ETBB143 Contemporary Indigenous Communities and Their Response to Social, Cultural, Economic and Environmental Challenges

Filozofická fakulta
podzim 2026
Rozsah
2/0/0. 4 kr. Ukončení: k.
Vyučováno kontaktně
Vyučující
PhDr. Eva Kuminková, Ph.D. (přednášející)
Mgr. et Mgr. Marie Novotná (pomocník)
Garance
Ústav evropské etnologie – Filozofická fakulta
Kontaktní osoba: Martina Maradová
Dodavatelské pracoviště: Ústav evropské etnologie – Filozofická fakulta
Rozvrh
Čt 12:00–13:40 J31, kromě Po 16. 11. až Ne 22. 11.
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Anotace
Contemporary indigenous societies live surrounded by a world which constantly challenges their cultural identity, social norms and environment. The course will explore the role of traditional knowledge and cultural heritage as a source of resilience as well as creative answer of native societies. Based on different case studies, students will get an overview of major issues that indigenous communities deal with today, mostly as a result of former colonial policies. Many of these issues are of interest to international organizations, ethnologists and cultural anthropologists, museums or state authorities. They include decolonization, repatriation, social deprivation, language loss, climate change, land loss, fishing and hunting rights, cultural appropriation and many others. Students will learn how indigenous communities from North and South America, Africa, Asia, Australia, Oceania or Europe use their cultural heritage to overcome these challenges. They will also learn about the administrative background of safeguarding cultural heritage in indigenous contexts. The course as well as the final assignment will take place in English.
Výstupy z učení
Students will get an overview of topical issues that are at the background of the work of different international organizations, including the United Nations, and are widely discussed in museums and other cultural institutions in the world. These are part of general ethnological knowledge. Students should be able to discuss the situation of indigenous communities from different parts of the world and compare their realities. They should be able to analyze the historical causes and contemporary expressions of colonial and post-colonial experience, easily find relevant resources and be able to engage in the debate about the contribution of indigenous knowledge to sustainable development. Students will be asked to realise their assignments in English, which will help them practice their writing as well as oral skills in another language.
Klíčová témata
1. General introduction to indigenous communities, international policies, institutional context and resources 2. Colonialism and land rights 3. Social deprivation and abuse, residential schooling 4. Tourism and commercialization of indigenous cultural heritage, cultural appropriation 5. Loss of native languages and oral heritage 6. Environmental damage, sacred land loss and climate change 7. Repatriation of cultural objects and human remains, decolonizing museums 8. World Heritage sites and indigenous heritage site conservation 9. Challenges in safeguarding of indigenous intangible cultural heritage
Přístupy, postupy a metody používané ve výuce
Lectures with active participation of students in the discussion; reading and films; individual research and presentation of its results in written and oral form.
Způsob ověření výstupů z učení a požadavky na ukončení
Students will be evaluated based on a final research paper of 5-6 pages in English (double-spaced, excluding works cited) on a community and topic they select and an oral presentation of their subject during the class. The use of AI will be regulated.
Vyučovací jazyk
Angličtina
Odkaz a informace vyučujících

AIRD, K.; FOX, G.: Indigenous Living Heritage in Canada. Ottawa: Canadian Commission for UNESCO, 2020.


THE AFRICAN WORLD HERITAGE FUND: World Heritage Sites and Sustainable Tourism: Situational Analysis: Great Zimbabwe World Heritage Site. s.l.: The African World Heritage Fund, n.d.


CHESTERS, T. (ed.): Land Rights: Oxford Amnesty Lectures. Oxford: Oxford University Press, 2009.


JENNINGS, H.: Indigenous Peoples & Tourism. Research Briefing. London: Tourism Concern, 2017.


KEITUMETSE, S. O.: African Cultural Heritage Conservation and Management: Theory and Practice from Southern Africa. Cham: Springer, 2016.


MARTÍNEZ COBO, J. R.: Study of the Problem of Discrimination against Indigenous Populations. New York: United Nations, 1987.


MILLER, J. R.: Shingwauk's Vision: A History of Native Residential Schools. Toronto; Buffalo; London: University of Toronto Press, 1996.


NYLANDER, E.-K.: From Repatriation to Rematriation: Dismantling the Attitudes and Potentials behind the Repatriation of Sámi Heritage. Oulu: University of Oulu, 2023.


ONCIUL, B.: Museums, Heritage and Indigenous Voice: Decolonising Engagement. New York: Routledge, 2015.


State of the World’s Indigenous Peoples. New York: United Nations, 2009.


THORLEY, A.; GUNN, C. M.: Sacred Sites: An Overview. A Report for The Gaia Foundation (Abridged Version). London: The Gaia Foundation, 2008.


ULLOA, A.: The Politics of Autonomy of Indigenous Peoples of the Sierra Nevada de Santa Marta, Colombia: A Process of Relational Indigenous Autonomy. Latin American and Caribbean Ethnic Studies, 2011, 6(1), s. 79–107.


United Nations Declaration on the Rights of Indigenous Peoples. Resolution adopted by the General Assembly on 13 September 2007 (61/295). New York: United Nations, 2007.


WERE, G.: Digital Heritage in a Melanesian Context: Authenticity, Integrity and Ancestrality from the Other Side of the Digital Divide. International Journal of Heritage Studies, 2015, 21(2), s. 153–165.


WORLD COMMITTEE ON TOURISM ETHICS: Recommendations on Sustainable Development of Indigenous Tourism. Madrid: World Tourism Organization, n.d.


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