General Information

Professor: Dr. Carla Guerrón-Montero
Class Hours and Room: 1:25-2:15 pm MWF GOR 223
Office and Phone: 105 Munroe Hall (x3362)
Office Hours: 2:30-5:00 pm MW
E-mail Address: cguerron@udel.edu

This syllabus contains detailed information about the requirements of this class. Please refer to it to fulfill your reading and writing assignments, and for any other question you have in regards to this class. Please be very careful in following ALL of the instructions of this syllabus to write your assignments appropriately.

Required Texts

Available at Regis University Bookstore:

1. SAGÁS, Ernesto. 2000. Race and Politics in the Dominican Republic. Gainesville, FL: University Press of Florida.
2. WADE, Peter. 1997. Race and Ethnicity in Latin America. London and Sterling, Virginia: Pluto Press.

Course Objectives

This course explores the multiple, complex and historically changing meanings of the concepts of race and ethnicity in Latin America, and the consequences of discrimination towards specific groups based on these concepts. Regions covered will be the Caribbean, Mexico and Central America, and the Andean, Atlantic and Southern Cone regions of South America. Salient issues will be covered for each region. The class includes lectures, discussions, films and ethnographic exercises.

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Course Requirements

Participation	100 points
Comparison paper	160 points
Comparison paper presentation	160 points
In-class tests	200 points
Final paper outline	110 points
Final paper	270 points
TOTAL	1000 points

Participation: Students are expected to come to each class prepared, and to have read the materials assigned prior to coming to class. Discussion and comments are strongly encouraged. In addition, students will engage in in-class writing exercises and short quizzes several times throughout the semester. These exercises and quizzes will be counted as part of the participation grade and cannot be taken at a later date or substituted for any other exercise or activity. This class has no attendance policy.

Comparison Paper: From the list of selected biographies (see last page), students will choose one biographical account of a Latin American man or woman, and will write a comparison paper of the life and experiences of this person and compare it to their own lives. The use of life histories (biographies and autobiographies) will provide the students with an essential tool to advance an understanding of Latin American racial history, as well as to consider the possible connections between these Latin Americans and the students in regards to ethnicity, race, gender, class and other variables. Papers should be 6 to 7 pages double-spaced (minimum 10 point font size, maximum 12 point font size, Times New Roman or equivalent font).

Questions to consider are: what are the similarities and differences between the life of the main actor of the book and my life? How can I understand this person’s racial and ethnic identity and compare it to my own? What role does religion, gender, class and sexual orientation play in our definitions of self? What are the historical experiences and context that make us similar and different? Although students should attempt to answer these questions, they should not limit themselves to them.

The comparison paper is due on Wednesday, November 2nd, 2005 at 1:25 pm.

Comparison Paper Presentation: During the first week of classes, students will sign up to give a class presentation on the biographical account they choose. Students will make a presentation of the life and experiences of the Latin American they have chosen. Students should relate the biographical account with the readings and discussions held on class in order to present an accurate portrait of the life of the person. Presentations will be held from Week 6 to Week 12 and will last 20 minutes, with 5 minutes for questions and commentaries from the class and the instructor.

In regards to content, students should introduce the historical and geographical context of the person, the main activities (jobs, responsibilities, studies) the person held in his or her life, turning points in the life of the person, relationship between the person and his or her family and relatives, and the society at large, and what can we learn about race and ethnicity from the book. In addition, students will include a consideration of the biographical account from a literary perspective and how it relates to Afro-Latin Americans in general, as well as the relation between the public and the private in the lives of Latin Americans. In terms of format, students are encouraged to be creative in the format of their presentation. Although a traditional presentation format is accepted, students may utilize alternative ways to discuss their ideas: dramatizations or class participation exercises and to utilize audio-visual material (slides, videos, Power Point, etc).

In-Class Tests: There will be two in-class tests, one on Wednesday October 12, 2005, and one on Monday November 28, 2005. The tests will cover the material discussed in class and the readings up to that date. Tests are not cumulative, but it is expected that students will make connections between the material covered during the first and second part of the semester in the second in-class test. The format of the tests will be short-essay questions.

Final Paper Outline: Students will hand in to the instructor a one-page outline of their final paper on Wednesday September 21, 2005 at 1:25 pm. The outline should contain: title of the paper, subject discussed or justification, themes and sub-themes and tentative bibliography (a minimum of five scholarly sources should have been consulted to develop this outline). Students will also include a reflection on the relationship between what they are studying and experiencing in class and the chosen topic for the paper. Students should be prepared to briefly share their chosen topic with the class.

Final Paper: For their final project, students will write a paper on a previously approved topic related to the class. Topics should deal with theoretical and practical discussions of any of the main issues covered in class. It is expected that students use sources from class readings as well as outside sources. Scholarly books and articles should be the main resource used (a minimum of ten scholarly sources should be used to write the final paper). Please limit your use of website information to a minimum.

The paper should be 10-15 double-spaced pages, excluding title page and bibliography (minimum 10 point font size, maximum 12 point font size, Times New Roman or equivalent font) and it should contain: title page, introduction, body of the paper (themes and sub-themes), conclusion, and bibliography. Citations should be made following the guidelines that are appropriate to the student’s field of study. Paper content, accuracy and fluency are equally important. Misuse of language will result in loss of points. Students may hand in a rough draft of the paper by Wednesday November 9, 2005 at 1:25 pm for feedback (rough draft is not mandatory). Final research paper is due on Wednesday December 7 at 1:25 pm.

All written assignments in class should be of very high quality in terms of form and content. Points will be deducted for problems with syntax and orthography in papers; consequently, it is recommended that you proofread your assignments before turning them in. Consider making an appointment with the UD Writing Center (302-831-1168) or dropping in at 016 Memorial Hall for proofreading of your work and other suggestions regarding writing essays and research papers.

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Special Considerations

ACADEMIC DISHONESTY POLICY. Please refer to the General Statement of Policies and Procedures for Students in Anthropology (attached to this syllabus) for information on academic dishonesty. It is the student’s responsibility to read and understand this document.

NO LATE ASSIGNMENTS WILL BE ACCEPTED. All assignments should be turned in at the beginning of the class period of the date in which the assignment is due. Assignments received after the class period of the day the assignment is due will automatically lose 15% of the possible points. The instructor will not accept any other assignments received after the day in which the assignment is due. Since dates for assignments are given in advance and will not be changed, please plan in advance to hand in your work on time.

EXTRA CREDIT, INCOMPLETES AND GRADING SCALE. No extra credit assignments will be given to individuals. No incompletes will be given to individuals, unless under verifiable strenuous medical or family situations. A curve will not be used to determine grading.

OFFICE HOURS POLICY. The instructor holds five office hours per week on Mondays and Wednesdays from 2:30 to 5:00 pm. Students should attempt to talk to the instructor within those hours for questions in relationship to this class. If an appointment outside of that time is necessary, please call or email the instructor to set up such appointment in advance.

If you have a documented disability requiring academic adjustments for this class, please contact the American With Disabilities Act Office (302-831-3670) or dfarris@udel.edu. The ADA Office personnel will review your documentation with you and help determine appropriate, reasonable accommodations. Following the meeting with ADA personnel, please make an appointment with me, as your instructor, to discuss your accommodation request in light of the course requirements. You may self-disclose and request an academic adjustment any time during the semester. However, I strongly recommend that you do so as soon as possible because adequate lead-time is required for reasonable accommodations.

Grading and Policies

Points Scale for Introduction to Cultural Anthropology

Scale	Letter	Scale	Letter	Scale	Letter	Scale	Letter	Scale	Letter
1000-966	A+	899-866	B+	799-766	C+	699-666	D+	Below 600	F
965-932	A	865-832	B	765-732	C	665-632	D
931-900	A-	831-800	B-	731-700	C-	631-600	D-

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Course Outline

Week One- August 30-September 2, 2005
· Introduction of instructor and students
· In-class writing exercise
· Understanding the Concepts of Race and Ethnicity
· Video: Understanding Race
· Readings:

- Molnar, Stephen. Chapter 1: “Racial Variation and the Perception of Human Differences,” pp. 1-33 [selected reading]
- Zuberi, Tukufu. “Deracializing Social Statistics: Problems in the Quantification of Race,” pp. 1-12 [selected reading]

Week Two- September 5-September 9, 2005
· Race and Ethnicity from a Historical Perspective
· Readings:

- Fenton, Steve. “Ethnicity and the Modern World: Historical Trajectories,” pp. 28-60 [selected reading]
- Wade’s Race and Ethnicity in Latin America, pp. 1-25
- Smedley, Audrey. “’Race’ and the Construction of Human Identity,” pp. 690-703 [selected reading]

· (Monday September 5: Labor Day holiday, no classes)

Week Three- September 12-September 16, 2005
· Racism, Racialization, and Ethnicization.
· Excerpts from video: Black and White in Exile
· Readings:

- Fenton, Steve. “Ethnicity and Racism,” pp. 61-87 [selected reading]
- AAA and AAPA Statements on Race
- Lieberman, Leonard et al. “Race and Anthropology: A Core Concept Without Consensus,” pp. 67-73 [selected reading]

Week Four and Five- September 19-September 30, 2005
· Historical approaches to Race and Ethnicity in the Americas
· Video: The Mission
· Readings:

- Wade’s Race and Ethnicity in Latin America, pp. 26-58 (week 4) and 59-79 (week 5)
- Knapp, George and Peter Herlihy. “Mapping the Landscape of Identity,” pp. 251-268 [selected reading]
- De la Cadena, Marisol. “Reconstructing Race: Racism, Culture and Mestizaje in Latin America,” pp. 16-24 [selected reading]
- Rahier, Jean Muteba. “Introduction: Mestizaje, Mulataje, Mestiçagem in Latin American Ideologies of National Identity,” pp. 40-50 [selected reading]
- Stepan, Nancy L. ‘Eugenics in Latin America,” pp. 35-62

·(Wednesday September 21, 2005: Final paper outline due)

Week Six and Seven- October 3-October 14, 2005
· The Caribbean Experience
· Presentation: Haiti, Cuba, and the Dominican Republic
· Video: The Promised Ship
· Mid-semester course evaluations
· Readings:

- Sagás’ Race and Politics (Week 6: pp. 1-94; Week 7: pp. 95-147)

· (In-Class Test No. 1: Wednesday October 12, 2005)

Week Eight and Nine- October 17-October 28, 2005
· The Central American Experience
· Case Study: Panama
. Video: Rigoberta Menchú
· Presentation: Mexico, Nicaragua, Honduras, and Guatemala
· Readings:

- Garrard-Burnett, Virginia. “Indians are Drunks and Drunks are Indians,” pp. 341-356 [selected reading]
- Pineda, Baron. “Creole Neighborhood or Miskito Community?: A Case Study of Identity Politics in the Mosquito Coast Land Dispute,” pp. 120-155 [selected reading]
- Morris, Stephen. 2001. “Between Neo-liberalism and Neo-indigenismo: Reconstructing National Identity in Mexico,” pp. 239-255 [selected reading]
- Lewis, Laura. “Blacks, Black Indians, Afromexicans,” pp. 898-926 [selected reading]

· (Friday October 28: Fall break; no classes)

Week Ten- October 31-November 4, 2005
· The Andean Experience
· Presentation: Bolivia, Ecuador and Peru
· Case Study: Ecuador
· Readings:

- Guerrón-Montero, Carla. “La Panela de Cada Día: Stereotypes and Identity Among Afro-Ecuadorian Women,” pp. 28-36 [selected reading]
- Paulson, Susan and Pamela Calla. “Gender and Ethnicity in Bolivian Politics: Transformation or Paternalism?,” pp. 112-149 [selected reading]
- Whitten, Norman. “Symbolic Inversion, the Typology of El Mestizaje, and the Spaces of Las Razas in Ecuador,” pp. 52-85 [selected reading]

· (Wednesday November 2: Comparison paper due)

Week Eleven- November 7-November 11, 2005
· The Southern Cone Experience
· Presentation: Chile
· Video: Afro-Argentines
· Readings:

- Joseph, Galen. “Taking Race Seriously: Whiteness in Argentina’s National and Transnational Imaginary,” pp. 333-371[selected reading]
- Briones, Claudia. “Re-membering the Dis-membered: A Drama About Mapuche and Anthropological Cultural Production in Three Scenes,” pp. 31-58 [selected reading]
- Gott, Richard. “A Question of Black and White,” pp. 22-23 [selected reading]
- Guano, Emanuela. “A Color for the Modern Nation: The Discourse of Class, Race, and Education in the Porteño Middle Class,” pp. 148-171 [selected reading]

· (Wednesday November 9, 2005: Last day to turn in final research paper draft—optional)

Week Twelve to Fourteen- November 14-December 2, 2005
· Brazil: The Myth of Racial Democracy
· Presentation: Brazil
· Videos: Bus 174; Benedita da Silva; and Quarto de Espejo
· Readings:

- Da Silva, Jorge. “ The Favelados of Rio de Janeiro,” pp. 121-130 [selected reading]
- Winant, Howard. “Racial Democracy and Racial Identity,” pp. 98-115 [selected reading]
- Sheriff, Robin E. “Embracing Race: Deconstructing Mestiçagem in Rio de Janeiro, pp. 86-115 [selected reading]

· (Wednesday November 23-Friday November 25, 2005: Thanksgiving break; no classes)
· (In-Class Test No. 2: Monday November 28, 2005)

Week Fifteen- December 5-December 7, 2005
· Racial and Ethnic Activism in Latin America Today
· Excerpts from: Hidden in Plain Sight
· Course evaluations
· Readings:

- Collins, Jennifer N. “A Sense of Possibility: Ecuador’s Indigenous Movement Takes Center Stage,” pp. 40-49 [selected reading]
- Stephen, Lynn. “Redefined Nationalism in Building a Movement for Indigenous Autonomy in Southern Mexico,” pp. 72-101 [selected reading]
- Wade’s Race and Ethnicity in Latin America, pp. 80-119
- Davis, Darien. “Afro-Brazilian Women, Civil Rights, and Political Participation.” In: Davis’ Slavery and Beyond, pp. 253-263 [selected reading]

· (Final paper due on Wednesday December 7, 2005)

Grades will be available on finals week

BIOGRAPHIES OF LATIN AMERICANS

Bolivia
BARRIOS DE CHUNGARA, Domitila (with Moema Viezzer; translated by Victoria Ortiz). 1978. Let me speak!: Testimony of Domitila, a woman of the Bolivian mines. New York: Monthly Review Press. [ISBN 085345485X]

Brazil
BENJAMIN, Medea and Maisa Mendo?a. 1997. Benedita da Silva: An Afro-Brazilian Woman's Story of Politics and Love. Monroe, OR: Food First Books. [ISBN 0935028706]

DE JESUS, Carolina Maria. 1998. Bitita’s Diary: The Childhood Memoirs of Carolina Maria de Jesus. Robert Levine, editor. Series Latin American Realities. M.E. Sharpe, Inc. [ISBN 0765602121]

Chile
MONTECINO AGUIRRE, Sonia. 1999. Sueño con Menguante: Biografía de una Machi. Santiago de Chile: Editorial Sudamericana (Contact instructor for information)

Cuba
MANZANO, Juan Francisco. 1996. Autobiography of a Slave. Introduction and Modernized Spanish Version by Ivan A. Schulman. Translated by Evelyn Picon Garfield. Detroit, MI: Wayne State University Press. [ISBN 0814325378]

Dominican Republic
ALVAREZ, Julia. 1994. In the Time of the Butterflies. Chapel Hill, N.C.: Algonquin Books of Chapel Hill [ISBN 1565120388]

Ecuador
ESCOBAR KONANZ, Marta. 1990. La Frontera Imprecisa: Lo Natural y lo Sagrado en el Norte de Esmeraldas. Quito: Centro Cultural Afro-Ecuatoriano (Contact instructor for information)

Guatemala
BURGOS-DEBRAY, Elisabeth. 1984. I, Rigoberta Menchu (translated by Ann Wright). London: Verso. [ISBN 0860917886]

Haiti
CADET, Jean-Robert. 1998. Restavec: From Haitian Slave Child to Middle-Class American. Austin, TX: University of Texas Press. [ISBN 0292712030]

Honduras
BENJAMIN, Medea. 1989. Don’t be Afraid Gringo: a Honduran woman speaks from the heart: the story of Elvia Alvarado (translated and Medea Benjamin). New York: Harper & Row, 1989. [ISBN 006097205X]

Mexico
LEWIS, Oscar. 1961. The Children of Sanchez: Autobiography of a Mexican Family. New York: Random House [LCCN: 61-6270]

Nicaragua
BELLI, Gioconda. 2002. The Country Under My Skin: A Memoir of Love and War. Westminster, Maryland: Alfred A. Knopf. [ISBN 0375403701]

Peru
MATOS MAR, José and Jorge A. Carbajal H. Erasmo Muñoz, Yanacona del Valle del Chanchay. 1974. Lima: Instituto de Estudios Peruanos. (Contact instructor for information)