Key Component: You choose must play a prominent role in your analysis. In other words, you must use the tools of analysis and theories you learned in the course to frame the document. I am looking for an analysis where the theories are applied to the documents I have provided.
Contextualize: If applicable, try to answer these questions: When did the event take place? What was happening at this moment in time in terms of social, cultural, or political issues? Who are the people or organizations involved? What were or are the main issues involved that spurred the activism indicated in the documents? What are some of the relevant historical issues that will help the reader place the document in time?
Provide a critical investigation of how the language, structure, and/or images used in the documents uncover the ways in which resistance, protest, and human rights were fought for (or being fought for at this moment) in relation to race, gender, geopolitics, or other issues (like anti-imperialism, anti-colonialism, police brutality).Remember, ‘critical investigation’ is more than just taking an opposite side in this case, it means to engage with the images or document or words to gain a better understanding of how resistance/human rights abuses works. Be creative. Think about what is not being said and why that may be significant. What are the nuances involved? This is just a guide use your own ideas to expand your analysis.
Other suggestions: Who is the intended audience of the document? (could be more than one audience); What was/is the main themes of the document? How are these themes communicated (describe and analyze)? What was the purpose(s)/aim of the document?
There are two ‘documents’ included in this document series. You must include both in your analysis. Indigenous Arts Protocols https://www.youtube.com/watch?v=c6VuHJi6O0Q
“How to Steal a Canoe” by Leanne Betasamosake Simpson (Mississauga Nishnaabeg) https://www.youtube.com/watch?v=dp5oGZ1r60g Document series B engages a discussion about Indigenous art, knowledge production/world making (another way to think about what epistemology means), and human rights over knowledge ownership. One of the clips features several Indigenous artists, thinkers, and musicians talking about Indigenous protocols and the question of ethical engagement and ‘reciprocity’ with Indigenous epistemological creativity. The second clip is an animated version of a short story written by Leanne Betasamosake Simpson. It deals with settler colonialism, stolen knowledge, and the issue of reparations/returning of Indigenous art to its rightful place/owner. If you chose this document series, you are being asked to think about: what we mean by knowledge? how knowledge is used? how is ownership of that knowledge connected to colonial violence and power? how to define ‘responsibility’ and what is an ethical way to deal with Indigenous art in the context of settler societies? Use your critical skills learned from the lectures and readings to help you formulate an analysis of the items in this document series.