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3/15 and 3/17 notes

by: HD

3/15 and 3/17 notes CDAE 002


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Class notes for this week!
World Food, Population and Development
Dr. Shoshanah Inwood
Class Notes
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This 5 page Class Notes was uploaded by HD on Saturday March 19, 2016. The Class Notes belongs to CDAE 002 at University of Vermont taught by Dr. Shoshanah Inwood in Fall 2016. Since its upload, it has received 22 views. For similar materials see World Food, Population and Development in Human Development at University of Vermont.

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Date Created: 03/19/16
3/15/16 Nation-State and Indigenous People  American History and Paradigms o Colonialism and Indigenous People o What is colonialism?  Policy and practice of a power extending control over weaker peoples or areas o Industrial revolution in Europe: accumulation of fortunes  Nationalism, racism, etc. turns economic competition into political/military conflict o African Ethnicities before Colonization vs. Colonial border scramble o The scramble for Africa: Footprint of the Imperial Boot  Changed education systems, legal systems, food provisioning systems, social systems  Example: legacy of colonial languages o Footprint of Imperial Boot  Cultural alienation  Cultural imperialism (reference groups)  Destruction of indigenous food systems  Destruction of industrial industries  Example: British prohibiting Indian textile industry  Institutionalization of racism  Selection of favored groups  Training up to middle-class bureaucracy  Native Americans o Constructing the Nation-State  Creating the “other”  “savages”  unorganized  inhumane  killers  raped women  Language  Boarding schools  teaching English  Pressure to assimilate  Violence and Genocide  Pushed to reservations on poor land  Killed buffalo  Indirect and direct forms o Indigenous People’s Culture vs. the Culture of Capitalism  They are mobile  They have their own resources and land  They have a kinship based social structure  Egalitarian societies  They control resources and land desired by capitalists o Buffalo/bison o Boarding schools  “Kill the Indian, save the man” o Dress as a form of assimilation o Doctrine of Discovery and General Allotment Act  ?????????????? o Trail of Tears  Cherokee people  Indian removal policy  4,000 out of 15,000 died o 1880’s Ration ticket  American Indian Museum  Ration Day, people line up for food  Poor diet consisting of lard, flour, bacon, sugar, coffee and beef o Self Determination Era  (1965-Present)  1968: Indian Civil Rights Act passed  1975: Indian Self Determination and Education Resistance Act  Tribal governments oversee their own social services o Government shutdown impact on Native Americans  Majority of them live in poor, rural isolated reservations  ?????????? o Kalahari bushman  Botswana  Access to land poor  Borders very difficult to cross  Livelihood weak  *video* Bushman  Lack of acknowledgment of indigenous people from the government  Building of walls  Wearing western clothing  Etc.  The Nation-State o The origin and history of the state  How did Europe change?  *video* = changing map of Europe throughout the years o Creating “the other”  Group to distinguish yourselves by  Country or individuals distinguished by their “otherness”  Frustration and anger in economic downturns o Language, Bureaucracy, Education 3/17/16  Sochi Olympics o 9 time zones in Russia o Who is considered a Russian?  185 different ethnicities  Nationalism  “We are all Russians”  Demeaning others  Distinct arts and music o Expelled ethnic group protests over Sochi’s dark history  Sochi massacres in the 19 century  Language as unity o France  French speakers were the norm  You got beat up if you didn’t speak French o UNESCO Atlas of the World’s Languages in Danger  528 extinct languages  We lose the way we see the world through loss of languages  British Empire dress and holidays o Another way to unify  Education o Instruments to achieve:  Order  social stability  national identity  national defense  economic expansions o Industrial societies and capitalist economics require:  Division of labor  Ability to shift from task to task and area to area  Precise communication between strangers  Universal literacy o Public school  Lunches in different countries  School lunch program goes back to WWI with malnourished soldiers  Bureaucracy o Transportation systems linking isolated groups o Military service  “support the troops”  Bonding and unity if you were a part of the military  Violence and Genocide o Cambodia  Khmer Rouge (1975-1979)  Pol Pot  Quarter of the population died under his rule o Starvation o Medical neglect o Overwork o Execution  Goals o Unify the nation o Purification  Tools o Hard labor o Evacuated cities o Disorganized o Shock o Torture  Who is affected? o Women o Children  *video* Most Evil Men in the world  Country using violence against its own people  Ronald Reagan 1980’s  Americas and Communism  *video* School of the Americas: School of Assassins o Army training o Combat schools o Latin America o People trained here go on to oppress and kill in their countries  *video* War on Democracy o Interview with CIA operative o He denies everything  Assassinations  Murders  Massacres o Shock Doctrine and Disaster Campaign  Naomi Klein, author of “The Shock Doctrine”  *video* Shock Doctrine  Shocking people into obedience  Techniques work on individuals but also can also work on groups of people, countries, etc.  Shocks can be war, natural disaster, etc.  Shock wears off  Know what is happening around you and why


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