to frame an analysis logically, critically, to examine why and how things work systematically, cause and effect.

 So no longer creating historical events as isolated incidents, but trying to think in terms of systems, patterns, of forces, macro forces work, to animate things, make things happen, produce outcomes.

Microphone

 So cause and effect.

 So in order to analyze that, we apply a concept to frame the analysis of the thing or interested in understanding.

 To understand it's systemically.

 to look at how the outcomes were generated.

 So to define the problem, to find the analysis, we use concepts to frame it, to give a logic, to understanding how that thing happened.

Microphone

 by applying it to a concrete example of a system or a structure.

 To examine the role of the systems at work, um, if you ring that outcome.

 So, that might be abstract.

 Let's look at an example.

 of this process, right?

 So, from week one, race, the power revolution, episode 2, talk about the system of chattel slavery, but slavery is human property for labor exploitation.

 So we want to examine the cause and effect behind the invention of race in relation to that system, based on what you learned watching that film.

Microphone

 So, capitalism as an economic system, motivated by a greater profit. So, that's a system, a concept, a frame you could use for this analysis.

 Because what is slavery, but wage free labor, to maximize profit?

 I mean, labor doesn't get any cheaper than slavery, right?

 Or could it, if it's, well, anyway, we want to debate intentured service.

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 Anyway, it's definitely the most inhumanizing.

 But there's a problem with just implementing slavery to serve capitalism, if you're in a political system that sees itself as a democracy, we're all men are created equal.

 Because how, then, can you justify human property?

 And this is where the system, ideological system, of white supremacy comes in.

Microphone

 So ideology being ideals and logic, right?

 A system of values, systems of ideals that has its own logic.

 So ideological system, in this case, being white supremacy positioning white as superior racially.

 And so according to this ideology, or this ideology in service of capitalism, racialized African, African people, African bodies, into a separate category.

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 to dehumanize them as inferior to justify this systemic exploitation of their labor, the existence of shadow slavery.

 So you can see how you can use these two systems as concepts to frame an analysis.

 of systemically, what was going on.

 to produce race to justify the system.

 And since then, Maureen, before recently, scholar, a scholar named Cedric Robinson came up with this concept of racial capitalism.

Microphone

 Because when you look at capitalism in the United States, throughout history, has always relied on racial exploitation of labor to maximize profits.

 And that's coming later in the course.

 Um, but I'm just mentioning there, 'cause it's peaceful.

 All right, so some concepts of chapter four.

 Important cause, sovereignty, self determination.

 And again, we see these concepts embedded into those macro scales of ethnic studies, that I do sovereign self determination.

Microphone

 So, ethnic studies itself, being a form of self determination, of research, knowledge production, teaching, from the standpoint of the communities, about whom the subjects are about, the core discipline, African American studies, network, studies, and so on.

 Colonialism and settler colonialism as one form of colonialism, and settler colonialism, being really the biggest king concept of this capture, um, in terms of, if you were to provide one framework for framing the US government's treatment of Native Americans, that would be

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 a key concept.

 Related to that is racist nativism, also defining chapter.

 You definitely want to look into that definition, because the nativism, in racist nativism, is not Native American.

 It's settlers has positioning themselves as natives, right?

 The racing, removing, eliminating natives, to see themselves as the original inhabitants, and then the white supremacist racism that's based on, is then used to racialize, demonize, exclude subsequent groups of immigrants who are non European.

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 Imperialism, which I talked about last time, and Keat also to this chapter, because it is through the political system of imperialism, that colonialism gets implemented as material practice, and also ideology, doctrine of discovery.

 It's also key here in justifying any removal and land theft, as well as manifest destiny.

 which brings into it, um, religious beliefs as well.

Microphone

 So powerful key concepts, settler colonialism.

 So this is a reading that's linked among the required materials for this week.

 I'm not gonna read it aloud to you.

 Please read through it step by step.

 So you understand this?

 And it's here for your convenience.

 And this is an important takeaway.

 Settler colonialism is an ongoing system, not an event.

Microphone

 This is consistent with the theme of we are still here.

 versus a settler colonial narrative, right? The dominant narrative, the master narrative, that cowboys and Indians happened a long time ago, Indians are gone.

 That's all in the past.

 Yeah, it was tragic.

 Oh, we can feel empathy for the past, but... that's in the past.

 This is saying something else, right?

 It's still going.

 It's still an event.

Microphone

 I mean, it's not an event.

 It a system, it's a structure, it's still ongoing.

 Okay.

 So.

 Policies, practices, and outcomes.

 So when I talked about that model of systems of oppression, racializing different groups, this group being American, um, racializing a group in order to create a racial common sense, a narrative, a dominant narrative, to justify policies and practice and outcomes, section 4.4,

Microphone

 really captured that big section of these policies, practice as an outcomes.

 So, Section 4.4, invasion occupation, imperialism, and hegemony, looking at just horrific history here.

 And too much to go through in this lecture, but you definitely want to read through that section carefully.

Microphone

 And then, so 4.3 concept, 4.4, these outcomes, you want to synthesize, how can you use those concepts to frame an analysis that explains these outcomes, like cause and effect?

 That's what we're after here.

 So again, we're not just learning history in order to remember it, right? The bottom of that blooms taxonomy of learning, that pyramid I showed.

Microphone

 We're learning, we're studying the history, but also applying these concepts, so that we can analyze, and we can evaluate, and we can work for.

 Not only understanding how we got the president, but how to change things in the future.

 All right, so again, how can you apply concepts to systemic policies and practices and outcomes?

 So these concepts, analyzing how these different forces work together, different systems work together, not to mention capitalism and white supremacy, among concepts.

Microphone

 Um, to generate these outcomes.

 And again, there's that sort of schematic diagram of how those things work together.

 So putting that together, with that previous slide, these concepts, to try to explain how we got to these outcomes. And, again, it's not just to know history, but it's also, if you understand that systemically, understand how these systems of domination work from above to oppress those below, by studying up, as a system, we see how they work.

Microphone

 so we can see how to intervene those systems, to prevent these outcomes like this from happening again.

 It's not enough just to say, Remember, so we don't do it again.

 You have to understand how it works, in order to understand what's happening again.

 All right.

 So, next time, we'll get, let's see.

 Well, yeah.

 Sorry, definitely.

 So supplemental resources.

Microphone

 Um, again, these are not required.

 They're optional, so don't feel overwhelmed.

 There's a lot of them, but only here for those...

 Last year, um, from Washington Post, more than 3,100 Native American children died in U.S. boarding school.

Microphone

 So this is connected to fourth assimilation, fourth adoption, or fourth remove family separation.

 where the government took children from the American families, put them in these schools, and tried to force them into, basically, whiteness using corporal punishment.

 They spoke their native language, talked about native traditions.

 Anyway, we're only learning now about these systemic deaths in the system.

Microphone

 And, again, ethnic studies, name American studies, there's two sides, right?

 Agency and resistance is the other side.

 Community affirmation.

 So self determination, there's an example of that here.

 National Native American Boarding School, Healing Coalition.

 So, Native American run coalition that attempts to redress, engage with, and redress... that history. And there's oral history archives, and you can look at the other activities they're working on there, if you're interested.

Microphone

 Um, And then media representation, right?

 This is where the dominant narrative gets circulated, but it's also where a counter narrative can be circulated.

 So, this linked article from Team Vogue, 1984, and shows to watch.

 Um, we see, like, this kind of... through shows and movies produced by Native Americans or from Native American perspectives.

Microphone

 The counter that huge archive from the past, of cowboy, Indian movies, and TV shows.

 that represent them as primitive heathen savages.

 And one specific show I want to highlight that was on FX a couple years ago, reservation dogs. And a specific episode here, the disturbing true story behind boarding school flashbacks in this episode.

Microphone

 So, kind of these number two, three, and five here, highlighting one specific history, or episode, or issue, of history around the boarding schools.

 This episode is devastating.

 So reservation dogs, it's kind of a comedy, but it is rare in that, I think it's the 1st entirely written, produced, directed by indigenous talent, and starring as well.

Microphone

 Um, I'll say a little bit more about Reservation Dogs in the next lecture, maybe show a trailer, um, highly recommended.

 Not just because it's indigenous, but from a critical perspective, just across the board, excellent reviews.

 If you're interested in visual art, number six here, just, it's one article about an artist, indigenous artist, working with contiguous ways of knowing, land and memory, and then, I'm not sure if that one's still linked here, but, um, anyway, there's at least six supplemental resources this quarter, um, to take your interest further.

Microphone

 All right, I think.

 And then, next lecture, I'll talk about the agency and resistance side more, self determination and decolonization, including Native American hip hop.

 And that will do it for today's.

 Lecture.

 Hello, everyone.

 welcome to week two.

Microphone

 Um, I'm under the weather, so things are happening kind of slow this week, but, um, trying to catch up.

 Let's move into the slides.

 All right, Native American Studies part one.