Agenda: 1) QPIRG-McGill working group meeting reportback, 2) Readings

QPIRG meeting – room space is available at QPIRG. re: open letter attacking QPIRG – working groups could provide some support.

Indyclass email account – if anyone emails indyclass, it will be forwarded to the list.

Indyclass working group – includes this indyclass now, but will also help to set up other indyclasses at McGill in future semesters.

We have a budget! We can bring someone in to speak. We also have funds for photocopying, or for putting together a course pack from this class to print off.

It would be good to put emailed readings onto blogs for POSTERITY.

Readings

logistical question: are people choosing readings also coming up with discussion questions? We discussed this before, but didn’t come to a decision.

YES! we have decided – people choosing readings will come up with discussion questions.

Roxanne D.O. Reading

-Ortiz: creating a division amongst settler society

-education as a means to beginning organizing, broadening the base of organizing

-education happens through organizing itself: resistance is a learning process.

-organizing around un-forgeting history – re: canadian history as colonialism. Re: the generalization of whiteness through assimilation of settlers. Re: class. Learning about different histories of oppression can provide a basis for relations & connections.

Alfred

-strange ambivalence on violence/nonviolence issue in resisting colonialism

-questioning emphasis on education in Alfred – is persuasion an effective strategy?

-white people need to confront other white people

(-barriere lake: within rights-based approach. Alfred is critical of the rights-based approach – “abandon their autonomy to enter the legal and political framework of the state”.)

re: six nations and barriere lake – both are basing struggles around treaties . . .

keefer article

-crossing lines – gender, geography, class. You’re always crossing a line, OR you’re only organizing with people exactly like you. Even if working with people of different politics seems difficult, it’s better than boxing oneself into doing nothing (is this what you meant dave?)

-explicit refusal of identification with white middle-class values. Keefer: solidarity actions would be more effective if they were disrupting the white working-class counter action at caledonia. Not getting bogged down in white guilt, but instead acting against other white factions.

-value of discussion on an individual level across political lines?

-keefer emphasizes collective alliances with sympathetic factions of settler communities, other racialized communities, union factions (etc). Similarly, Roxanne Dunbar-Ortiz lauds the ANC’s alliances with settler factions against Apartheid. This model could work in Canada.

-caledonia: if the only organizing happening is coming from an anti-native perspective, people will ally themselves with them. Frustration at the town being caught in the middle of the government/six nations conflict is either funnelled into racist organizing/action, or is left in stasis.

-people need to see their own interest in a struggle. Comparisons between labour contracts and treaties. Situating struggles within systems of institutional class/race inequality.

(nym has a myspace page? Something about everybody becoming the youth – Cleve will send this myspace passage around)

*ASSE, other student groups could have an explicitly anti-colonial position

**a highschool workshop could be something coming out of this class. Kaelie has a friend in guelph doing a decolonization workshop, barriere lake is working on something similar. Nat is doing an anti-2010 workshop in vancouver . . .

Indy class

Present:  Cleve, Andrea, Dave, Nadia, Joel, Lili

Facilitator: Dave

Minute taker: Lili

Agenda:

Today’s topic:  Elizabeth Penashue/damming of the Churchill River

Overview of wordpress blog

5 topics remaining:

Oct. 21^st: Youth Organizing

            Shayla, Dave, Cleve sending out readings

 Oct. 28^th: Zapatistas/Sarita

            Andrea, Cleve, Lili for readings

Nov. 4^th:  Akwesasne/prisons

            Joel-history of state oppression

            Akwesasne- chad, Tom Deer?

Nov. 11^th: Barriere lake solidarity/Martin

            We’ll ask Martin to prepare

            Dave will talk to Jaggi

Nov.  18^th: Oka/ward Churchill/Jaggi contacts?

            Cleve will follow up w/ Jaggi

            Joel will contact Martin

Nov. 25^th: planning for November

Brief overview of damming situation/who is Elizabeth Penashue

Cleve: never a neutral position of solidarity, always divisions within the community

Ex. Barriere Lake-how do you decide which faction to support? 

Dave: important to conduct yourself in your activism the same way that you do in settler society

Cleve: If you don’t agree with any faction’s politics, why are you trying to force it?

Lili: If you decide to give your support, the next question is how?

Cleve If Elizabeth Penashue wasn’t opposing the dam, would we be opposing the dam?

Dave- ex. Tar sands

Have to look at all the reason behind opposition—ex. No olympics on stolen land, no olympics anyway.

Facilitated by Cleve

Shayla, Cleve, Kayle, Tessa, Dan, Dave, Nadia, Maria

1. Check Ins/ Status of readings
   1. 6 people had done some of the readings, 2 had done none, no one did all
2. Clarification of Definitions
   1. Decolonization and Indigenous solidarity
      1. Fight for decolonization is part of indigenous solidarity but indigenous solidarity not necessarily decolonization
      2. Indigenous solidarity movements often align with decolonization, sovereignty over land use, fights against industrial development and incorporation ect.
      3. Gord Hill (Zig Zag) article: Colonization and Decolonization Zine

Decolonization: Anything indigenous struggle that doesn’t take into consideration the destruction of colonial system and liberation of land and ppl only leads to greater assimilation,

Implications of statement:

Many indigenous struggles= assimilation

Ex. Treaties legitimize the existence of the Canadian state

Ex. two row rompom (non-interference treaty between Iroquois and Dutch) but doesn’t need to be interpreted as canadian state, can be seen as europeans living here as well. But does not recognized Canadian Government as legitimate because was created when there was no colonial state mechanisms at time

Ex. Grassy Narrows = struggle for recognition of treaty 3 so legitimizes Canadian govt, but fight for this treaty recognition is part into a greater struggle. Crissy stressed the connectedness of struggles, if treaty 3 is recognized and logging stops in Grassy Narrows it won’t be end of the struggle. Also her goal wasn’t solely govt recognition of treaty, but also walk to help ppl see possibilities of resistance.

Also take into consideration very vague and open to interpretation

Gord Hill talks about making alliances with some settlers with the common enemy being ruling class. (possibly Marxist??)

Implications for decolonization:

Wom pom treaty of non-interference, our side (settlers) aren’t doing things right so we need to fight general oppression by our state. Need to deal with hierarchies within our society. Decolonization= multi-faceted struggle.

Interesting note: originally indigenous ppl often signed treaties with lower class settlers, not realizing that these people were part of a much larger hierarchy and did not actually have any control or influence over how the state would decide to expand and colonize.

But is a adopting this “class war“ framework assimilation as well because it is not an originally indigenous notion?  Gord Hill talks about how culture has a role to play in decolonization but decolonization doesn’t mean trying to return to previous culture. After the conflict there will be the disappearance of colonialism and the idea of the colonized vs the colonizer will not exist.

Class War: Decolonization= not conflict with all settlers but settler elite, state and corporations need to be targeted. Clarified in Gord Hill article, that settlers don’t need to leave but hierarchical settler culture needs to be ended

Can non-native people decolonize?

If decolonization revolves around dismantling colonial institutions then Yes. But, non-native people can’t decolonize settler society without indigenous struggles. Also  it is hard to picture settler societies being decolonized by indigenous people alone.

Parallels to Angela Davies talk: Claim techniques developed by racist institutions for racist goals later used against both racialized and white communities.

police = racist institution, and racism can partially account for why police are as brutal as they are to both white and racialized ppl. (Ex. laws created for the purpose of controlling recently released slaves, now used to control everyone)

But the police, are fucked not because they are racist but because they are the police, and racism is just one aspect. Even states with only one race use police

Idea: Colonial institutions (corporations, state ect) have negative effects on settlers as well, which might enable them to play a more active role in decolonization. (but colonialism provides more privilege to settlers through stolen resources ect. than it has negative effects)

Indigenous solidarity

Solidarity with indigenous folk by anyone, indigenous or settlers

Not necessarily decolonization

Common frameworks: rights based, sovereignty based, autonomy based

Rights vs sovereignty clear

Autonomy based framework= attempt to develop institutions completely independent of state (originate with zapatistas) Approach of native youth movement= live off the grid to build autonomy for communities and individuals.

Fighting spirit

Gord Hill says fighting spirit necessary for decolonization, (can’t happen without direct confrontation with state so fighting spirit is needed)

Spiritualism alone= conservative/assimilation

Struggle= connection with warrior culture, and new culture develops out of struggles and confrontation

Also, fighting spirit motivates people live their lives in a more decolonialist way (in all aspects of their lives)

Fighting spirit = not necessarily direct physical conflict, talks about decolonializing mind, and changing ideas, but eventual conflict with state nessesary

Grassy Narrows article

Need to develop relationships with indigenous people to realize your own privilege as a settler. But how oppression plays out in personal relationships context is very different from a oppression on societal levels. Because whole groups of people are affected and in general settlers are benefiting though in individual cases this may not be the case.

Ex. Mining, settlers and indigenous communities may both face problems from mining (which comes from a colonial institution). Link back to Angela Davies idea, BUT overall indigenous ppl are more negatively affected and settlers reap more positive benefits.

(I think I missed a bit at the end so my notes aren’t as clear)

Overview of Tasks

Facilitator: Make questions to spark discussion, find some readings.

Maria, Cleve, Dan, Shayla can likely facilitate for one week. Tessa, Nadia, and Kayle can maybe.

Dave offered to do week on Native Youth Movement.

Doodle: Most ppl. filled out, though some found a bit difficult to understand topics clearly if not at discussion. Also some weeks were very broad and covered many topics. Develop more clarity when readings established??

Likely won’t do class about immigration (Jaggi) before Christmas but may ask him to speak about another topic but not sure about what yet.

Next week: will be Elizabeth Penashue. kayle and cleve will find reading on industrial development, maria  (maybe?) will find reading on community divisions, Cleve facilitating (maybe??)

Room: booked for next week though not for the weeks afterwards

The topics discussed include the importance of autonomous education, indyclass logistics, and decision-making by consensus.

This is a great place to start for students interested in starting up their own indyclass.

Video by David Koch

Contact davidgkoch (at) gmail.com

For a written outline of how to start an IndyClass, check out this Course Evaluation and Retrospective, which is mentioned in the video.

For ideas of research topics you can undertake in partnership with community organizations in Montreal, check out the Community-University Research Exchange at www.qpirgconcordia.org/cure.

Introduction:

Reflections: do Indyclassers have to know each other? Using consensus; having a class without “experts”; most positive aspect of Indyclass.

Timeline:

When you should aim to start working on the various aspects of your IndyClass.

Indyclass Logistics and Ground Rules

Structuring the course syllabus; making decisions about workload; talking with your supervising prof.

Coming up with a grading rubric with your supervisor; how to register to get course credits; dividing labour within the group, doing CHECK INs and CHECK OUTs.

Tips on facilitating the actual class; suggestions for setting ground rules; e.g. attendance.

Consensus and Group Decision-Making

What is “consensus” and why is it an important process for Indyclass?

Thanks for watching.  Please contact us at indyclass [at] gmail [dot] com to let us know if you’re planning an Indyclass, or if you have any questions or would like an in-person workshop!

Interested in autonomous, student-led education?

Then it’s time to CREATE YOUR OWN INDYCLASS!

You’re invited to attend a workshop on Sunday, April 19, 2009 to learn how a group of students can create and teach their own course at McGill – and get credit for it.

These independent,t student-run classes, or “IndyClasses,” were first started up in Fall 2008 and have proven to be an exciting way for students to gather and share knowledge. We want to pass this opportunity on to you in time for you to start organizing for the Fall semester.

*****

What: Creating an IndyClass – A Workshop

Where: Room 433A, 4th Floor Shatner (3480 McTavish)

When: Sunday, April 19, 2009,  12 pm – 2 pm

This space is wheelchair accessible, and we’ll feed you snacks.

*****

What we’ll be covering:

What is an IndyClass?

Logistics:  How do you start an IndyClass?  How does it run?

Tips and tricks: Discussion facilitation; Choosing a curriculum.

Topics brainstorm.

This will also be an excellent opportunity to meet other folks who might be interested in creating an IndyClass with you!

For more information, and if you have questions, email indyclass[at]gmail[dot]com or check out indyclass.wordpress.com.

Indyclass Tasks

Organizational:

Write a callout for classes in the winter semester (for students, associations, groups on and off campus)

Set up a bulletin board in the arts lounge

Get articles in the Daily and the Tribune early enough for people to form classes

Compile a list of potential topics for future classes

Compile a list of groups that may be interested in starting classes

Compile a list of independent study classes in each program (or other ways!)

Help people find empty classrooms

Get associations to organize collective class evaluations including indyclass promo

Create a step-by-step guide and templates based on the prison class

Opening up experimentation discussions…

Political:

Talk to Daviken about where to implement this in the faculty structure and who to talk to

Get a list of associations from AUS

Find someone from each program to meet with their association executive (GAs!)

Get associations to build support in their department

Build awareness and support through the AUS (associations, council, GA)

Get support at SSMU (meet with Nadya again…)

Demands for AUS:

Incorporate ongoing support for indyclasses into their structure (create a position)

Find or create a schedule for empty classrooms

Work with the faculty to get their support

Demands for Faculty of Arts:

Allow us to take more than one independent study course

Make it acceptable for profs to support us

Publicize it through the course calender and on the website

Continue to allow it to be managed and regulated by the AUS (students)

Beyond:

Moving outside of arts

Moving outside of McGill

Moving student control into other classes

Publication of papers\discussion from classes

Online sign-up system

Requirements for the expansion of indyclasses:

Publicity of the idea, spaces, ideas, frameworks for signing up, templates for organizing and syllabus, professors, approval of departments for more than one independent study credit.

Tell people that it is possible, create a step-by-step guide on how to do it, create a place for people to submit class topic ideas and for other people to sign up, create syllabus templates, create an index of independent study courses for each program.

Create a list of on and off campus groups that might be interested in creating classes. Contact these groups and explain to them the ways in which a class could be useful, how it can be done, and what we can do to help.

Put a bulletin board up in the arts lounge of proposed class topics and sign-up sheets.

Topics: militarization, accessible research, financial crisis, privatization of resources…

Have GAs in arts and in departments as a way of publicizing the idea of indyclasses, and getting people to think of topics for classes that would be of interest in their discipline. Get program student associations to organize collective class evaluations, and at each one explain to them that they could create their own class…

Think of how the same concept could be made relevant outside of the university…

Things that McGill could provide:

more than one independent study per student,

space,

publicity and legitimacy and in the course calendar and on the website,

more willingness from profs,

more likelihood of persistence,

less ambiguity of syllabus criteria…

minerva for sign up,

profs\departments involved in topic selection and preparation…

less likelihood of backlash

The importance of:

doing classes not for credit,

finding, creating and claiming spaces,

self-defined legitimacy and communication,

questioning the necessity of profs,

creating affinity with profs,

expanding scope of classes outside of arts and McGill,

openness to all people and approaches,

more flexibility with method experimentation,

more likelihood of challenging topics,

creating an online sign up system,

preparation to defend,

publishing the papers that result from the classes!