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Indyclass organizers gathered at the QPIRG McGill library on May 19 to film this video workshop.

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.

Introduction:

Timeline:

Indyclass Logistics and Ground Rules

Consensus and Group Decision-Making

Thanks for watching.

you’ve come to the wrong — but still very special — place!

This blog is an archive of the IndyClass website for our first instalment, in Fall 2008. It contains all the minutes, readings and posts from that semester.  Current indyclasses can be found at indyclass.wordpress.com.

Here is a retrospective on some of the challenges and successes of the first instalment of IndyClass in Fall 2008: IndyClass 2008 Course Evaluation and Retrospective

Indyclass October 17, 2008 – a brainstorm:

How do we make prisons obsolete?

Language/discourse

-government is in state of trespass on stolen Native land (change the terms of ownership)

-“victim” vs. “criminal” = problematic

-“security” – question whose security, etc.

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Agenda

1) go around

2) recon situation last monday

3) general activism responsibility

4) future plans with recon

5) indyclasses for next semester

6) checkouts

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Minutes from November 10th

Minutes for November 10th. Indyclass.
Aviva, Taylor, Marina, Theresa, Nat, Maria, Dan, Cleve, Shayla

Aviva is writing her paper on parallels between residential schools and prisons. First section is on how both prisons and residential schools perpetuate colonialism. (they physically relocate native people into spaces that are defined as white) – the arch of both prisons and residential schools create territories that allow the colonial gaze access to native peoples. Physically separate native peoples from their lands. Second section; both institutions physically strip native peoples of their identity. Physically force the students to look like a white person – same as in prison, right to where what you want, have your hair the way you want is not there in prison. Prisons criminalize native identity. In residential schools studenst would be beaten for expressing their native identities. In prisons too, historically, it was illegal to do sundances. Colonizing and enforcing euro-american laws and ideas of justice that is based on punishment.
Impact of the institution: Abuse and neglect in prisons and residential schools. A lot of native people have died because of neglect in american prisons. How both institutions impacted people’s abilities to parent. To give their culture to the next generation.
Agency and resistance – how people use their native identities to survive in prison.

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Agenda:

1) go-around

2) Maria Presentation and then discussion

Continue Reading »