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COURSE SYLLABI COURSE DESCRIPTION As a broadly interdisciplinary course, SPAN 117 aims at providing an introduction to the study of Latin America and Latinos/as in the Unites States. Using resources from various perspectives of the humanities and social sciences, we will focus on select issues that signiLicantly impact the Latin American region and Latinos/as in the USA. Through these various engagements, students will obtain a groundwork for future work in the Lield of Latin American and Latino/a Studies. ACADEMIC LEVEL-‐NATURE OF THE COURSE This course is open to all students of the CLA, being of particular interest, although not limited, to those planning to pursue the Latin American Studies Program Minor. As such, this course aims to introduce students to the Lield of Latin American and Latino/a Studies. The course follows a thematic organization which aims at exposing students to the multiple ways in which the humanities and social sciences approach the study of Latin American and Latinos/as. Thus, students will gain a wide understanding of these Lields as well as having the opportunity to pursue more focused studies in areas of personal interest. COURSE RATIONAL The geographical region of Latin America includes over twenty countries when the Caribbean is taken into account, though it is not always included. Countries as diverse as Haiti, Brazil, México, and Argentina, among others, will then be the object of study in this course. A varied topography, climate diversity, complex histories as well as having the particular national, economic, and political realities of this region present signiLicant challenges in understanding Latin America. Furthermore, the rich tapestry of ethnic, racial, cultural, linguistic, religious patterns as well as diverse migration patterns make this region one of the most exciting, rich, and notoriously complex to study. In order to provide a background against which future study of the region can be pursued, this course’s pedagogical aim is to provide the analytical and theoretical tools necessary for the study of Latin American and the Latino/a diaspora. Students will analyze categories like race, gender, nation, revolution, among other from various perspectives, including but not limited to sociology, literature, and religious studies to gain a wide exposure to how categories such as the ones mentioned above contribute to the understanding of Latin American and Latino/a realities. COURSE GOALS AND OBJECTIVES The multidisciplinary nature of this course offers an unique opportunity for students: 1. To gain understanding of this important region of the world and the signiLicant
students will be able to employ these analytical tools and frameworks and develop critical and focused assignments. Atlas of Hispanic-‐American History Revised Edition. racial identities. 2. . the instructor and the students will actively involved in the learning process. COURSE LEARNING OUTCOMES 1. (CLAH) Supplementary Text: 1. Latin American countries. Gender. 4. Holloway. A Companion to Latin American History. 4. and cultural ties with the United States.” and “abroad. REQUIRED/SUPPLEMENTARY LEARNING SOURCES Required Texts: 1. 2. geographically. Students should be aware that the United States is not the only country with signiLicant Latin American migration. A Companion to Latina/o Studies. Knowledge of general geography of Latin America and its importance for the historiography of the region. religious traditions of Latin-‐America and the Latino/a diaspora in the United States. Students will be introduced to analytical frameworks to think critically about Latin American and Latinos/as in the United States which they will then apply to their understanding of the region. 3. and blogs amongst other. Thomas S. Student will be able identify. Through leading a small group discussion students will gain facility as moderators of intellectual exchange.” 3. Ochoa. Through these teaching strategies. class wide discussion. editors. and the realities of the diaspora. and Nation. the positive and negative impact of migration patterns and processes. 6.diplomatic. George and Carter Smith. The opportunity to engage in critical comparative studies categories and identities like Race. that opens paths of questioning to how these categories and identity function at “home. smalls group discussions. 2. 5. Juan Flores and Renato Rosaldo.Through the various writing projects. Critical reLlection on the various factors leading to migration to the United States. Students will continue to develop public speaking and group work skills as they engage in a group project. 5.Through weekly blog contributions. ed. ethnicities. economic. An awareness of the multiplicity of histories. students will practice the formulation of critical questions in response to assigned readings. TEACHING STRATEGIES The communication of the material of this course will take various forms including lectures.
…………. Three short reLlection papers (3-‐5 pages each) …………….15% 5. extension 3327).. presentations.……………………………………. ASSESSMENT/EVALUATION STRATEGIES Both students and professor are expected to actively take part in the ongoing assessment process during the course.…………………. Guidelines and criteria for speciLic activities and projects will be offered in separate documents. It is your responsibility to self-‐identify with the OfLice of Disability Services and to provide faculty with the appropriate documentation from that ofLice at least one week prior to any request for speciLic course accommodations...…………………………. and writing buddies evaluations is expected and necessary for the success of this course. There are no retroactive accommodations.” A grading rubric will be provided for each assignment at a later date.…………. . Participation in the course’s blog. 1.. but passing.10% 6.……………….." and D “work of less than satisfactory quality. Group project ……………. Any additional reading will be posted on the Moodle website for the course..…. 20% 4. Evaluation procedures will thus take the form of continuous interaction and constructive feedback among the participants. Ten weekly blog contributions…. Assessment/evaluation tools will be directly aligned with the course content.……………………….. you must Lile a request with the OfLice of Disability Services (BC 119. Weekly attendance……………………………………………………….…………20% 3. a grade of A means "work of unusual excellence". Incomplete assignments will not be graded.. ACADEMIC ACCOMMODATIONS Should you require academic accommodations. objectives and teaching strategies. C "work of satisfactory quality. Keep in mind that at Drew.………………. 30% 2.…………………………….……….. Small group discussion leader ….(CL/AS) 2.. small groups. Two writing buddies evaluation…………….…………….5% GRADING POLICY All assignments must be turned in in a timely fashion and fulLill all the requirements expected to in order to be graded.…………………. B "work of superior quality".
COURSE SCHEDULE DISCLAIMER Either for pedagogical reasons or for unforeseen events. Ethnicity. in CLAH Week 2: Peoples of Latin America and the Encounter with Spain Tuesday 9/6: Spain and Mesoamerica Readings: 1." Robert McKee Irwin. in CLAH. "Exploration and Conquest. Mulatos. "Abolition and Afro-‐Latin Americas. "Slavery in the Americas. in CLAH. Thursday 9/15: Contemporary Perspectives on Racialization in Cuba Readings: .. Knight. Ochoa/Smith: Chapter 1 2. "Indigenous Peoples in Colonial Spanish American Society. the instructor reserves the right to make changes to the syllabi and scheduled assignments." Hal Langfur. 2. in CLAH. in CLAH. in CLAH.. Thursday 9/8: African Diaspora: From Slavery to Abolition Readings: 1. "Early Population Flows in the Western Hemisphere. Week 1: Origins: Conquista and Revolution Tuesday 8/30: Introduction of the Course: Syllabus and Course Expectations Group Discussion: Latin American and Latino/a Studies: what is this all about? Thursday 9/1: Discovering the Americas? Mesoamerica before Columbus Readings: 1. Ochoa/Smith: Chapter 2 2. in CLAH." Tom D. In case of changes. 3." Aline Helg. and Race." Franklin W. Readings: 1. 3. the instructor will send a notice to such effects. Mestizos. "Identity. Week 3: Theorizing Race and Ethnicity in the Americas Tuesday 9/13: What are we? Indian. 2. "Colonial Brazil (1500-‐1822). Dillehay. in CLAH." Peter Wade." Patricia Seed. "Culture and Society: Latin America Since 1900." Kevin Terraciano.
Thursday 9/22: 1950’s: The Great Puerto Rican Migration and the Diaspora. no. and Jeffery R. "David Versus Goliath in Cochabamba: Water Rights. Susan. W. Renda. Thursday 9/29: Bolivia and the Struggle for Water in Cochabamba Readings: 1. no. Patschel.S. no." Economic Geography 74. Assies. Spronk. no. and the Revival of Social Protest in Bolivia. "Bridging the Gap Between Class and Space: U." Latin American Perspectives 34.S. Neoliberalism. (On Moodle) Week 4: Colonialism: Puerto Rico Tuesday 9/20: Coloniality from Spain to the formation of “el E. TBA: Literature/Newyorican Poetry Assignment: First Paper Due *IN CLASS: GROUP EVALUATION: Fist Month of Class* Week 5: Guatelama and Bolivia: Two Case Studies Globalization Tuesday 9/27: Guatemala Readings: 1. Chase-‐Dunn. "Struggles Against Accumulation by Dispossession in Bolivia: The Political Economy of Natural Resource Contention. C. Week 6: Nation and Sports: Tuesday 10/4: Soccer in the Americas Readings: ." Sujatha Fernandes 2. "Guatemala in the Global System. "Fear of a Black Nation. Webber. 2." Latin American Perspectives 30." Journal of interamerican studies and world affairs 42. 4 (2000): 109-‐126. 2.1.L.” Readings: 1. 2. Ochoa/Smith: Chapter 5. Ochoa/Smith: Chapter 4. in CLAH. "Practical Sovereignty: The Caribbean Region and the Rise of the US. 2. et. Worker Solidarity with Guatemala." Mary A. 3 (2003): 14-‐36. 3 (1998): 252-‐271. Johns. Readings: 1. Rebecca.A. al. "Contesting Politics as Usual." T. 2 (2007): 31-‐47.
" Foreign Policy . Foer. Sebastián Sánchez. in CLAH.2307/4147517. 140 (2004): doi:10. 3 (2008): 60-‐63. Klein. no.jstor." Americas 60. Week 7: Religions: From Mesoamerican religiosity to Pentecostalism Tuesday 10/11:Reading Period Thursday 10/13: Religious expressions: Mesoamerican Religions. and Baseball. 2. "EDUARDO GALEANO AND MARIO BENEDETTI: FÚTBOL IN BLACK AND WHITE." The Journal of American History 81.jstor.1. no.org/ stable/2081169. "Soccer Vs.org/stable/2634143. and Culture in Colonial Spanish American Society. 2. and Pentecostalism Readings: 1. 1868-‐1898. 3 (1995): doi: 10.jstor. "Culture. Alan M. Mcworld. Thursday 10/6: From cane cutters to the Major leagues: Dominican Republic. TBA Week 8: Literature and Music from the Americas to USA (Light Reading Week) Tuesday 10/18: Literature Readings: 1. Perez. no. 2 (1994): doi:10.. 2. "Religion. "Between Baseball and BullLighting: The Quest for Nationality in Cuba. Selections: Hand-‐Out Assigment: Second Paper Due *MIDTERM EVALUATIONS* Week 9: Mexico and US Border: Theorizing Diasporas (Heavy Reading Week) . Freuler. no. http://www.2307/2634143. Readings: 1.org/stable/4147517. Cuba. Selections Hand-‐Out Thursday 10/20: Music Readings: 1. Franklin. http://www. http://www. Louis A. Society. African derived Religions. and Jr.2307/2081169. Politics." Rachel Sarah O'Toole. and Baseball in the Dominican Republic." Latin American Perspectives 22.
Readings: 1. Ochoa/Smith: Chapter 7. Fernandes. "The New Latin Nation: Immigration and the Hispanic Population of the United States. in CL/AS. Ochoa/Smith: Chapter 6 2. Transnational Migration. Week 11: Social Movements: Tuesday 11/8: Women's Movement and Social Justice YLP Party on Women. 2 (2008): 33-‐65. 3 (2007): 97-‐127. Sujatha. 2.” or how the border moved me. Readings: 1. Mark. in CL/AS." Mary Romero. "Meeting the Challenges of Industrial Restructuring: Labor Reform and Enforcement in Latin America. 2. in CL/AS. in CL/AS." Elana Zilberg. no." Patricia Fernández-‐Kelly. Thursday 10/27: The immigration Debate Readings: 1. Thursday 11/3: Gangs. Capital. "Barrio Women and Popular Politics in Chávez's Venezuela." Alejandro Portes. Readings: 1. Anner. Ochoa/Smith: Chapter 8 2. . Readings: 1.Tuesday 10/25: “La Frontera me Cruzo a mi."Conceptualizing the Latina Experience in Care Work. "The Everyday Civil War: Migrant Labor. no." Latin American Politics & Society 50. "Inter-‐American Ethnography: Tracking Salvadoran Transnationality at the Borders of Latina/o and Latin American Studies." Nicholas De Genova. in CL/AS. and Latino/a Studies." Latin American Politics & Society 49. Selections of Young Lords's "Palante" hand-‐out Thursday 11/10: Labor Movements In Latin-‐America and Women's work in Venezuela. 2. and Prison—From LA to El Salvador. "The Moral Monster: Hispanic Recasting Honor and Respectability Behind Bars. Week 10: Latinos/as in the Inner City: Tuesday 11/1: Workers and Political Voice Readings: 1.
Daniels. "Black Music Culture. Movies and the Portrayal of Latinos/as Readings: 1. Pedagogy & Cultural Studies 23. in CL/AS. Media and Latinos/as Tuesday 11/15: Who are the Latinos/as anyway? Readings: 1." Review of Education. no.Week 12: U.S. Queer Latinos/as: "Homecoming Queers" hand-‐out Thursday 11/17: Music." Raquel Z. Douglas Henry. Week 13: Latinos/as in the Military Tuesday 11/22: Latino/a Army: The Militarization of Citizenship. Rivera." Journal of African American History 82 :201-‐20. Between Blackness and Latinidad in the Hip-‐Hop Zone. Denzin. Ochoa/Smith: Chapter 9 2. 3. Norman K. "Zoot Suits and Homeboys (And Girls). Reading TBA Thursday 11/24: Thanksgiving Recess Week 14: SPECIAL TOPIC WEEK Tuesday 11/29 Thursday 12/1: Last Day of Class ASSIGNMENT: THIRD AND LAST PAPER DUE . 2. 2 (2001): 167.
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