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FALL 2006
CORE COURSES
HIST 360 - Colonial Latin American History
Susan Socolow
TUTH 10:00am – 11:15am
MAX: 30
Fulfills LACS Major/Minor Requirement
DESCRIPTION: Introduction to colonial Latin American history with special attention
paid to Iberian, Indian and African backgrounds; the impact of conquest; the structure
of society (including race and gender); trade and the economy; the administration of empire; the importance of cities and reform and revolution.
LAS 101 - Introduction to Latin American Studies
Barry Levitt
TUTH 11:30am - 12:45pm
MAX: 70
Fulfills LACS Major/Minor Requirement
DESCRIPTION: Did the Aztecs really believe that conquering Spaniards were gods on horseback? Who is that Che Guevara pictured on trendy T-shirts? And why would anyone compose a Broadway musical about Evita Perón?
We will tackle all of these questions—and more—in LAS 101. The course is an introduction to Latin America as a region, and to the Latin American and Caribbean Studies (LACS) Program at Emory. Readings and lectures cover a variety of
disciplines and perspectives, including history, politics, economics, literature, and cultural studies. The course offers an overview of Latin America’s past, present and future—but focuses primarily on the contemporary period, highlighting important developments in countries such as Cuba, Mexico, Venezuela, Colombia, Peru, Chile, Argentina and Brazil.
Lectures and discussions led by the course director will be supplemented by the
“LAS 101 Speaker Series,” which will include in-class guest appearances by Emory faculty members as well as by eminent scholars and practitioners from across the country and throughout the hemisphere.
TEXTS: Readings , films, and music TBA.
GRADES: Final grade will be based on a midterm exam (40 %), a final exam (45 %), and a series of short assignments based on readings, films, music, and guest lectures (15 %). Course fulfills College GER Area V-C.
SPAN 300WR - Reading in Spanish: Texts and Contexts
Faculty
MWF Multiple Sessions
MAX: 10 per session
Fulfills LACS Major/Minor Requirement
DESCRIPTION: A course in Hispanic cultural literacy and critical skills that also develops students' reading ability, vocabulary, and ability to express ideas in writing. The course is designed to give students a broad understanding of Hispanic culture
that will prepare them for upper level course work. The primary reading text is Carlos Fuentes' El espejo enterrado. As students read this text, they will learn about the
history, geography, values, art, and literature of the Hispanic world, and they will also learn how to critique particular perspectives of these various facets of culture. Supplementary texts are also used.
TEXTS :
Carlos Fuentes. El espejo enterrado, 1992
PREREQUISITES: SPANISH 212 or 215, OFFICIAL SPANISH PLACEMENT from the
Dept of Spanish and Portuguese, or permission of the Director of the Language Program.
LAS COURSES
LAS 190 - Resurrecting Túpac: Rebellion and Revolution in Latin America
(Same as POLS 190; SPAN 190)
Barry Levitt
TUTH 2:30pm - 3:45pm
MAX: LAS 12; POLS 2; SPAN 4
DESCRIPTION: Why are the politics and culture of “rebellion” such a prominent
theme in contemporary Latin America? Conversely, why do we not see even more “rebellion,” in formal politics and social movements as well as in film and literature?
In this course we will critically rethink the politics and culture of dissidence, social movements, mass protest, armed insurrection, the “politics of anti-politics,” and other manifestations of rebellion. Students will develop multidisciplinary analytical skills
as we examine the political language and content of literary sources, music and
films—as well as their political and historical contexts. (And along the way, we'll better understand the persistent symbolic power of the name Túpac: from the "Last Inca" of the 16th century, to a pair of 18th century mestizo rebels, to a 20th century guerilla organization, and a slain African-American hip-hop artist.)
TEXTS:
Mariano Azuela, The Underdogs (Los de Abajo)
Mario Vargas Llosa, Death in the Andes
Selected readings on e-reserves.
PARTICULARS: There are no prerequisites for this class. This course satisfies the College’s General Education Requirement (GER) for a Freshman Seminar.
GRADES: Attendance and participation 20%; response papers, internet research, and other weekly assignments 25%; final project 55%.
LAS 270 -
World Area Courses: Cultures of Latin America
(Same as ANT 150)
David Nugent
TUTH 2:30pm - 3:45pm
MAX: LAS 10; ANT 25
DESCRIPTION: In the popular imagination, Latin America is regarded as a region of grinding poverty, revolutionary extremists and military dictators, of debt-ridden economies, degraded environments and indigenous uprisings, of exuberant, hybrid cultures and religious conservatism. In this course we look critically at these stereotypical understandings. Beginning with the European Conquest, we trace the historical development of the region’s economic, social and political structures, of its social movements and cultural beliefs. Special emphasis is placed on the dynamics
of the contemporary period—on the increasing scope and power of the world
economy and institutions of global governance (from NGOs to the World Bank to the IMF), and on the emergence of alternative forms of democracy, citizenship and nationhood, and of novel expressions of gender, race and religion.
TEXTS:
Collier, George A. 1994. Basta!: Land and the Zapatista Rebellion in Chiapas. Oakland, Calif.: The Institute for Food and Development Policy.
Collins, Joseph. 1995. Chile's Free Market Miracle: A Second. Oakland, Calif.: Food First.
Lancaster, Roger. 1988. Thanks to God and the Revolution: Popular Religion and Class Consciousness in the New Nicaragua. New York: Columbia University Press.
Mann, Charles C. 2005. 1491: New Revelations of the Americas Before Columbus. New York: Knopf.
Menchú, Rigoberta. 1984. I, Rigoberta Menchú: an Indian Woman in Guatemala. London: Verso; New York.
Nugent, David. 1997. Modernity at the Edge of Empire: State, Individual, and Nation in the Northern Peruvian Andes, 1885-1935. Stanford, Calif.: Stanford University Press.
Timerman, Jacobo. 1988. Prisoner Without a Name, Cell Without a Number. New York: Vintage Books.
Wolf, Eric R. and Edward C. Hansen. 1972. The Human Condition in Latin America. New York: Oxford University Press.
LAS 385 - Global Pains: African & Caribbean Women's Madness Narrative in Perspective
(Same as WS 385)
Jennifer Thomas
TTh 1:00pm - 2:15pm
Max: LAS 8; WS 10
DESCRIPTION: This course explores the ways that fictional madness narratives by women writers from the Caribbean and Africa can serve as a prism through which to contemplate two realities: 1) the subjective experiences of women's psychic fragmentation and 2) what we will refer to in this course as the “local-global” contexts
of these painful ordeals. A primary goal of the course, therefore, is to conduct literary analysis that configures a landscape of madness that sensitizes us to the material realities of this experience. Moreover, we will examine the relation between these material conditions and the intersecting socio-political, cultural, and historical contexts of the narratives. Global feminisms, and particularly Caribbean and African feminisms will serve as a primary entry point for our exploration of madness. We will also explore how gender, class, race, ethnicity, and spirituality inform these literary representations of madness and the quest for healing. Throughout the course, the incorporation of clinical literature and medicine discourse will provide a platform from which to contemplate the function of narrative in healing.
TEXTS: TBA
PARTICULARS: TBA
LAS 385R - Latin American Revolutions
(Same as POLS 332)
Juan del Aguila
MWF 9:35am -10:25am
MAX : LAS 10; POLS 35
DESCRIPTION: Survey of major theories of revolution and in-depth analysis of
Mexican, Nicaraguan and Cuban cases.
TEXTS:
J. Goldstone, ed., Revolutions
E. Gonzales, Cuba After Castro (2004)
R. Ruiz, The Great Rebellion
E. Selbin, Modern Latin American Revolutions
GRADES: midterm 30%, final 40%, research paper 30% (15-17 pages)
LAS 385S - Voices of Women of Color in the Americas
(Same as AAS 385, PORT 412S, WS 385)
Katia Santos
MWF
12:50pm - 1:40pm
MAX: LAS 5; AAS 5; POR 5; WS 5
DESCRIPTION:This course will concentrate on different kinds of narratives produced
by women of color living in the Americas. Their voices must be our way of knowing
their America and their point of view on social and/or cultural questions. We will concentrate more specifically on written texts as our primary source of information on these women. In addition, songs, films, discussion panels and other vehicles will be also part of the activities. Reading (preparation for class) and class participation are fundamental to this course. Our major goal will be to develop an analysis of the historical context of contemporary issues faced by women of color.
TEXTS:
Browdy de Hernandez, Jennifer, ed., Women Writing Resistance (2003)
Hernandéz, Daisy & Rehman, Bushra, eds. Colonize This! Young women of color on today's feminism .(2002)
Patai, Daphne. Brazilian Women Speak: contemporary life stories (1993)
Selected materials on Blackboard.
PARTICULARS: Taught in English
LAS 490RS - Democracy in Latin America
(Same as POLS 490S)
Juan del Aguila
W 1:00pm - 4:00pm
MAX : LAS 4; POLS 8
DESCRIPTION:Analysis and critical evaluation of democracy in Latin America,
focusing on institutional development, political culture, elections and political leadership. Course examines the extent to which recent transformations may
endure, or become vulnerable to authoritarian reversals.
TEXTS:
John Peeler, Building Democracy in Latin America (2nd edition, 2004)
Peter Smith, Democary in Latin America (2005)
PREREQUISITES: Students expected to make several presentations to the class
based on literature to be read. Individual presentations will be followed by analysis
and discussion among class members and the instructor. Course will be run like a graduate seminar, and thus require substantial reading on a weekly basis. Extensive participation is expected because this is not a standard upper division lecture course, but rather one where an extensive review of the literature will provide much of the substance. Prior work in Comparative Politics or Latin American and Caribbean Studies would be helpful.
GRADES: Take-home final exam 40%, research paper 40% (20-25 pages), class presentations 20%.
LAS 490RS -
35mm Bullets: Revolutionary Latin American Cinema of the 1960s
(Same as SPAN 460S)
Dierdra Reber
MWF 10:40am -11:30am
MAX: LAS 3; SPAN 12
DESCRIPTION: The 1960s in Latin America were years of revolutionary fervor: on the heels of Fidel Castro’s triumph in Cuba, leftist movements gained an unprecedented momentum and breadth of popular support in the rest of the continent. Taking hold of the camera as though it were a veritable weapon of social change, Latin American directors inspired by Soviet montage, Italian neorealism, cinéma vérité, and North American direct cinema founded their own schools, movements, and institutes: La Escuela Documental de Santa Fe ( Argentina), Cinema Novo ( Brazil), and Instituto Cubano del Arte e Industria Cinematográficos (Cuba). Directors began to turn the camera lens on issues of poverty and social injustice, creating an aesthetic of
political urgency. This course will examine the visual and narrative strategies of the
foundational works of this revolutionary cinema in the context of the directors’ own cinematic manifestos.
TEXTS:
Glauber Rocha, “La estética del hambre” (1965)
Julio García Espinosa, “Por un cine imperfecto” (1969)
Fernando Solanas and Octavio Getino, “Hacia un tercer cine” (1969)
FILMS:
Fernando Birri, Tire dié (Argentina, 1958)
Nelson Pereira dos Santos, Vidas secas (Brazil, 1963)
Santiago Álvarez, Now (Cuba, 1965)
Jorge Sanjinés, Ukamau (Bolivia, 1966)
Humberto Solás, Lucía (Cuba, 1968)
Tomás Gutiérrez Alea, Memorias del subdesarrollo (Cuba, 1968)
Fernando Solanas and Octavio Getino, La hora de los hornos (Argentina, 1968)
Glauber Rocha, Antonio das Mortes (Brazil, 1969)
Joaquín Pedro de Andrade, Macunaíma (Brazil, 1969)
Miguel Littín, El chacal de Nahueltoro (Chile, 1969)
GRADES: Brief reaction papers and class presentations throughout semester; final research paper.
LAS 495 - Honors Thesis I
LACS Faculty
No set meeting time
Fulfills Emory College Honors Program requirement
DESCRIPTION: First semester of Honors Program thesis writing for those students participating in the College Honors Program
PREREQUISITES: Enrollment limited to program majors who qualify to participate in
the Honors Program.
LAS 495BWR - Honors Thesis II
LACS Faculty
No set meeting time
Fulfills Emory College Honors Program requirement
DESCRIPTION: Second semester of Honors Program thesis writing for those students participating in the College Honors Program.
PREREQUISISTES: Must have completed LAS495A.
LAS 497R – Independent Research in Latin American and Caribbean Studies
LACS Faculty
No set meeting time
COURSES OF INTEREST
ENG 389RWR - Caribbean Literature Revising the Canon: The Empire Writes Back
Rule
MWF 11:45am - 12:35pm
Max 25
DESCRIPTION: This course focuses on Caribbean literature that responds to the traditional literary canon. During the semester, students will be asked to contemplate what the literary canon is and how it can be read in relation to Caribbean literature.
The “canon” can be defined as: “an authoritative list of books”; “the authentic works
of an author”; “a criterion of standard or judgment”; “a body of principles, rules, standards, or norms”; or “a contrapuntal musical composition in two or more voice parts in which the melody is imitated…by the successive voices though not always
in the same pitch” (Webster’s Ninth New Collegiate Dictionary 202). In this class, we will consider the implications of these definitions, particularly the last one, which, although it primarily describes music, is helpful for thinking about Caribbean
rewritings of canonical works. The Caribbean revisions we will read this semester represent postcolonial contrapuntal responses to both the literary works taught under European empires and the larger modes of indoctrination of which they are a part. Students will investigate how and why Caribbean authors revise and critique a wide selection of literary works considered part of the English literary canon by critically examining the transformations these revisions manifest.
TEXTS:
Brontë, Jane Eyre
Rhys, Wide Sargasso Sea
Defoe, Robinson Crusoe
Walcott, Pantomime
Shakespeare, The Tempest
Césaire, A Tempest
Wordsworth, The Major Works
Kincaid, Lucy
Miller, The Crucible
Condé, I, Tituba, Black Witch of Salem
Critical essays available through Reserves Direct online
GRADES: Class participation, two short papers (5 pages each), one final paper
(10 pages).
PORT 190 -
The Amazonian Rain Forest in Brazil: A Multidisciplinary Approach
Ana Santos-Olmsted
MWF 2:00Pm -2:50pm
Max: 15
DESCRIPTION: This course will examine how various peoples and institutions have reacted to and portrayed the Amazon region. In particular, it will focus on the
contrasting visions of the Rain Forest as a tropical paradise and an area of intense polemic controversies for both its inhabitants and outsiders. A variety of fictional writings, non fiction narratives, and articles written by scholars and the press, as well as videos and movies that provide a concept and a set of cultural values related to the Amazonian ecosystem will be discussed throughout the semester.
TEXTS:
The Burning Season. Andrew Revkin, 1990
Maíra. Darcy Ribeiro, 1984
Amazonia in the Arts. Camilo Gomides and Joseph Vogel, 2006
Selected readings on e-reserves.
PREREQUISITES: There are no prerequisites for this class. This course satisfies the College’s General Education Requirement (GER) for the
Freshman Seminar.
GRADES: Evaluations are based on attendance, preparation and participation, brief
oral presentations, response papers, Internet research and other assignments, and
a Final project.
SPANISH 460S - Havana and San Juan, Tales of Two Cities
(Same as WS 475)
María Mercedes Carrión
MWF 11:45am -11:35pm
MAX: SPAN 12; WS3
DESCRIPTION: Students in this course will learn to read and discuss foundational structures, planning, and articulations of the cities of Havana and San Juan, underscoring the major transition steps from colonial spaces to high-capitalist / communist, post-modern metropolitan centers. The goal is to familiarize students
with critical issues of private and public spaces in these two Caribbean urban environments, and with how the placement, re-placement, or displacement of race, gender, and class in these spaces relate to subject-formation in Cuba and Puerto
Rico. To that end, we will perform readings of political, cultural, literary, musical, and theoretical texts that represent these two cities and / or issues pertaining to their development as urban spaces: narratives in print (novels, pamphlets, catalogues,
short stories), virtual spaces (websites, models, plans, installations, exhibits), and performing events (films, music, videos).
TEXTS AND FILMS: By Alejo Carpentier, Edgardo Rodríguez Juliá, Carmelita
Tropicana, María Elena Rodríguez Castro, Roberto Segre, Giannina Braschi, Reina María Rodríguez, Coco Fusco, Ricky Martin, Wilfredo Féliz, David Syrett, Nicolás
Guillén, Ana Lyidia Vega, Emma Á lvarez-Tabío, Mayra Santos Febre, Antonio José Ponte, Luis Rafael Sánchez, Fidel Castro, Celia Cruz, Senel Paz, Frances Negrón, Rafael Lam, Orishas, Tomás Gutiérrez Alea, Jacobo Morales, Eusebio Leal Spengler, John Loomis, Carlos Garaicoa, Residente Calle 13, Pedro Juan Gutiérrez, and
Marcos Zúriñaga, among others.
PARTICULARS: Attendance and class participation (35%); leading of class discussion at least once during the semester (10%); two research papers or projects reflecting class readings and discussions (55%).
SPAN 460S - Rough Drafts: Violence in Latin American Literature
Ricardo Gutierrez-Mouat
MWF 11:30am -12:45pm
MAX: 15
DESCRIPTION: Violence never goes out of style but since the 1970s it has been a special concern in Latin America for human rights groups, social scientists, and
civil society. This course focuses on the theme of violence in modern Latin American literature, that is, on specifically literary manifestations of a social phenomenon.
Close reading of literary texts and issues surrounding the engagement with violence
of authors and readers will therefore receive priority in class discussions but without neglecting the social context of the various kinds of violence represented in literary texts. The final paper will, in fact, incorporate background research and will require
the blending of background materials with specifically narrative strategies depicting violence.
TEXTS:
Borges, "El Sur," "Poema conjetural"
Cortázar, "Continuidad de los parques," "Recortes de prensa"
Vargas Llosa, "El desafío," ¿Quién mató a Palomino Molero?
Ferré, "La muñeca menor," "La extraña muerte del capitancito Candelario"
García Márquez, Crónica de una muerte anunciada
Vallejo, La virgen de los sicarios
Valenzuela, "Cambio de armas"
Dorfman, La muerte y la doncella
Apart from these stories, plays, and short novels the course will also include the film versions of some of these literary materials. Reserve materials will include critical essays and investigative journalism by Jean Franco, Aníbal González, Marguerite Feitlowicz, Tina Rosenberg, Diana Taylor, and others.
PARTICULARS: The course is taught in Spanish.
GRADES: Short papers (and/or LearnLink contributions through the semester) and a final 15 page paper.
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