-1

S.92-40

S

SIMON FRASER UNIVERSITY

OFFICE OF THE VICE-PRESIDENT, ACADEMIC

?

MEMORANDUM

To: ?

Senate ?

From: ?

Alison J

.

Watt, Secretary

Senate Committee on

Academic Planning

Re: ?

Master of Arts - Latin American Studies

?

Date

?

May 12, 1992

Action taken by the Senate Graduate Studies Committee and the Senate Committee on

Academic Planning gives rise to the following motion:

"That Senate approve and recommend approval to the Board of Governors the

proposed Master of Arts Program in Latin American Studies as contained in

Paper S. 92-40"

S

0

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SIMON FRASER UNIVERSITY

OFFICE OF THE VICE-PRESIDENT, ACADEMIC

r

?

MEMORANDUM

To:

?

Senate

From:

?

Alison Watt, Secretary to the Senate Committee on Academic Planning

Subject: ?

Master of Arts (Latin American Studies)

Date:

?

13 May, 1992

At the May meeting of the Senate Committee on Academic Planning, the

committee considered the proposal for the Master of Arts in Latin American

Studies. The committee supported the motion to approve the proposed

program and forward it to Senate and the Board of Governors for approval

after Dr. Munro indicated that there will be further discussion at the

Committee when decisions about implementation need to be addressed. It is

his intention to follow the procedure he followed in 1990/91 to seek advice from

SCAP at the appropriate time on whether new programs should be

implemented.

.

.

/

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DEPARTMENT OF SPANISH AND

?

LATIN AMERICAN STUDIES

?

MEMORANDUM

TO: Alison

Watt,

director ?

FROM: ?

Teresa J. Kirschner

Academic Planning Services

?

Chair, SLAS

RE: SLAS Graduate Proposal

?

DATE-

?

14 May 1992

Additional Information

Facultvcomolement

The number of faculty currently in the Department Is eight, seven tenure-track and one

lecturer. Two new tenure-track faculty at the rank of full professor will be joining the

faculty In September 1992; one has

already,

been appointed (Jorge Net); the second

appointment is in the process of being concluded an thatparson will be the new chair of

the

Department. This will bring the total number of faculty

td

ten, in nine tenure-

track faculty, which is a substantial growth in the size of the Department. In September

1988, when the Department was established, it had four tenure-track faculty members, two

of whom died (Colhoun and Kim) in 1990, five months apart. With this current

complement of faculty, the Department can mount this Masters program.

Librar

y

resources

Sharon Thomas has identified the Librar3's needs in her memoranda of 19 February 1991

and

25

March 1992. There are other aspects of our library development which should be

mentioned.

As our proposed program is

becoming moe widely known, we have started to receive

substantial donations of works which will be invaluable

lit

the program. One donation

consists of a complete set of the publications of the Center far U.S. Mexican Studies

(University of California, San Diego) which has beth välüed at over $5,000. Another

donation is collection of over 100 basic works relating to Mexicp which wa given to the

Department by Maria Urquldi, who was an official with the Consulate of Mexico in

Vancouver. The Latin American Studies Field School has been most useful sourcein the

collection of LAS materials. Many of the documents, official and otherwise, which are of

interest to researchers in this field, never circulate through normal purchasing channels and

are therefore not generally available. Over the years, we have been able to purchase or

receive as gifts over 150 videos and records, as well as many books, so that we now have

a very substantial Cuban collection which forms the basis of our resource centre.

In many areas of our specialization, we will be able to attract more of this type of dohations

of valuable materials once the M.A. program has been approved.

I will attend Senate and answer any questions which may arise In the course of discussion

on the program.

TJK/rd

C.C.

Ron Newton

Chair, Graduate Studies

RN

---

V

SCA?

.

?

SIMON FRASER UNIVERSITY

MEMORANDUM

To: Alison Watt, Secretary

?

From: Ellen Gee, Acting Dean

Senate Committee on Academic Planning

?

Graduate Studies

Subject: Proposed Master of Arts Program

?

Date: May 5, 1992

(Latin American Studies)

The proposed Master of Arts (Latin American Studies)

Program was approved by the Senate Graduate Studies Committee,

at its Meeting on May 4, 1992, and is now being forwarded to the

S

?

Senate Committee on Academic Planning for approval.

Ellen Gee, Acting Dean

Graduate Studies

mm/

end.

.

3.

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SIMON FRASER UNIVERSITY

Memorandum ?

S

DEAN OF GRADUATE STUDIES

TO: ?

Senate Graduate Studies

?

FROM: E. Gee

Committee ?

Acting Dean

SUBJECT: MASTER OF ARTS

?

DATE: April 3, 1992

(Latin American Studies)

I am pleased to present the proposal submitted through the Faculty of Arts for

the introduction of a

Master of Arts (Latin American Studies)

program. This

proposal, the first draft of which was received on 20 November 1991, has been

sent out for external review. The external reviewers were:

1.

Dr. Leslie Bethell, University of London

2.

Dr. Jan Black, Monterey Institute of International Studies

3.

Dr. Bradford Burns, University of California, Los Angeles

4.

Dr. John Kirk, Dalhousie University

5.

Dr. Alfred Siemens, University of British Columbia

Overall, the reviews are positive and there is general agreement expressed by the

external reviewers in support of the introduction of this program. Minor changes

to pages 9 through 11 were incorporated in the proposal as a result of the

feedback from the reviewers.

In addition to the appendixes listed in the original proposal, the following

appendixes have been added:

Appendix 9: External Reviews

Appendix 10: Response of Department to External Reviews

Appendix 11: Final Library Assessment

...2

S

q.

0

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-2-

The Assessment Committee for New Graduate Programs approved the final

proposal and recommended that it be submitted to the Senate Graduate Studies

Committee. The Assessment Committee for New Graduate Programs, a sub-

committee of the S.G.S.C., had the following membership:

B.P. Clayman

E. Alderson

I.

Mekjavic

J.

Heaney

M.

Manley-Casimir

A. Lachlan

D. Gerdts

J. Little

J. Lowman

J.P. Michaud

N.

Hunter

M. McGinn

Chair

Faculty of Arts

Faculty of Applied Science

Faculty of Business Administration

Faculty of Education

Faculty of Science

SGSC (faculty)

SGSC (faculty)

SGSC (faculty)

SGSC (student)

Secretary

Registrar's Office

I recommend approval of this proposal. It is an important component of the

program offerings of the Department of Spanish and Latin American Studies.

• ?

cc: T.

R. Brown

SGSC-M.dox 04/03/1992

---

SIMON FRASER UNIVERSITY

Office of the Dean, Faculty of Arts

MEMORANDUM

El

To: Bruce Clayman

?

From: R. C. Brown

Dean of Graduate Studies

?

Dean of Arts

Subject:

Proposed M.A. in

?

Date:

7 November 1991

Latin American Studies

The enclosed proposal for a Master of Arts in Latin American

Studies has been approved by the Faculty of Arts Graduate Studies

Committee, and by referendum ballot sent to all faculty members in

Arts. Please place this on the agenda of the Senate Graduate

Studies Committee for approval of submission to external review.

R. C. Brown

RCB/hj

?

Dean of Arts

Enc:

cc: ?

E. Gee

T. Kirschner

.

0

on

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.

.

PROPOSAL FOR MASTER OF ARTS

?

(LATIN AMERICAN STUDIES)

?

12 Jun 1991

?

Approved by Faculty of Arts Graduate Studies Committee

?

20 Nov 1991

?

Received by Dean of Graduate Studies

?

5 Dec 1991

?

Reviewed by Assessment Committee for New Graduate

Programs

?

15 Jan 1992

?

Revised version received by Dean of Graduate Studies

?

16 Mar 1992

?

Assessment of external reviewers reviewed by Assessment

Committee for New Graduate Programs

?

1 Apr 1992

?

Revised version received by Dean of Graduate Studies

?

4 May 1992

?

Reviewed by Senate Graduate Studies Committee

---

PROPOSAL FOR

A ?

MASTER OF ARTS

?

IN LATIN AMERICAN STUDIES

?

AT SIMON FRASER UNIVERSITY

APRIL, 1991

Table of Contents:

I.

Statement of Purpose

II.

Background

III.

Rationale for a Graduate Program in Latin Aiiiericãh Studies

IV.

Proposed Graduate Calendar Entry for the M.A. Program in Latin

American Studies

V.

Appendices:

1.

GiadUate COUrse Proposal Forms and Courë bésniptibhs

2.

Universities and Colleges in Canada and the U.S.A.

Offering

Graduate Programs in Latin American Studies

3.

Additional Resource Requirements

4.

Library Holdings in Latin American Studies

5.

Suggested External Reviewers

6.

Sélècted Letters of Support

7.

Course Enrollments in LAS Courses at SFU

B.

?

Curriculum Vitae of LAS Faculty at SFU

.

Li

ON

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0 ?

I.

STATEMENT OF PURPOSE

The Department of Spanish and Latin American Studies (SLAS)

proposes the initiation of an M.A. program in Latin American Studies (LAS) at

Simon Fraser University. The new M.A. program will complement the

department's expanding activities in the university, the Lower Mainland, and a

growing number of Latin American countries. It also responds to a

greatly

increased demand in Canada for an advanced degree program with an

interdisciplinary focus on Latin American Studies. An M.A. program in LAS

will

provide students with an unique opportunity in Canada to study Latin America

from a multi-disciplinary perspective. Our graduates will take with them a

comprehensive understanding of critical issues and problems in this volatile

region that will enable them to fill important positions in a wide range of fields.

.

II. BACKGROUND

Following more than fifteen years of steady growth as an undergraduate

program at Simon Fraser University, LAS has achieved the level of maturity that

will allow it to offer Canada's first interdisciplinary Master of Arts degree in Latin

American Studies. This M.A. program, in fact, simply represents the logical next

step in the evolution of Latin American Studies at SFU. LAS began at the

university in 1972 as little more than a calendar listing of existing Latin

American content courses. in 1974, the initiation of a degree minor in LAS took

place. Since 1979, joint majors in LAS have been offered in conjunction with

eight disciplines in the Faculties of Arts and Applied Science (Anthropology,

Archaeology, Communication Studies, Geography, History, Political Science,

• ?

Sociology, and Spanish). Finally, in 1988, a B.A. major in Latin American

Studies was introduced at the university.

2

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Canadian

The LAS program has also played a pioneering role among

universities in taking students to Latin America through the field school

program. These field schools have been held on a regular basis and provide a

full semester of studies abroad, combining a unique mix of language training

with disciplinary and interdisciplinary research. Since 1977, a total of 8 schools

have been organized that have taken some 200 students to Guatemala (3

times), Peru (1), Mexico (2), and Cuba (2). Over the past few months we have

received inquiries from Latin Americanists at the University of New Brunswick

and the University of Calgary requesting information concerning possibilities for

cooperating with our field school program.

In the past few years, a growing number of students have graduated from

LAS Special Arrangements programs (see number 4 on page 6). In general,

many of our faculty are reporting a greatly increased interest in establishing a

graduate LAS program from our expanding enrollnient of undergraduates. The

recent growth of undergraduate enrollment in the department has been

spectacular: from a total of 674 students in 1988 to 1086 students in 1990.

During this period, undergraduate enrollment in LAS rose by 109% (from 117 to

245 students), while in Spanish it rose by 51% (from 557 to 841 students).

The profile of sustained growth that our LAS program has enjoyed

parallels a similar increase in Latin American Studies at universities and

colleges throughout North America. Rising academic interest in Latin America,

in turn, reflects a growing public awareness of the global impact of common

problems such as unequal development, political instability, foreign

indebtedness, and environmental destruction in this volatile region.

Given Canada's increased interest in Latin American affairs, it is

particularly appropriate that a Master of Arts in Latin American Studies be

added to the SFU curriculum at this time. The newly created Department of

I0.

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Spanish and Latin American Studies (September 1988) provides an ideal

academic and administrative home for this type of interdisciplinary program.

Moreover, inclusion of an M.A. program is vital to enable our department to fulfill

its mandate of integrating the study, teaching and research of. . . Language,

Linguistics and Literature with interdisciplinary study, teaching and research

related to the peoples and cultures of Latin America' (SLAS Constitution,

December 21, 1988).

Simon Fraser University is especially well suited to establish Western

Canada's first M.A. program in Latin American Studies because we have the

only formal concentration of faculty actively involved in Latin American teaching

and research in the regiorE This nucleus of faculty, which has recently been

expanded by a number of important appointments, has provided a durable and

fertile ground for a variety of conferences and collaborative research and

teaching efforts on campus and in the field. A graduate program would provide

further stimulus for interdisciplinary research and other forms of collaboration

which would complement existing programs in the home departments of

associated LAS faculty. It would also provide a more solid base for the

extension of the SLAS department's international academic activities, such as

our field school, exchange programs, and scholarly conferences.

An M.A. program in Latin American Studies can be successfully

implemented with our current faculty (see faculty listing below). Library holdings

at SFU and UBC are adequate to meet the initial needs of the program: It is

intended that these will eventually be complemented by a data and information

base at the proposed Latin American Business Resource Centre to be

established at SFU's Harbour Centre campus.

•

?

?

The lively intellectual climate in Latin American Studies at SFU is

reflected in the activities of the LAS Students' Union and the B.C. Chapter of the

4 ?

1(.

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Canadian Association of Latin American and Caribbean Studies (CALAbS),

founded at SFU and one of only three regional chapters in the country. The

support base also extends to a variety of local Latin American research groups

and to the regional colleges (especially Vancouver Community College,

Langara Campus, Fraser Valley College, and Capilano College) which offer

concentrations in Latin American Studies complemented by field programs

based on the SFU model. Over the past decade the LAS program at SFU has

also organized a large number of campus lectures, seminars, and conferences

(including the International Conference on Liberation Theology in 1986, which

was the largest conference ever held at SFU), thus providing a constant

interchange of ideas between visiting speakers and local scholars and

community members.

The need for an advanced degree program in Latin American Studies at

SFU has been underscored by rising community interest in Latin American

issues and the large number of enquiries that our department has been

receiving from civil servants, media personnel, teachers, members of

development agencies and nongovernmental organizations, students, and

others. The recent entry of Canada into the OAS has placed added demands

on our academic institutions to develop Canadian expertise in hemispheric

affairs. SFU's Latin American Studies program is particularly well suited to

meet these diverse demands. The graduates of an M.A. program in our

department would be able to provide badly needed, independent Canadian

analysis of Latin America in areas such as socioeconomic development, foreign

policy, external trade, and media communications (see the appended letter of

Canada's Minister of External Affairs, The Right Honourable Joe Clark).

S

5 ?

I.

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III. RATIONALE

1.

Currently the Department of Spanish and Latin American Studies at SFU

offers the only interdisciplinary B.A. degree in Latin American Studies in

Canada. The only other comparable program in Canada is at York University

where an LAS concentration is offered by the Centre for Research on Latin

America and the Caribbean (CERLAC) which may be taken in conjunction with

a single discipline or as part of an interdisciplinary course of study at the

university.

2.

Our faculty, who are already engaged in graduate supervision, scholarly

research, foreign field work, field course teaching and administration, and

conference organization, as well as undergraduate teaching, require a

graduate program in order to reach their full potential.

3.

A sizeable demand for advanced degree programs in Latin American

Studies already exists in North America, as is evidenced by the fact that 33 out

of 82 universities and colleges in the United States with organized LAS

programs offer graduate degrees, while 35 others offer a Master's Certificate

(see Appendix 2). In Canada, however, no M.A. degrees in Latin American

Studies are currently offered; Latin American Studies is available only as a

graduate diploma program at York University to students that are registered in

other disciplines at the university. An M. A. program specifically in LAS at SFU

would thus be the first of its kind in Canada and would be created at a time of

rising Canadian interest in Latin America.

4.

The LAS program at SFU receives numerous requests for information about

graduate studies: within the last twelve months the department has received

6

?

1:3.

---

such requests. In recent years members of our department have su5eMsed 3 M.A.

graduates working in Latin American subjects under Special Arrangements and in

cooperation with faculty in other related disciplines. Currently there are -2 M.A. and

2 Ph.D. candidates workingwith members of the department under Special

Arrangements. Initiation of a formal interdisciplinary M.A. in LAS would allow faculty

resources to be more efficiently used. The department forecasts that enrollment in

the M.A. program

-

will rise from 8 students in the first year (i.e., 1992-93) to 16

students in the second year to a maximum of 24 students in the third year following

implementation of the program.

5.

An M.A. program in LAS would offer opportunities for students to pursue

interdisciplinary themes of Latin American graduate research that have

previously only been partially covered by traditional disciplines at SFU. This

interdisciplinary focus follows current trends in academic research which have

been reflected in recent graduate program development in Latin American.

Studies at major American universities. Students will also be encouraged to

conduct field work in Latin America and the Caribbean as appropriate to their

research.

6.

The Department of Spanish and Latin American Studies has considerable

depth of faculty expertise in a number of the areas now at the forefront of Latin

American interdisciplinary research in the social sciences and humanities.

These include: alternative theories and strategies of third world development,

foreign aid, political economy, history and anthropology, agriculture and rural

development, international relations, and Latin American literature and theatre.

Geographical areas of expertise include: Mexico, Central America, Cuba, the

Andéan countries, and the Southern Cone of South America. As a general

7

1q.

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y,' ?

r

El

?

policy, the department intends to deepen the areas of substantive and

geographical expertise in which its faculty is already strong rather than trying to

cover all areas. However, at the earliest opportunity the department would also

welcome a Brazilian specialist who could complement existing areas of

substantive strength.

7. LAS graduate students will be able to study Latin American subjects with the

depth that rigourous language training facilitates, and with the breadth and

flexibility that an interdisciplinary perspective allows. Graduates will have the

opportunity to pursue professional careers in a wide range of fields or to

undertake further research at the doctoral level either in Latin American Studies

or a variety of related disciplines. Experience has shown that graduates from

our LAS joint major B.A. programs have been successful in a variety of

academic and professional pursuits. These include positions in fields such as:

the diplomatic corps and foreign service, CIDA and other development

agencies, nongovernmental and foreign aid organizations, teaching and higher

education, language instruction, the travel industry, international business, and

the performing arts.

8. In order to make optimal use of limited faculty resources, a number of

different teaching arrangements will take place for graduate courses that

fulfill M.A. degree requirements. Latin American Studies faculty who are full-

time appointments of the department will normally teach one graduate course

per academic year as part of their regular course load. Associate LAS faculty

who are appointed to other departments at the university will normally teach

one graduate course biennially. These latter courses will be stipended on an

overload basis by the department. The exact timing of all of these graduate

8

---

courses will necessarily also depend ultimately on student demand. Iriaddition

to the graduate courses that the department itself will offer, students may also

fulfill degree course requirements by taking other courses at the university that

are designated by the LAS Graduate Studies Committee to have significant

Latin American content (see graduate course listing from other departments on

pages 16-17).

IV. PROPOSED GRADUATE CALENDAR ENTRY FOR THE M.A.

PROGRAM IN LATIN AMERICAN STUDIES

The M.A. program in LAS is an issues-oriented interdisciplinary program

which offers the opportunity to develop an integrated understanding of

L.A. Our graduates will acquire, from converging perspectives, a critical

mastery of issues comprised under such rubrics as development strategies,

political alternatives, and indigenous cultural identity and survival. They

will thus be prepared to pursue careers either in advanced academic

research or in business, diplomatic, or non-govermental organizational

life.

Latin American Studies Faculty

D. Clavero ?

Assistant Professor, SLAS (Medieval Epics & Colonial

Chronicles)

R. De Grandis

?

Assistant Professor, SLAS (Literary Theory, Latin

American Novel)

J. Garcia

?

Professor, SLAS (Latin American Fiction and Poetry,

Indigenist Novel)

T. Kirschner

?

Professor, SLAS (20th Century Theatre &

Narrative, Chile, Argentina, Mexico, 17th Century

New World Theatre)

El

9 ?

a;9.

---

J. Nef

?

Professor, SLAS (Comparative Politics,

.

?

International Relations and Development, Public

Administration; Chile, Andean Region, Central America,

United States, Western Europe)

G. Otero ?

Assistant Professor, SLAS (Rural Development;

Peasants and the State; Science, Technology and

Society; Mexico)

J.M. Sosa

?

Assistant Professor, SLAS (Hispanic Linguistics,

Dialectology, Language Teaching Methodology, Caribbean

Area Sociolinguistics)

G. Spurling

?

Assistant Professor, SLAS (Anthropology, Ethnohistory, The

Andes, Canada and Latin America) (Appointment as of

January 1, 1992)

Associate Latin American Studies Faculty

The following are, or in the case of the emeritus faculty, have been appointed to

other departments at SFU. They are also associated to the Department of

Spanish and Latin American Studies by way of teaching full-content Latin

American Studies courses at SFU. All except B. Hayden and the emeritus

faculty have also indicated that they will participate on a regular basis in the

teaching of graduate courses in the Department.

R. Boyer ?

Associate Professor, History/SLAS (Colonial Latin

America, Mexico)

J. Brohman ?

Assistant Professor, Geography/SLAS (Strategies

and Theories of Third World Development,

Nicaragua and Central America)

A. Ciria ?

Professor, Political Science/SLAS (Comparative

Politics, Politics & Culture, Argentina, Canada and

Latin America)

M. Gates ?

Assistant Professor, Anthropology/SLAS (Peasants,

Agricultural Development, Mexico, Guatemala)

M. Halperin

?

Professor Emeritus, Political Science/SLAS (Cuba)

. ?

B. Hayden

?

Professor, Archaeology/SLAS (Ethnoarchaeology &

Archaeology, Cultural Ecology, Mexico, Guatemala)

10 ?

('

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I

R. Newton

?

Professor, History/SLAS (20th Century Latin

America, Central America, Caribbean,

Argentina, International Relations)

P. Wagner

?

Professor Emeritus, Geography/SLAS (Cultural

Geography, Rural Communities, Mexico, Cuba)

Other Associate Latin American Studies Faculty

The following have research interests in Latin American subjects and have

agreed when appropriate to participate on supervisory committees of graduate

students in the department. They will not, however, be participating in teaching

graduate courses in the department.

R. Anderson

?

Professor, Communication (Communication and

?

Development, Caribbean)

L. Harasim ?

Assistant Professor, Communications

(Telecommunications, Venezuela, Brazil)

M. Hayes ?

Assistant Professor, Geography (Medical Geography,

Grenada and the Caribbean)

M. Howard ?

Associate Professor, Sociology and Anthropology

?

(Development Theory, Mexico)

G. Knox ?

Adjunct Professor, SLAS; History, University of

Calgary (Caribbean and Central America)

L. Lesack ?

Assistant Professor, Geography (Ecology of Tropical River

Basins, Amazon)

Admission Requirements

Applicants must satisfy the SLAS Graduate Program Committee that they

are well prepared academically to undertake graduate-level work in Latin

American Studies.

In

addition to University requirements, listed in the General

Regulations Section of the Faculty of Graduate Studies, the program requires:

fl,

S

11

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Li:t1i

A substantial scholarly essay with a Latin American focus. The essay

may be an undergraduate paper previously submitted or one written

specifically for this application.

2.

A short statement of purpose detailing interests and goals in Latin

American Studies.

3.

Proof of reading and speaking competence in Spanish or Portuguese

equivalent to the successful completion of three college-level courses

(i.e., Spanish 102, 103, 201 at SFU). At the discretion of the LAS

Graduate Program Committee, proof of competence in another language

of Latin America and the Caribbean may be accepted in exceptional

circumstances.

4.

If applicable, a resumé of previous relevant course work and/or

employment will be considered. Background may include specialized

training, exposure to interdisciplinary studies of Latin America, and/or

first-hand field experience.

Students are reminded that acceptance into the M.A. Program is

conditional on the availability of a Senior Supervisor who may be selected only

from SLAS and/or associate faculty listed in the university calendar.

12 ?

[q.

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M.A.

Requirements

?

.

The student must complete the following minimum requirements:

1.

Four graduate courses from the course offerings of the LAS program

itself, or graduate courses in related disciplines that have been

designated by the department as having full Latin American content, or

more broadly-listed graduate courses in related disciplines that on

occasion are specifically focussed on Latin America by a particular

instructor. Credit for the latter courses is subject to approval by the LAS

Graduate Program Committee.

One of these four courses must be LAS 800-5

Foundations of Latin

American Society and Culture

which will be offered yearly. The

?

.

remaining courses must be approved by the student's supervisory

committee.

2.

A written thesis proposal. All students are required to present a written

thesis proposal to their Senior Supervisor which will be examined in an

oral defense by the student's supervisory committee prior to further work

on the thesis. The prospectus will normally be defended by the fourth

semester in the graduate program.

3.

A thesis (10 credit hours) giving evidence of independent research and

critical abilities. The completed thesis shall be judged by the candidate's

examining committee at an oral defense. The thesis may be written in

English or Spanish.

13

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tors

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•

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LATIN AMERICAN STUDIES GRADUATE COURSES

LAS-800-5 Foundations of Latin American Society and Culture

A team-taught interdisciplinary seminar examining core theoretical and

substantive themes in Latin American Studies. These include a consideration

of historical, demographic, and geographical continuity and change in Latin

America; the evolution of cultural sub-regions and regions; patterns of

institutions and of national and international politics; and contemporary

popular/elite strategies to affect social change or to maintain the status quo.

LAS 810-5 Latin America: Development Theory in Transition

A critical examination of alternative theories of development and

underdevelopment and their application to Latin America.

.

LAS 811-5 Latin America and U.S. Foreign Policy

An analysis of 20th century U.S. policies toward Latin America from both

North American and Latin American perspectives. Topics for seminar

discussion include classic yanqui imperialism, the Good Neighbour Policy and

the rivalry for hemispheric hegemony, Cold War roles, the emergence of the

National Security Doctrine in the military dictatorships of the 1970s, and the

current Central American crisis.

LAS 812-5 Indigenism in Latin America

An analytical perspective of cultural duality and its sociopolitical

implications in contemporary Latin America. Topics for discussion will include

• ?

religion and myth, land tenure, social conditions, political participation,

liberation and guerrilla movements, cultural assimilation, and ethnicity.

14

?

Q(.

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LAS

813-5

Agrarian Structure and Political Power

?

Theoretical approaches and empirical research on agrarian structures,

?

.

peasant movements, and state intervention in Latin America. Alternative roads

of capitalist agricultural development will be considered using case studies from

Mexico, Peru,. and other Latin American Countries.

LAS 830-5 Literature and Ideology

Latin American essays, fiction, and poetic texts are studied

th

determine.

the ways in which ideological messages are commonly conveyed by means of

structural literary codes, devices, and imagery.

LAS 831-5 Colonial Discourse

Introduction to the discourse of the Conquest, Colonial, and early

?

Independence periods. Modes of fictionalization of history in the Crónicas de

?

.

lndias and/or in modern texts will be considered.

LAS 850-5 Selected Topics in Latin American Studies

An interdisciplinary seminar on selected Latin American sociocultural,

political, and economic topics. Examples of such courses that have been

developed by the SLAS faculty are: The Political Economy of Democratization;

State Intervention and Development: A Comparison of Mexico, Cuba,

Nicaragua; and Alternative Development and Socialism in Latin America.

15

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.

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LAS 851-5 Directed Readings I in Latin American Studies

Directed readings in a selected field of study under the direction of a

single faculty member. An annotated bibliography and a term paper will be

required.

LAS 852-5 Directed Readings II in Latin American Studies

Directed readings in a selected field of study under the direction of a

single faculty member. An annotated bibliography and a term paper will be

required.

LAS 898 M.A. Thesis

OTHER GRADUATE COURSES WITH FULL LATIN AMERICAN

CONTENT

The following courses may be acceptable for inclusion in the Latin

American Studies M.A. program. Students should note that permission may be

required from the departments in which these courses are offered and that

some courses may require prerequisites.

GEOG 770-4

?

Geography, Development Theory, and Latin

America

HIST 845-5

?

Latin America to 1825

HIST 846-5

?

Latin America since 1825

In addition, some more broadly-listed courses may be acceptable for

inclusion in the Latin American Studies M.A. program if they are focussed on

Latin America. However, credit for these courses is subject to their designation

16 ?

)3.

L r

Q

---

as full-content Latin American courses

by

the LAS Graduate

Program

Committee. Some of these courses are:

CMNS 845-5

?

Communication and International Development

ECON 855-4

?

Theories of Economic Development

GEOG 736-4

?

Resources and Environmental Issue's in the

?

Growth of Food Production

GEOG 740-4

?

Geography and the Third World

GEOG 745-4

?

Multinational Corporations and Regional

Development

HIST 882-5 ?

Conceptions of Colonialism and Imperialism

POL 839-5

?

Government and Politics of Developing Countries

SA 850-5

?

Advanced Sociological Theory

SA 870-5

?

Advanced Anthropological Theory

17

---

1]

is

SIMON FRASER UNIVERSITY

?

NEW GRADUATE COURSE PROPOSAL

CALENDAR INFORMATION:

Department*

SPANISH AND LATIN AMERICAN STUDIES

?

Course Number:

_LAS 800-5

Title: ?

FOUNDATIONS OF LATIN AMERICAN SOCIETY AND CULTURE.

- ?

. .

?

AN ANNUAL INTERDISCIPLINARY SEMINAR TAUGHT BY SELECTED LAS FACULTY

Description

EXAMINING CORE THEORETICAL AND SUBSTANTIVE THEMES IN LATIN AMERICA.

Credit Hours:

?

Vector:

?

Prerequisite(s) if any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment:

_4-10 ?

When will the course first be offered:

How often will the course be offered:

JUSTIFICATION:

THIS COURSE WILL BE A CORE COURSE FOR THE NEW LATIN AMERICAN

STUDIES MASTERS PROGRAM. IT IS DESIGNED TO FAMILIARIZE INCOMING STUDENTS WITH

THE INTERDISCIPLINARY PERSPECTIVE OF OUR PROGRAM AND ASSOCIATED FACULTY.

RESOURCES:

Which Faculty member will normally teach the course:

FACULTY _SELECTED LAS FACULTY WILL

PARTICIPATE. ONE WILL SERVE AS FULL TIME MODE

What are the budgetary implications of mounting the course:

_RA TOR

. ?

-

(SEE APPENDIX 3)

Are there sufficient Library resources (append details):

YES

Appended: a) Outline of the Course

(SEE APPENDIX 1)

b)

An indication of the competence of the Faculty member to give the course

(SEE

APPENDIX

c)

Library resources

(SEE APPENDIX 4)

Approved:

Departmental Graduate Studies Committee:.

C-

tiil.

(mj ?

Date:___________

Faculty Graduate Studies Committee:

?

iL ---

?

_Date: 5

SA

22

Faculty: ?

Date: Oct.30/91

Senate Graduate Studies Committee: _/- _Date:

Senate:_ _Date:_

L3

---

SIMON

FRASER

UNIVERSITY

NEW GRADUATE COURSE PROPOSAL

CALENDAR

Department: SPANISH

INFORMATION:

AND LATIN

?

AMERICAN STUDIES ?

Course Number: LAS 8105

0

Title: ?

LATIN AMERICA: DEVELOPMENT

THEORY TN TRANSTPTON

Description: AN EXAMINATION OF MODELS OF SOCIAL CHANGE AS APPLIED TO THE

3RD

WORLD IN

GENERAL AND LATIN AMERICAN IN PARTICULAR AND THE RELATION OF THESE THEORIES

TO CONTEMPORARY STRATEGIES OF DEVELOPMENT.

Credit Hours: _5

?

-

?

Vector: ?

Prerequisite(s)

if

any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment:

5 -

8

?

When will the course first be offered: 91-3

How

often will the course be offered- ONCE PER YEAR OR ON DEMAND.

JUSTIFICATION:

THIS COURSE WILL INTRODUCE STUDENTS TO A

BROAD RANGE OF THFORTF.S ANT)

STRATEGIES OF DEVELO74EMT IN LATIN AMERICA, AN UNDERSTANDING WHICH IS VITAL TO A

VARIETY OF RESEARCH TOPICS RELATED TO DEVELOPMENT IN THE REGION.

RESOURCES:

Which Faculty member will normally teach the course:

'

J.

B3MAN, M. GATES, G. OTERO.

What are the budgetary implications

of

mounting the course:_____________________________________

(SEE APPENDIX 3)

Are there sufficient Library resources (append details): YES

Appended: a) Outline

of

the Course (SEE APPENDIX 1)

b)

An

indication of

the competence

of

the Faculty member to give the course(SEE APPENDIX (

c)

Library resources ?

(SEE APPENDIX 4)

Approved:

Departmental

Graduate Studies Committee:.

G.

1k

CJ-.i

?

Date:

Faculty Graduate Studies

Faculty: ?

"-'"

Senate Graduate Studies Committee:

---

.

SIMON FRASER UNIVERSITY

NEW GRADUATE COURSE PROPOSAL.

CALENDAR INFORMATION:

Department,

SPANISH AND LATIN AMERICAN STUDIES

?

Course Number:

LAS 8115

Title: ?

LATIN

ANPRTCA AND 17-.';- PORRTN 'pflT.Tv

Description:

AN ANALYSIS OF 20TH CENTURY U.S. POLICIES TOWARDS

LATIN AMPRTCA FROM

BOTH NORTH AMERICAN AND LATIN AMERICAN PERSPECTIVES.

Credit Hours:

?

Vector: ?

Prerequisite(s) if any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment:

58

?

When will the course first be offered:

92-1

How often will the course be offered:

ONCE PER YEAR OR ON DEMAND.

JUSTIFICATION:

THIS COURSE PROVIDES ESSENTIAL BACKROUND IN THE TWENTIETH CENTURY

HISTORICAL CONTEXT OF NORTH AMERICAN-LATIN AMERICAN RELATIONS.

RESOURCES:

Which Faculty member will normally teach the course:

_R. NEWTON, A. CIRIA., J. NEF

What are the budgetary implications of mounting the course:

(SEE APPENDIX 3)

Are there sufficient Library resources (append details):

YES

Appended: a) Outline of the Course

(SEE APPENDIX 1)

b) An indication of the competence of the Faculty member to give the course.

(SEE APPENDIX

C)

Library resources ?

(SEE APPENDIX 4)

Approved:

Departmental Graduate Studies Committee:

?

(Cp.

?

Date:

/1/O

7v

Faculty Graduate Studies Committee:_

E

LQ... Q

'--- ?

Date: .i'

Faculty: ?

/à.:_iwi..

?

Date: Oct. 30/91

Senate Graduate Studies Committee:_ô

. - _-

?

_Date:

Date:

---

SIMON FRASER UNIVERSiTY

?

NEW GRADUATE COURSE PROPOSAL

.

CALENDAR INFORMATION:

Department ?

SPANISH & LATIN AMERICAN STUDIES ?

Course Number:

_LAS 812-5

Title: ?

INDIGENISM IN LATIN AMERICA

Description:

A multidisciplinary analytical perspective of cultural dualit y

and its

socio-political implications in contemporary Latin America.

Credit Hours:

?

Vector: ?

Prerequisite(s) if any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment:

_5-8

?

When will the course first be offered:

92-

How often will the course be offered:

ONCE PER YEAR OR ON DEMAND

JUSTIFICATION:

The course will contribute to the undestanding of Latin American cultural

identity, and to the interpretation of social and political events.

10

RESOURCES:

Which Faculty member will normally teach the course:

J. GARCIA

C--

What are the budgetary implications of mounting the course:__________________________________

(SEE APPENDIX 3)

Are there sufficient Library resources (append details):

?

YES

Appended: a) Outline of the Course

?

(

SEE APPENDIX 1)

b)

An indication of the competence of the Faculty member to give the course. (

SEE APPEND!

c)

Library resources

?

(

SEE APPENDIX 4 )

Approved:

Departmental Graduate Studies

Faculty Graduate Studies

Faculty:

?

C-

?

Oct. 30/91

Senate Graduate Studies

?

I L-

---

SIMON FRASER UNIVERSITY

NEW GRADUATE COURSE PROPOSAL

CALENDAR INFORMATION:

Department:

SPANISH AND LATIN AMERICAN STUDIES

?

Course Number:

LAS 813 -

Title: ?

AGRARIAN STRUCTURE AND POLITICAL P9WER,

Description:

THEORIES AND CASE STUDIES OF AGRARIAN STRUCTURES, PEASANT MOVEMENTS AND

STATE INTERVENTION IN LATIN AMERICA.

Credit Hours:

_5

?

Vector:--- ?

Prerequisite(s) if any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment:

_58

?

When will the course first be offered:

93-1

How often will the course be offered:

ONCE EVER? TWO YEARS OR ON DEMAND.

JUSTIFICATION:

THIS COURSE WILL DEEPEN STUDENT'S UNDERSTANDING OF ISSUES AND

PROBLEMS

.

RELATED TO RURAL DEVELOPMENT IN LATIN AMERICA.

RESOURCES:

G. OTERO ?

M. GATES

Which Faculty member will normally teach the course:

What are the budgetary implications of mounting the course:_(

SEE APPENDIX 3

).

Are there sufficient Library resources (append details):

?

YES

Appended: a) Outline of the Course

b) An indication of the competence of the Faculty member to give the course.

(SEE APPENDIX

c) Library resources (

SEE APPENDIX 4

Approved:

Departmental Graduate Studies Committee:. £c

1L ?

(J-t!fl

Date:_

10,F19 Z

•

Faculty Graduate Studies Committee:

?

I2h-- ?

i

Date: ?

_OC2t

_1

Oct.

?

30/91

Date:

Faculty: _

_

Senate Graduate Studies Committee:

?

bL

Date:

Senate:

Date:

---

SIMON

FRASER

UNIVERSITY

NEW GRADUATE COURSE PROPOSAL

CALENDAR

Department: SPANISH

INFORMATION:

& LATIN AMERICAN

?

STUDIES

?

Course Number: LAS 8.30-5.

•

Title: ?

TTPFRATI1RP AD TDPTOGY

Description: ANALYTICAL

STUDY OF TQE'QT.QGY . IN CONTEMPORARY LATIN AMERICAN I.TTERATTIRE'

FORM AND CONTENT.

Credit Hours:

?

5 ?

Vector:

?

Prerequisite(s)

if

any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment:

_5

?

When will the course first be offered:

92-1

often will the course be offered: ONCE PER YEAR OR ON DEMAND

JUSTIFICATION:

THIS

COURSE PROVIDES AN UNDERSTANDING OF THE SPECIAL ROLE PLAYED

BY THE

INTELLECTUAL AND ARTISTIC COMMUNITIES

IN

CONTEMPORARY LATIN AMERICA.

?

I

RESOURCES:

Which Faculty member will normally teach the course:

J.

GARCIA, R. DEGRANDIS.

What are the budgetary implications

of

mounting the course:______________________________________

SEE APPENDTX '

Are there sufficient Library resources (append details): YES

Appended: a) Outline

of

the Course (SEE APPENDIX

1)

b)

An indication

of the competence

of the Faculty member to give the course-(SEE APPENDIX 6)

c)

Library resources ?

(SEE APPENDIX

4)

Approved:

Departmental Graduate Studies Committee:,

Cjv'l

.

. ?

Date:____________

Faculty Graduate Studies Committee:

?

Date: ?

_0(_(TL

Faculty:_

Date:

_

Oct. 30/91

Senate Graduate Studies Committee:

?

T.,tl_ _

Date:

Senate:

---

.

Pii1tv

Faculty Graduate Studies

Oct. 30/91

SIMON

FRASER UNIVERSITY ?

NEW GRADUATE COURSE PROPOSAL

0

CALENDAR INFORMATION:

Department:

SPANISH AND LATIN AMERICAN STUDIES

?

Course Number. _

LAS 831-5

Title:

?

COLONIAL DISCOURSE

Description:

INTRODUCTION TO THE DISCOURSE OF THE CONQUEST,. COLONIAL.

AND EARLY INDEPENDENCE PERIODS.

Credit Hours: _

5

?

Vector:

?

Prerequisite(s) if any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment:

5 - 8

When will the course first be offered:_92 - 1

How often will the course be offered: _

ONCE PER YEAR OR ON DEMAND

JUSTIFICATION:

THE COURSE GIVES STUDENTS AN APPRECIATION OF THE LASTING

SIGNIFICANT OF FORMS OF EARLY SPANISH DISCOURSE ON LATIN

AMERICAN CULTURE.

RESOURCES:

Which Faculty member will normally teach the course:

R. DE GRAND I S

What are the budgetary implications of mounting the course:

(SEE APPENDIX 3)

Are there sufficient Library resources (append details):

YES

Appended: a) Outline of the Course

(SEE APPENDIX 1)

b)

An indication of the competence of the Faculty member to give the course.

c)

Library resources

(SEE APPENDIX 4)

Approved:

Departmental Graduate Studies

?

C

Senate Graduate Studies Committee:

?

Date:_

?

92

Senate:

?

Date:

---

SIMON FRASER UNIVERSITY

?

NEW GRADUATE COURSE PROPOSAL

CALENDAR INFORMATION:

?

0

Department:

SPANISH AND LATIN AMERICAN STUDIES

?

Course Number:

LAS 85O_

Title: ?

SELECTED TOPICS IN LATIN AMERICAN STUDIES.

Description:

COURSE CONTENT WILL VARY ACCORDING TO

THE PARTICULAR TOPTr

FACULTY THAT WILL BE TEACHING THE COURSE.

Credit Hours:

___Vector: ?

Prerequisite(s) if any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment:

5-8 ?

—When will the course first be offered:

g

i-

How often will the course be offered:

TWICEPERYEARORONDEMAND.

JUSTIFICATION:

MAXIMIZES UTILIZATION

OF

FCIJTTV F.YPPRPT.V Ai'n PPVIDES A

WIDER RANGE OF OPTIONS FOR STUDENTS THAN OTHERWISE POSSIBLE IN A

RELATIVELY SMALL PROGRAM.

RESOURCES:

Which Faculty member will normally teach the course:

VARIES (SEE APPENDIX 1)

What are the budgetary implications of mounting the course:

(SEE APPENDIX 3)

Are there sufficient Library resources (append details):

?

YES.

Appended: a) Outline of the Course

(SEE APPENDIX 1)

b)

An indication of the competence of the Faculty member to give the course.

(SEE APPENDIX 6)

c)

Library resources

(SEE APPENDIX 4)

Approved:

Departmental Graduate Studies Committee: ?

._M._

Date:

Faculty Graduate Studies Committee:

_E

_

1Q.L.

_Date:_

0

f i

Faculty: ?

Date: ?

Oct. 30/91

S

Senate Graduate Studies Committee: ?

Date:_

Senate: ?

Date:____________

I]

---

SIMON FRASER UNIVERSITY

NEW GRADUATE COURSE PROPOSAL

CALENDAR INFORMATION:

Department:

S

p

anish and Latin American Studies

?

Course Number:

_LAS 651-5

Title: ?

Directed Readings I in Latin American Studiop

Description: ?

nirprteii ra9ing in

?

ri-ec1 f

itz

Irl of ctjir

j

y nnr th

p

Aiv-imr+-inn of

?

irig1e

faculty

m

p

mher ?

An nnoi-ifeti hih1iogphy nnA

a term

pp-

Taill

he ?

piid

Credit Hours:

_5

_Vector: ?

Prerequisite(s) if any:

_

at least two courses

completed in LAS graduate program.

ENROLLMENT AND SCHEDULING:

Estimated Enrollment: ?

When will the course first be offered:

How often will the course be offered:

_on_

demand _or_according_to_

f-n1 ty

teaching_schedule

JUSTIFICATION:

•

?

Mximi'es_ffl-i1ition_of_far.iilty_wper-ic _inil_

wider

_rg _of_op1-ionc

for

students than otherwise

p

ossible in a relatively small program.

RESOURCES:

Which Faculty member will normally teach the course:

?

all

What are the budgetary implications of mounting the course:_______________________________________

(see appendix 3)

Are there sufficient Library resources (append details):

Appended: a) Outline of the Course

b)

An indication of the competence of the Faculty member to give the course.

c)

Library resources

Approved:

Departmental Graduate Studies Committee:

.

_L.Lk_(

J-e

_

Date:

_

Ii_

ô(_?_

I

I

Faculty Graduate Studies Committee:

?

Date:_°

/

4,

Faculty: ?

Date: Oct. 30/91

Senate Graduate Studies Committee: _Date:_

---

SIMON FRASER UNIVERSITY

?

NEW GRADUATE COURSE PROPOSAL

CALENDAR INFORMATION: ?

0

Department:

_Spanish and Latin American Studies

?

-Course Number: ?

852-5

Title: ?

Directed RPAH

j

nqcz TT

in Latn Am

g

r.ican Studioc

Description:

_

Dir

e

cte

d

_

re

ad

i n g

s _

'

n_

a

_

1cted

_

field

_of_otudy_under_ the

_

direction

_of_a_single

culty

marabag

An annotated

bibliography

and a term paper will be

LuiLed.

Credit Hours:

_5

_Vector: ?

Prerequisite(s) if any:

a

+- least two courses

completed in LAS graduate program.

ENROLLMENT AND SCHEDULING:

Estimated Enrollment: ?

1

?

When will the course first be offered:

?

92-3

How often will the course be offered:

an

dpand or according

to faculty teaching schedule

JUSTIFICATION:

Maximizes utilization of faculty expertise and provides a wider ran

g

e of o

p

tions for

sturtts than oth

g

rwi

g

po€ibls in

a

relatively small program.

RESOURCES:

Which Faculty member will normally teach the course:

?

all

What are the budgetary implications of mounting the course:_____________________________________

(see appendix 3)

Are there sufficient Library resources (append details):

Appended: a) Outline of the Course

b)

An indication of the competence of the Faculty member to give the course.

c)

Library resources

Approved:

Departmental Graduate Studies Committee:. (

M.

?

.. ?

Date:_J 10

5/

c1

Faculty Graduate Studies Committee:

Date:

Q1

?

LI c-'

?

/'

Faculty:

_/4 k

-

.

_

D ate: _Oct. 30/91

Senate Graduate Studies Committee:

',LL

S.t.4_- ?

Date:_

Senate:

Date: ?

'3Lf

---

WAR 11

1

D

DEAN

`r`

4(T.iVjE

C

?

APPENDIX 1. GRADUATE COURSE PROPOSAL FORMS AND

COURSE DESCRIPTIONS

LAS 800-5 Foundations of Latin American Society and Culture

Course Description

This course will review the broad traditions as well as current theoretical

issues and substantive topics in Latin American research. A selection of LAS

faculty will lead weekly seminars on major themes of scholarship from their own

disciplinary perspectives. Seminars will be coordinated by a LAS faculty

member who will also synthesize and analyze course material from an

interdisciplinary perspective during the last few weeks. The

course will

introduce incoming graduate students to a broad

range of Latin American

subject matter, will demonstrate the importance of developing an

interdisciplinary perspective for Latin American Studies, and will familiarize

students with our faculty members and their particular areas of expertise.

.

Faculty to lead seminars will be selected from:

1.

Geography:

2.

Anthropology & Sociology:

3.

Linguistics:

4.

Literature:

5.

Political Science:

6.

History:

7.

Development Studies:

J. Brohman, P. Wagner

M. Gates, G. Otero

R. De Grandis, J.M. Sosa

D. Clavero, J. Garcia, T. Kirschner,

A. De Grandis

A. Ciria, M. Halperin

R. Boyer, R. Newton, G. Spurling

J. Brohman, M. Gates, J. Nef, G. Otero

8.

?

Religion and the Arts: ?

J. Garcia, R. Newton, T. Kirschner

Required Readings

Readings will be assigned by faculty responsible for each weekly

seminar and must be read prior to the class. (See sample outlines).

18

.

35.

---

Organization and Evaluation

One three-hour seminar each week. Students will be required to serve as

discussants for at least two seminars (40% grade) and complete a term paper

combining the perspectives of at least two disciplines dominant in the Latin

Americanist tradition

(60°h

grade).

Sample Seminar Outline for Geography

An overview of key elements and processes in the geography of Latin

America including exploration and discovery, physical features, vegetation, land

use and settlement, communications and trade, industry and urbanization. The

seminar will emphasize both the possibilities and constraints for land utilization

contained in these components and the contribution of geography to Latin

American Studies.

Readings

Readings will be assigned from:

James, Preston E. and W. C. Minkel, Latin America, (Fifth Edition), New York:

Wiley, 1986. ?

0

Parsons, James J.,

The contribution of geography to Latin American

studies, in Charles Wagley, Social Science Research on Latin

America, New York: Columbia, 1984.

Lentnek, Barry et.aI., Geographic Research on Latin America,

Benchmark 1970, Muncie: Ball State, 1971.

Kirkpatrick, F.A., The Spanish Conquistadores, London: Adam and

Charles Polack, 1946.

Record, Samuel J and Robert W. Hess, Timbers of the New World, New

Haven: Yale, 1943.

Kendrew, W.G.,

The Climates of the Continents. New York: Oxford, 1942.

International Congress of Latin Americanist Geographers, Paipa, Colombia,

1977. The role of geographic research in Latin America: proceedings of

the Congress, William M.

Denevan and Hector F. Rucinque, general

editors, Muncie, In: Ball State University, 1978.

S

19 ?

13L7.

---

0

?

Sample Seminar Outline

for

t

Development IStudies.

A review of the major theories of development and underdevelopment

which have dominated strategies for social change in Latin America, focussing

on modernization theory, the import-substitution and agro-export models,

dependency theory and recent Neo-Liberal and Marxist conceptualizations. The

implications of these approaches to development for the position of Latin

American countries in the global economy will be emphasized, with particular

reference to the contemporary debt crisis.

Readings

Readings will be assigned from:

Blomstrom, Magnus and Bjorn Hettne, Development Theory in Transition.

London: Zed Books, 1984.

Oxall, Ivar et-al., Beyond the Sociology of Development, London: Routledge and

Kegan Paul, 1975.

Chilcote, Ronald, Theories of Development and Underdevelopment,

Boulder: Westview, 1984.

Olson, Wayne, Crisis and Social Change in Mexico's Political Economy, Latin

American Perspectives. 12,. 3 (1985):7-28.

Hamilton, Nora, State-Class Alliances and Conflicts: Issues and Actors in the

Mexican Economic Crisis, Latin American Perspectives. 11,.4 (1984): 6-

32.

Sample Seminar Outline for Political Science

A critical examination of basic theories/models in comparative politics,

with special reference to Latin America. Three sub-topics are emphasized: (a)

a discussion of the principal diffusionist and dependency theories, with some

reference to the post-dependency debates of the 1980s; (b) an analysis of the

a

political economy of Latin America's democratization

s

, in light of the recent

experiences of liberal democracies in Argentina, Brazil, Peru, etc. The issues

here have to do with the presence of strong authoritarian/corporatist

components in many Latin American societies, side by side with formal

democratizing trends; and (c) an outline of major capitalist and socialist

perspectives on development and underdevelopment in Latin America.

20

?

3,14,

---

Readings

Readings will be assigned from:

Chilcote, R. H., Theories of Comparative Politics, Boulder: Westview Press,

1981.

Chilcote, R. H., Capitalist and Socialist Perspectives of Development and

UnderdeveloDment, Boulder: Westview Press, 1986.

Handbook of Latin American Studies, Washington, D.C.: Library of

Congress/ Hispanic Division, yearly.

Nef, J., The Trend Toward Democratization and Redemocratization in Latin

American: Shadow and Substance,' Latin American Research Review, 3,

(1988).

Rouquie, A., The Latin American Military State, Berkeley: University of California

Press, 1988.

.

.

.

21

---

r

LAS 810-5 Latin America: Development Theory in Transition

?

J. Brohman. M. Gates. G. Otero

Course Description

An examination of theories and strategies of third world development,

focussing on those of particular relevance to contemporary processes of social

change in Latin America. The firstseven weeks will concentrate on major

theories of third world development and underdevelopment, with special

emphasis on the emergence of dependency theory, its florescence in the Latin

American School, and its current position vis-a-vis new trends in development

theory. The remainder of the semester will be devoted to application of selected

theories and strategies to issues and problems of development in areas such as

land reform; agriculture and rural development; import substitution

industrialization; foreign trade, investment, and transnational capital; and the

debt crisis.

.. ?

Seminar Outline

Week

1 ?

Distant Neighbours: Latin America as seen from the north, North

America as seen from the south.

2 ?

The Emergence of Modem Development Theory:

-the neo-classical and Keynesian legacy

-the Marxist tradition

-Marxism in Latin America

3 ?

The Modernization Fallacy:

-the modernization paradigm in social science

-modernization theory in action--policy implications

4 ?

The Latin American Critique of Modernization Theory:

-Prebisch and the ECLA strategy--nationalist and structuralist import-

substitution industrialization--Latin American academic critics (e.g.

Stavenhagen, Sunkel, Cardoso)

5 ?

The Dependency Theory Response:

-precursors--Baran and the rise of neo-Marxism

-the formative phase--Andre Gunder Frank, The Sociology of

Development and the Underdevelopment of Sociology

22

---

6 ?

The Florescence of the Latin American Dependency School:

core elements in the dependency perspective

-left, right and centre (Marxist, Neo-Marxist and non-Marxist

streams)

-dependency theory in action

7

?

Dependency Theory: Criticism, Disintegration and Elaboration

-proliferation of sub-schools of dependency

-the Marxist critique

-beyond dependency--the articulation of modes of production, neo-

classical Marxism

8 ?

New Trends in Development Theory:

-the Neo-Liberal revival--the implications of free trade in Latin America

-world systems theory and the internationalization of capital

-theories of the peripheral state

9

?

Land Reform and Agricultural Modernization Strategies:

-a typology of land reforms in Latin America

-the agro-export model, multinationals and agribusiness

-functional dualism and partial proletarianization--the peasant sector

and commercial agriculture

10

?

Rural Development:

-integrated regional development, aid and the'World Bank

approach

-the role of state planning

-rural-urban migration

-the development-borrowing debt

11 ?

Import-substitution industrialization:

-from

desarro/lo hacia afuera

to

desarrollo hacia adentro

-agriculture subsidizes industry

-the legacy of state interventionism

-more debt!

12 ?

Strategies for Survival:

-revolution and revolt

-debtors clubs

-underground and informal economies

-growing democratization?

13

?

Development by Default or Bail-Out?

-from the Baker Plan to the Brady Plan

-Mexico, Peru, Brazil, Argentina

-neodependency

23

?

4D-

.

---

Evaluation

Students will be graded on a term paper (60%) and an oral presentation

examining the relationship between development theory and contemporary

problems in Latin American development (40%).

Required Reading:

Blomstron, Magnus and Bjorn Hettne, Development Theory in Transition.

London: Zed Books, 1984.

Chilcote, Ronald, Theories of Development and Underdevelopment..

Boulder: Westview. 1984.

Grindle, Merilee, State and Countryside: Development Policy and

Agrarian Politics in Latin America. Baltimore: John Hopkins, 1986.

Recommended Supplementary Reading

I I

W

*

I

Amin, Samir, Unequal Development: An Essay on the Social Formations of

Peripheral Capitalism. New York: Monthly Review Press.

Baran, P., The Political Economy of Growth. New York: Monthly Review Press.

Bauer, P. T. and B. S. Yamey, The Economics of Underdeveloped

?

Countries. Cambridge: Cambridge University Press.

Brookfield, H. C., Interdependent Development, London: Methuen, 1975.

Cardoso, Fernando and Enzo Faletto, Dependency and Development in

Latin America, Berkeley: University of California Press, 1979.

Chilcote, Ronald, ed., Dependency and Marxism: Towards a Resolution of the

Debate, Boulder: Westview, 1982.

Clammer, J., ed., The New Economic Anthropology, London: MacMillan,

1978.

Cockcroft, James D., Mexico, Class Formation, Capital Accumulation andthe

State, New York: Monthly Review Press, 1984.

• ?

De Janvry, Alain, The Agrarian Question and Reformism in Latin America,

Baltimore: Johns Hopkins, 1981.

24

---

Emmanuel, Arghiri, Unequal Exchange: A Study of the Imperialism of Trade,

New York: Monthly Review Press, 1972. ?

0

Frank, A. G., Latin America: Underdevelopment or Revolution, New York:

Monthly Review Press.

Galli, Rosemary, ed., The Political Economy of Rural Development:

Peasants, International Capital and the State, Albany: State

University of New York, 1981.

Hamilton, Nora, The Limits

of State

Autonomy: Post-Revolutionary

?

Mexico, Princeton: Princeton University Press, 1982.

Hoselitz, B. F.

et. al.,

Theories of Economic Growth. Glencoe: Free Press, 1960.

Laclau, Ernesto, Feudalism and Capitalism in Latin America, New Left Review,

67, (1971).

Munck, Ronaldo, Politics and DeDendencv in the Third World: The Case of Latin

America, London: Zed Books, 1984.

Myrdal, Gunnar, Economic Theory and Underdeveloped Regions,

London: Duckworth, 1957.

Newell, Roberto G and Luis Rubio F., Mexico's Dilemma. The Political

Origins of Economic Crisis, Boulder: Westview, 1984.

Oxall, Ivar,

et. al.,

Beyond the Sociology of Development: Economy and Society

in Latin America and Africa, London: Routledge and Kegan Paul, 1975.

Prebisch, Raul, The Economic Development of Latin America, New York: United

Nations, 1950.

Rostow,

W. W.,

The Stages of Economic Growth, Cambridge: Cambridge

University Press, 1960.

Sanderson, Stephen, Agrarian Populism and the Mexican State, Berkeley:

University of California Press, 1981.

Wallerstein, Emmanuel, The Capitalist World Economy, Cambridge:

Cambridge University Press, 1979.

Worsley, Peter, The Three Worlds, 1984.

is

25

---

LAS 811-5 Latin America and U.S. Foreign Policy

?

Ronald Newton, Alberto Ciria

Course Description

Since President James Monroe promulgated the Monroe Doctrine in

1823, North Americans have assumed that the United States and Latin America

share a common New World experience and therefore have a special

relationship--views not necessarily shared by most Latin Americans. Since the

U.S. emerged as a world power at the beginning of the 20th century, this

'special relationship' has caused the Americans to place Latin America within

its sphere of influence and strategic defensive perimeter--whether the Latin

Americans like it or not. Indeed, despite oceans of rhetoric from Washington,

the twentieth-century struggle of Latin America for political sovereignty, national

dignity, and economic progress has all too often gone forward against the will

and interests of the 'Colossus of the North'.

In the first half of the term we shall consider the classic period of 'yanqui

imperialism' (the U.S. advance into Mexico and the Caribbean before 1914,

American economic expansion in the 1920s), the Good Neigbour Policy and the

rivalry for hemispheric hegemony in the 1930s and 1940s, and the Cold War

.

?

?

roles thrust upon Latin America by the U.S. since 1945. The second half of the

course will be given to a closer examination of the trahsnational structure of

military/security cooperation and the emergence of the 'National Security

Doctrine' in the military dictatorships of the 1970s. We shall also examine the

present crisis in Central America--its domestic origins and international

ramifications.

The seminars will be based on structured discussions on assigned

topics. Students will also be required to give progress reports on individual

term projects.

Seminar Outline

Week

Latin America's annexation to the world system, 1850-

1914.

2 ?

The Monroe Doctrine.

3 ?

The United States in the Caribbean to 1914.

0 ?

4 ?

The United States and Mexico, 1848-1938.

26 ?

q5.

---

5 ?

The United States and Cuba, 1895-1934.

6 ?

The United States and Central America, 1848-1933.

7

?

Between the Wars: Rivalry for Informal Empire in the

Western

Hemisphere among Great Britain, Germany, and

the United States.

8

?

The United States and the Cold War: General, 1948-

Present.

9

?

The United States and the Cold War: Revolutions.

10

?

The United States and the Central American Crisis.

11-13 ?

Individual Student Presentations.

Evaluation

Research paper ?

60%

Oral presentation ?

20%

Seminar participation ?

20%

Chilcote,

Reading

R.,

List

Cuba:

?

A Bibliographic Guide, 1953-1978.

0

Trask, D.F., M.C. Meyer, and R.R. Trask, A Bibliography of U.S.-Latin

American Relations since 1810.

Woodward, R.L., Nicaragua: A Bibliography.

Albert, Bill, Latin America and the World Economy.

Albert, Bill, Latin America and the First World War.

Ambrose, Stephen, Rise to Globalism: American Foreign Policy Since 1938.

Chomsky, Noam, Towards a New Cold War: Essays on the Current Crisis and

How We Got There.

Chomsky, Noam and Edward Herman, The Washington Connection and

Third World Fascism, (The Political Economy of Human Rights: vol.1)

Chomsky, Noam and Edward Herman, After the Cataclysm: Postwar

Indochina and the Reconstruction of Im p erial Ideology

. (The

Political Economy of Human Rights: vol.2).

27 ?

(ALI.

---

Klare, Michael and Peter Kombluh, eds., Low Intensity Warfare:

S ?

Counterinsurgency. Proinsurgency. and Antiterrorism in the

Eighties.

Leffler, Melvin, 'The American Conception of National Security and the

Beginnings of the Cold War, 1945-48,' American Historical Review, 80, 2

(1984): 346-400.

Lotta, Raymond, America in Decline: An Analysis of the Developments Toward

?

War and Revolution in the U.S. and Worldwide in the 1980s. vol.1.

Marshall, Jonathan, Peter Dale Scott, and Jane Hunter, The Iran-Contra

Connection: Secret Teams and Covert Operations in the Reagan Era.

Shoup, Lawrence and William Minter, Imperial Brain Trust: The Council on

Foreign Relations and United States Foreign Policy.

Agee, Philip, Inside the Company: C.I.A. Diary.

Arévalo, J.J., The Shark and the Sardines.

Black, J.K., Sentinels of Empire: The U.S. and Latin American Militarism.

Blasier, Cole, The Giant's Rival: The USSR and Latin America.

Blasier, Cole, The Hovering Giant: U.S. Responses to Revolutionary

Change in Latin America.

Brown, Cynthia, ed., With Friends Like These: The Americas Watch Report on

Human Ri

g

hts and U.S. Policy in Latin America.

Child, J., The Inter-American Military System, 1938-1978.

Cockcroft, J.

et. aL,

Dependence and Underdevelopment.

Conn, Stetson and Byron Fairchild, The Framework of Hemisphere

Defense.

Connell-Smith, Gordon, The U.S. and Latin America.

Dozer, Donald, ed., The Monroe Doctrine: Its Modern Significance.

Foner, Philip, U.S. Labor and Latin America: A History of Workers

Response to Intervention.

Frye, Alton, Nazi Germany and the American Hemisphere, 1933-1941.

I

Gardner, C. Lloyd, Economic Aspects of New Deal Diplomacy.

28 ?

q

^,

---

Gardner, C. Lloyd, Safe for Democracy: The Anglo-American Resoonse to

Revolution.

?

0

Gellmann, Irwin F., Good Neighbour Diplomacy: U.S. Policies in Latin

America.

Green, David, The Containment of Latin America: The History of Myths and

Realities of Good Neighbor Policies.

Johnson, John J., Latin America in Caricature.

Johnson, John J., The Military and Society in Latin America.

Johnson, John J., Political Change in Latin America: The Emergence of the

Middle Sectors.

Munck, Ronaldo, Politics and Dependency in the Third World.

Parkinson, F., Latin America. the Cold War, and the World Powers, 1945-1973.

Parkinson, F., Latin America. the U.S.. and the Inter-American System.

Schlesinger, Arthur, Jr., 'The Lowering Hemisphere,' The Atlantic Monthly, 225

(Jan. 1970): 79-88.

Stewart, Dick, Money. Marines, and Mission: Recent U.S. Latin American Policy. ?

0

Stewart, Dick, Trade and Hemisphere: The Good Neighbor Policy and

Reciprocal Trade.

Trask, R. R., 'George Kennan's Report on Latin America (1950),' Diplomatic

History, 2 (Summer 1978): 307-312.

Willaims, William Appleman, 'Latin America: Laboratory of U.S. Foreign Policy

?

in the 1920s,' Inter-American Economic Affairs, 11, 2 (1957): 3-30.

Wood, Bryce, The Making of the Good Neighbor Policy.

Wood, Bryce, The Dismantling of the Good Neighbor Policy.

S

29 ?

A.

---

LAS 812-5 Indigenism in Latin America

Jorge Garcia

Course Description

The purpose of the course is to provide a multidisciplinary analytical

perspective of cultural duality and its sociopolitical implications in contemporary

Latin America.

The 'discovery' and 'conquest' of the New World, and later the 'slave trade' set

the stage for the emergence of Latin American societies. Mythical and

rationalistic conceptualizations of reality, as well as value systems will be

contrasted and examined in reference to the emergence and evolution of a

Latin American identity. The study will be focussed from the social sciences

and literature perspectives (history, sociology/anthropology, political science,

essay, fiction and poetry). Topics for discussion will include: religion and myth,

land tenure, social conditions, political participation, liberation and guerrilla

movement, cultural assimilation, ethnicity. Class will meet weekly for a two-hour

lecture and a three-hour seminar.

Seminar Outline

. ?

Week

1-2

3-4

5-6

7-8

9-10

11-12

13

Evaluation

The vision of the victors and the victims. A study of

Colonial TMcrónicas"

The mythical vs the rational conscience. Principles of

structural anthropology

African elements in Latin American culture

Land tenure and Latin American Indians

Religion and social change in rural Latin America

The revolutionary option

Review

Research paper

Oral presentation

Seminar participation

60%

20%

20%

30

?

41-1

---

Reading List

Adorno, Rolena, ed. The Language of History in Guaman Poma's Nueva

Crónica y Buen Gobierno", From Oral to Written Expression: Native

Andean Chronicles of the Early Colonial Period. Syracuse, N.Y., 1982.

Alegria, C. El Mundo es Ancho y Ajeno Lima: Ed. Populares, 1941.

Alegria, F. Literatura y Revoluciôn. Mexico: Fondo de Cultura Económica

Alvar, Lopez, M. Cronistas de Indias. Madrid: Ed. la Muralla, 1980.

Arguedas, José Maria. FormaciOn de una cultura nacional indoamericana.

Mexico: Siglo XXI, 1975.

Los rios profundos. Santiago de Chile: Editorial Universataria, 1970.

"El mito de lnkarrr, José Maria Arguedas. Señores e indios. Acerca de

la cultura guechua. SelecciOn y prOlogo de Angel Rama. Buenos Aires:

Calicanto Editorial, 1976.

Cardenal, E. Literatura Indigena Latinoamericana: Antologla. Medellin, Ed.

Universitaria, 1965.

Homenaje de los Indios Americ p

nos. Barcelona: Laia, 1976.

Carmak, R.M. ed. Harvest of Violence: The Maya Indians and the Guatemalan

Crisis. University of Oklahoma Press, 1988.

Castellanos, R. BalUn Canán. Mexico: Fondo de Cultura, 1970.

Céspedes, Augusto. Metal del Diablo. Buenos Aires: Alfonso Ruiz y Cia,

1946.

Chang-Rodriguez, Eugenio.

Mexico: Coleccion Stadium, Vol. 18,

1967.

Chang-Rodriguez, Raquel. Writing as Resistance: Peruvian History and the

RelaciOn of Titu Cusi Yupanqui. From Oral to Written Expression: Native

Andean Chronicles of the Early Colonial Period. R. Adorno, ed.

Syracuse, N.Y.: Maxwell School of Citizenship and Public Affairs

Syracuse University.

Cornejo Polar, Antonio. Los universos narrativos de José Maria Arauedas.

Buenos Aires: Losada, 1973.

Cowie, L. El indi

p

en la narrativa Contemporanea de Mexico y Guatemala.

Mexico: lnsdt. del Indigenista, 1976.

?

.10

31 ?

L4q.

---

.

Earles, John. "La Organizaciôn

del Poderen la Mitologia Quechua", Ideologia

Mesiánica del Mundo Andino. Lima, 1973.

Gutiérrez, Gustavo. A Theology of Liberation. New York: Maryknoll, 1973.

?

We Drink From Our Own Wells. New York: Maryknoll, 1984.

Isbell, Billie Jean. To

Defend

Ourselves: Ecology and Ritual in an Andean

Village. Austin: University of Texas, 1978.

Kendall, C., ed. Heritage of Conquest: Thirty Years Later. University of New

Mexico Press, 1983.

Levi-Strauss, Claude. The Savage Mind. University of Chicago Press, 1966.

Structural Anthropology. (Trans Clair Jacobson and Brooke Grundefest

Schoepf), London: Penguin Press, 1968.

Mariátegui, J.C. "Siete ensayos de

interpretación

de la realidad peruana". La

Habana: Casa de las Americas, 1963.

Muñoz, B. Sons of the Wind: The Search of Identity in Spanish American

Indians. Rutgers University Press, 1982.

Nelson, G.W. Witness to Genocide: The Present Situation of Indians in

Guatemala. London: Survival International, 1983.

Olazaqzati, A.L. El indio en la narrativa Guatemalteca. Puerto Rico: Editorial

Universitaria, 1968.

Ossio Juan M. "The Seventeenth Century Chronicle of Guaman Poma de

Ayala", Text and Context. R.K. Jam, ed., Philadelphia: Institute for Study

of Human Issues, 1977.

"Worlds in Reverse", Ideas. March 25 - April 8, 1983, Toronto: CBC

Transcripts, 1973.

Rama, Angel, ed. José Maria Arguedas. Senores e inaios. ACerCa ae ua

guechua. Selección y prôlogo. Buenos Aires: Calicanto Editorial.

Rodriguez, A. La estructura mitica del PopelVuh. Miami: Ediciores Universal,

1985.

Shaw, Bradley, A. Myth and Magic in the Fictional Works of José Maria

Arguedas. Ph.D. Dissertation: University of New Mexico, 1983.

S

32

?

41-

---

Spalding, Karen. "Class Structures in the Southern Peruvian Highlands, 1750-

1920", Land and Power in Latin America. Edited by B.S. Orlove and G.

Custred, New York: Homes and Meier, 1980.

?

0

Todorov, T. The Conquest of America: The Question of the Other. New York:

Harper & Row, 1984.

Vazquez, Juan Adolfo. "Reflexiones finales" From Oral to Written Expression:

Native Andean Chronicles of the Early Colonial Period. R. Adorno, ed.,

Syracuse, N.Y.: Maxwell School of Citizenship and Public Affairs,

Syracuse University, 1982.

Webster,

S.S. "Ethnicity in the Southern Peruvian Highlands", Environment.

Society. and Rural Change in Latin America. D.A. Preston, ed., New

York, 1980.

Whyte, W.F. "Rural Peru: Peasants as Activists", Contemporary Cultures and

Societies of Latin America. D.W. Heath, ed., Random House, 1965

S

33

---

LAS 813-5 Agrarian Structure and

?

Political Power in Latin America

CIIf1f,fI.1flr

Course Description

The purpose of this course is to acquaint students with the theoretical

approaches and empirical research on agrarian structures, peasant movements

and state intervention in Latin America. The course is divided in two major

parts. The first one covers classical and contemporary theoretical debates

which have influenced studies of capitalist development in agriculture. We will

distinguish among the different positions on whether the peasantry constitutes a

specific economy with its own logic, and with regard to the role of peasants in

revolutionary movements and in today's developing societies. The second part

of the course is dedicated to studies, in which theories of part one will be tested

empirically. The cases to be addressed most closely are from Mexico, and

Peru. Students may select other countries for their term papers. The last

session of the seminar will be dedicated to a global view of today's problems

and prospects of Latin American agriculture.

Seminar Outline

Part I:

Theoretical Discussions of the Agrarian Question

Week 1: Background and Overview

The Labor Theory of Value and The Agrarian Question

Week 2: Marx and Weber on the Agrarian Structure

Peasants, Capitalists, Proletarians and Farmers

Week 3: Lenin. Ca

p

italism and the New Social Classes

The Peasantry and Social Differentiation

Week 4: Kautsky and the Development of Capitalism in Agriculture

Proletarianization of the Peasantry and Ground Rent

Week 5: Chayanov and The Theory of Peasant Economic Organization

Are Peasants Different from Capitalist Farmers?

Week 6: The Specificity of Peasant Production

Peasants or Petty Capitalists?

Week 7:

?

Peasants and Social Revolutions

The Political Character of the Peasantry

Week 8: Culture and the State in Political Class Formation

34

---

How Do Economic Classes Form Politically?

Part II: Cases and Special Topics

?

0

Week 9: The Mexican Debate: Part I

What is the Character of the Agrarian Structure?

Week 10: The Mexican Debate: Part II

Agrarian Classes and Political Power

Week 11: The Peruvian State and Agrarian Reform: Part I

Relative Autonomy of the State and Agrarian Processes

Week 12: The Peruvian State and Agrarian Reform: Part II

White Gold: Cacaine and the Agrarian Structure

Week 13: Latin American Agriculture Today: Problems and Prospects

Evaluation

A

combination of three

student activities will constitute the basis for final

evaluation. Each week of the first part of the seminar students are expected to

hand-in a two- page reaction paper" on the assigned readings for that week.

Reaction papers will count 50% toward the final grade. In addition, an 18-25

page term paper is expected at the end of the semester, which will count 35%.

The remaining 1

5%

will be assigned on the basis of student participation in

seminar discussion.

Reading List

Max Weber, 1974. Capitalism and Rural Society in Germany, in From

Max Weber: Essays in Sociology, H.H. Gerth and C. Wright Mills (Eds.),

New York: Oxford University Press.

2

?

Karl Marx, 1967. Capital: A Critique of Political Economy, Chapters 24-32,

Vol. I, New York: International Publishers.

3

?

V.I. Lenin, 1964. The Development of Capitalism in Russia, various

chapters, Moscow, Progress Publishers.

4

?

Robert Edelman, 1987. Proletarian Peasants: The Revolution of 1905 in

Russia's Southwest, selected chapters, Ithaca and London: Cornell

University Press.

5

?

Hamza

Alavi and Teodor Shanin, 1988.'Introduction to the English

Edition: Peasantry and Capitalism in Karl Kautsky, The Agrarian

Question, 2 Vol., London and Winchester, MA: Swan.

35

---

6 ?

Karl Kautsky, 1988 (18991. The Agrarian Question, selected chapters,

0. ?

London and Winchester, MA: Swan.

7 Jairus Banaji, 1980. Summary of Selected Parts of Kautsky's Th

e

Agrarian Question in Frederick H. Buttel and Howard Newby (Eds.), Th

e

Rural Sociology of the Advanced Societies: Critical Perspectives, London:

Croom Helm.

8 A.V. Chayanov, 1966. The Theory of Peasant Economy, selected chapters,

Edited by Daniel Thomer, Basile Kerblay and R.E.F. Smith, Homewood,

Ill.: Irwin (a new edition has been printed by the University of Wisconsin

Press in 19881.

9

?

James C. Scott, 1976. The Moral Economy of the Peasant: Rebellion and

Subsistence in Southeast Asia selected chapters, New Haven and

London: Yale University Press.

10 David Lehmann, Two Paths of Agrarian Capitalism, of Critique or

Chayanovian Marxism, Comparative studies in Society and History, Vol.

28, Num. 4.

11 Eric R. Wolf, 1969. On Peasant Rebellions, International Social Science

Journal, Vol. 21.

0

12 Theda

Skocpol, 1982. What Makes Peasants Revolutionary?

Comparative Politics, Vol. 14, Num. 3, April.

13 John Walton, 1984. Reluctant Rebels: Comparative Studies of Revolution

and Underdevelopment, selected chapter, New York: Columbia University

Press.

14 Michael W. Foley and Karl Yambert, 1989. Anthropology and Theories of

the State, in Benjamin S. Orlove, Michael W. Foley, and Thomas F. Love

(Eds.), State. Capital. and Rural Society: Anthropological Perspectives on

Political Economy in Mexico and the Andes, Boulder, San Francisco &

London: Westview Press.

15 Jeffry M. Paige, 1975. Agrarian Revolution: Social Movements and Export

?

Agriculture in the Underdeveloped World, New York: The Free Press.

16 Friedrich Katz, 1988."Introduction: Rural Revolts in Mexico, in Friedrich

Katz (Ed.), Riot. Rebellion and Revolution: Rural Social Conflict in Mexico,

Princeton: Princeton University Press.

17 Ivan Selényi, 1988. Socialist Entrepreneurs: Embourgeoisement in Rural

Hungary, Madison: The University of Wisconsin Press.

18 James Scott, 1977. Hegemony and the Peasantry, Politics & Society. Vol.

7, Num. 3.

36

?

6

---

19 Frans Jozef Schryer, 1987. Class Conflict and the Corporate Peasant

Community: Disputes Over Land in Nahuatl Villages, Journal of

Anthropological Research, Vol. 43, Num. 2, Summer.

20 Alastair Davidson, 1984. Gramsci, The Peasantry and Popular Culture,

The Journal of Peasant Studies, Vol. 11, Num. 4, July.

21 Richard L. Harris, 1978, Marxism and the Agrarian Question in Latin

America, Latin American Perspectives, Vol. V, Num. 4, Issue 19, Fall.

22 Roger Bartra and Gerardo Otero, 1987. Agrarian Crisis and Social

Differentiation in Mexico, The Journal of Peasant Studies, Vol. 14, Nun,. 3,

April.

23 Guillermo de la Peña, 1989. Commodity Production, Class Differetiatioq,

and the Role of the State in the Morelos Highlands: An Historical

Approach, in Benjamin S. Orlove, Michael W. Foley, and Thomas F. Love

(Eds.), State. Capital. and Rural Society: Anthropological Perspectives on

Political Economy in Mexico and the Andes, Boulder: Westview Press.

24 Roger Bartra, 1982. Capitalism and the Peasantry in Mexico, Latin

American Perspectives, Vol. IX, Num. 1, Issue 32, Winter.

25 Gerardo Otero, 1989. The New Agrarian Movement: Self-Managed,

Democratic Production, Latin American Perspectives, Vol. 16, Num. 4,

Issue 63, Fall.

26 Aaron E. Zazueta, 1989. Agricultural Policy in Mexico: The Limits of a

Growth Model, in Benjamin S. Orlove et al. (Eds.), State. Capital. and

Rural Society... (see *23).

27 José Maria Caballero, 1984. Agriculture and the Peasantry under

Industrialization Pressures: Lessons from the Peruvian Experience, Latin

American Research Review. Vol. XIX, Num. 2.

28 Susana Lastarria-Cornhiel, 1989. Agrarian Reforms of the 1960s and

1970s in Peru, in William C. Thiesenhusen (Ed.), Searching for Agrarian

Reform in Latin America. Boston: Unwin Hyman.

29 Cynthia McClintock, 1989. Peru's Sendero Luminoso Rebellion: Origins

and Trajectory, in Susan Eckstein (Ed.), Power and Popular Protest: Latin

American Social Movements, Berkeley: University of California Press.

30 Alain de Janvry, Elisabeth Sadoulet and Linda Wilcox Young, 1989. Land

and Labour in Latin American Agriculture from the 1950s to the 1980s,

The Journal of Peasant Studies, Vol. 16, Num. 3, April.

.

37

---

LAS 830-5 Literature and Ideology

Jorge Garcia. Rita De Grandis

Course Description

Literature, in addition to its aesthetic function, can be a powerful dialectical tool

in the search for truth. A main stream in Latin American literature can be

characterized as

a

committed literature. Essay, fiction and poetic texts will be

examined to see how structural literary codes, devices and imagery convey an

ideological message. That is to say, the intratextual contextualization of form

and content, and the situational context with the reader's empirical reality.

Essayists like Jose Marti, Domingo Faustino Sarmiento, Juan Carlos

Mariátegui, Eduardo Galeano: novelists like José Maria Arguedas, Miguel

Angel Asturias, David Viñas, Gabriel Garcia Marquez: poets like Pablo Neruda,

Nicolás Guillén, Ernesto Cardenal represent movements or sub-genres like:

the mythical fiction, the novel of social protest, the political novel, neo-

picaresque fiction, and committed poetry. Some of the ideological topics dealt

with are: world views, identity, dependency, dictatorship, militarism,

imperialism, class society, change or revolution.

Class will meet for a two-hour lecture and a three-hour seminar.

Seminar Outline

Week

1-2

Theory of text and literature as ideology

3-4

Social and political ideas through literature in the

XIX

Century

5-6

The Latin American mythical novel

7-8

Latin American identity through the essay

9-10

Struggle against the establishment in Latin American fiction

11-12

Revolutionary and political poetry

13

Review

L r

38

---

Evaluation

Term essay ?

60%

Oral presentation ?

20%

Seminar participation ?

20%

Reading List

Bercovitch, S., ed. Ideology and Classic Ariiericn Literature. Cambridge Uni-

versity Press, 1986

Clark, R. History. Ideology and Myth in American Fiction, 1823-1852. Lohdoh:

MacMillan, 1984.

Conant,

A.

The Political Poetry and Ideology of F.J. Tiutchev. Ann Arbor: Ar

dis,

1983.

Davis, L.J. Revisiting Novels: Ideology and Fiction. New York: Methuen, 1987.

Dorfman, A. How to Read Donald Duck: Imperialist ideology in the Disney

Comic. New York International, 1975.

Ellis, K. Cuba's Nic qlás

Guillén. Poetry and Ideology. University of Toronto.

HaIsaII,A.W. and Ruthland, R.D., eds. Text and Ideology. Ottawa: Centre

TADSC, 1988.

Irete, A. The African Experience in Literature and Ideology. London:

Exeter,

1981.

Israel, R. Politics and Ideology in Allende's Chile. Tempe, Centre for LAS:

Arizona State University, 1989

Kress, G. R. Language as Ideology. London: Routledge & Kegan, 1979.

Literature and Ideology. (periodical publication), Toronto, Ontario.

McDonough, P. Power and Ideology in Brazil. Princeton University Press,

1989.

Millon, R.P. Za

p ata: The Idéoloa

y

of a Peasant Revolutionar

y.

New York:

International Publishers, 1969.

? -

New Literature and Ideology. (periodical publication), Toronto, Ontario

Patai, D. Myth and Ideology in Contemporary Brazilian Fiction.

Peterfreund, S., ed. Culture/Criticism/Ideology. Boston: Northwestern

University Press, 1988.

39

?

5^-

---

. ?

Rice, W.F. The Ideology of José Enrique Rodó. Boston: Northwestern

University Press, 1930.

Rosen, P., ed. Narrative Apparatus. Ideology: A Film Theory Reader. New

York: Columbia University Press, 1986.

Stable, M In Quest of Identity: Patterns of the Spanish American Essay of

Ideas.

1890-1960.

Chappel Hill: University of North Carolina Press,

1967.

Wallace, D.M. Literary Criticism as Ideology: A Critique of the New Criticism.

Simon Fraser University, 1977.

Zea, L. DeDendencia

y L

?

Mexico: C.

de J. Mortiz, 1974.

.

40

?

61,

---

a

LAS 831-5 Colonial Discourse - Rita Dc

Grandis

Course Description

This course will study the constitutive features of colonial discourse

applied to the periods of the Conquest, the Colony and early Independence.

Current theoretical approaches will be examined with particular reference

to a hispanic corpus which includes a variety of forms ranging from

navigation diaries and chronicles to territorial representations. The first

part of the course will concentrate on theoretical and methodological

issues, the break-up of continental theory and the question of

representation of History. The second part of the course will Undertake the

analysis of texts in order to show how dominant colonial written culture is

borne out by responses to it formulated from within native and mestizo

culture.

The seminars will be based on structured discussions on assigned

topics. Students are expected to give progress reports on individual term

projects.

Seminar Outline

?

E

Week

1 ?

-Methodological Introduction:

-Discourse analysis. Narrative discourse of the conquest and

colonization.

2 ?

-The creation/invention, discovery, imagination, encounter of

the New World. Discovery or concealment? Atherica as an

invention?

3 ?

-The ideas preceding the discovery

-Social, economic and cultural changes

-New techniques. Conceptual navigation instruments and their

relation to Renaissance science.

4

?

The "Crónicas de Indias"

-Typology : Textual family (navigation courses, charts,

voyage's diaries memories, letters, European chronicles,

mestizo and indigenous chronicles, etc.

5 ?

-Colombus writings

-The first written representation of America : The Diaries

41 ?

'10

t5.

---

CiHC1

6

-The ideological programme of the Colony

-The controversy about the Indian : Fray Bartolome de las

Casas versus Gmés de Sepulveda.

7

-Hernán Cortés: Fictionalization of the Conquest and the

Creation of the Model of the "conquistador"

8

-From Failure to Demystification

Demystification and criticism in the "relación" of

Naufragios

by Alvar Nuñez Cabeza de Vaca.

-The search for "El Dorado"

9

The Indigenous Chronicles: "La vision de los vencidos"

- Historiography of the "vencidos".

-Studies on the State organization and military strategy of the

people who lived in America before the arrival of Colombus

10

The Indigenous Chronicles: "La vision de los vencidos"

-Studies on the State organization and military strategy of the

people who lived in America before the arrival of Colombus

11

-The Mestizo Chronicles: Consciousness and cultural

expression

-Structures of integration

-Textual expressions of a new consciousness

12

-The Mestizo Chronicles: Consciousness and cultural

expression

-Ideas and present day indigenous thinking in America

-New textualization of the European chronicles

13

-Present day impact of the discovery of America

-New Colonization Discourses

Evaluation

Students will be graded on seminar participation including presentations in

weekly meetings (40%) and a research term paper (60%).

Research Paper

?

60%

Oral presentation

?

20%

Seminar participation

?

20%

Readings will include:

- C. Colombus, The Journal of C. Colombus.

- Hemán Cortés, Letters from Mexico (mainly the three first ones)

- Bernal DIaz del Castillo, The Conquest of New Spain, .

- Bartolomé de las Casas, BrevIsima relación de la Destrucción dell

Indias,.

- Miguel Leon Portilla (comp.) , Broken Spears The Aztec Account of the

. ?

Conquest of Mexico.

- Alvar Nñez Cabeza de Vaca, Naufragios,

42

---

- Francisco Vázquez, Crónica de la expedición de Pedro de Ursija y Lope

de Aguirre.

?

S

-

Alonso. de Ercilla, The Araucana.

- Inca GarcilasO de la Vega Royal Commentaries of the Incas and Genera.!

Histor y of Peru.

- Felipe Wamán Poma de Ayala, Primer

corónica

y buen gobierno.

Bibliography.

Primary Sources

Bethel!, Leslie (editor), Colonial Spanish America, Cambridge, Cambridge

University Press, 1990.

Colombus C., The Journal of C. Colombus. translated and edited by Cecil

Jane, Clarkson N. Potter, New York, 1960.

Cortés, Hemán, Letters from Mexico. translated & edited by Anthony

Pagden, 1986, Yale University Wamán Porna de Ayala Press.

Diaz del Castillo, Bernal The Conquest of New Spain, translated by J.M.

Cohen, Penguin Book, 1963, England.

Miguel Leon Portilla (comp.), Broken Spears The Aztec Account of the

Conquest of Mexico, Beacon Press,! 962, Boston.

Ninez Cabeza de Vaca, Alvar, The Journey of Alvar Nuñez Cabeza de

Vaca, New York, Allerton Book Co., 1922.

Vazquez, Francisco The Expedition of Pedro de Ursáa & Lope de Aguirre

in Search of El Dorado & Omagua, translated by Wililiam Bollaert

from Fray Pedro Simon's Sixth Historical Notice of the Conquest of

Tierra Firme,

New York, Lenox Hill Pub. & Dist. Co., 1971.

Inca Garcilaso de la Vega Royal Commentaries of the Incas and General

Histor y

of Peru, (two volumes), translated by Harold V. Libermore,

University of Texas Press, Austin.

Waman Poma de Ayala, Felipe, Primer Nueva Corónica y Buen Gobierno.

Mexico, Siglo XXI, 1979.

General

Coronil, Fernando, "Discovering America Again: the Politics of Selfhood

in the Age of Post-Colonial Empires",

Dispositio,

1989, Nos. 36-387

pp.

315-332.

Cro, Stelio, ?

The Noble Savage. Allegory of Freedom. Waterloo:Wilfrid

University Press, 1990.

De Certeau, M., L'écriture de l'histoire. Paris: Gallimard, 1975.

Di ckan son, Olive Patricia. The Myth of the Savage. Edmonton: The

University of Alberta Press, 1984.

Frank, Ross, "The Codex Cortés: Inscribing the Conquest of Mexico",

Dispositlo,

1989, Nos. 36-38,

pp.

187-212.

S

(0c

---

I

?

.

L ?

IAT

• ?

Hulme, Peter, "Subversive Archipielagos: Colonial Discourse and the

Break-up of Continental Theory",

Dispositlo,

1989, Nos. 36-38, pp.

1-24.

MacCormack, Sabine, "Atahualpa and the Book",

Dispositi4

1989, Nos.

36-38,

pp.

141-168.

Mann, Louis, (Robert A. Volirath, translator), Utopics: The Semiological

Play of Textual Spaces, Atlantic Highlands, NJ., Humanities Press

International, Inc., 1990.

Mignolo, Walter. "Colonial Situations, Geographical Discourses and

Territorial Representations: Towards a Diatopical Understanding

of Colonial Semiosis",

Dispositio,

1989, Nos. 36-38,

pp.

93-140.

_____• "Afterword: From Colonial Discourse to Colonial Semiosis",

Dispositlo,

1989, Nos. 36-38,

pp.

333-338.

Nader, Helen, The One World and Two Americas of Hernando Cortés and

?

Bartolomé de Las Casas",

Dispositi4

Nos. 36-38,

pp.

213-224.

O'Gorman, Edmundo. The Invention of America. Bloomington:

Indiana University Press, 1961.

Oliva de Coll, La resistencia indIgena ante la conquista. Mexico, Siglo XXI

editores, 1988.

Padilla Bendezu, Abraham, Huamán Poma. El Indio cronista dibuj ante,

Mexico, Fondo de Cultura Económica, 1979.

Pastor, Beatriz, Discurso narrativo de la conquista de America. Las

Americas, 1983 or Ediciones del Norte, Hannover, 1988.

?

Pease G.Y., Franklin, "Las crOnicas y los Andes," Revista de crItica

literaria latinoamericana. Mo )(IV, niimero 28, Lima, 2do.

semestredel988;

pp.

117-158.

?

.

Rabasa,

José,"

Colombus and the New Scriptural Economy of the

Renaissance",.

Dispositiq

1989, Nos. 36-38,

pp.

271-302.

Schwartz Seymor I

;

Ralph E. Ehrenberg, The Mapping of America,

New York, Harry N. Abrams, Publishers, 1980.

Todorov, Tzvetan, The Conquest of America, Harper & Row, 1984.

Veyne, Paul, Writing History, Middletown: Wesleyan University Press,

1984.

White, Hayden, The Content of the Form. Baltimore & London: The

Johns Hopkins University Press,

_____ Metahistory. The Historical Imagination in the Nineteenth Century

Baltimore & London: The Johns Hopkins University Press: 1973.

_____ Tropics of Discourse: Essays in Cultural Criticism. Baltimore &

London: The Johns Hopkins University Press,

Zapata, Roger A., Guamn Poma. indigenismo y estética de la dependencia

en la cultura peruana, Minneapolis, Ideologies and Literatures, 1989.

.

?

?

Zea, Leopoldo, El descubrimiento de America y su sentido actual, Mexico,

?

Fondo de Cultura Económica, 1989.

44

?

(at.

---

LAS 850-5 Selected Topics in Latin American Studies

State Intervention

and Development:

A

Com

p arison

of

Mexico.

Cuba. and Nicaragua

M. Gates

Course Description

A comparative analysis of three post-revolutionary development models

in the Central American-Caribbean region--Mexico, the frozen Revolution;

Cuba, the orthodox Marxist-Leninist experience; and Nicaragua, the hybrid

mixed economy model. Emphasis is placed on the role of the state in planning

and executing'developmental' social change. Common problems and

constraints associated with increased state interventionism will be examined

through comparative analysis of the experience of Mexico, Cuba, and

Nicaragua.

S

Seminar Outline

Week

Theories of the peripheral state--the limits of state autonomy; the

ideology of developmentalism.

2.

The Mexican Revolution: roots, triggers, process and legacy.

3.

The Cuban Revolution: roots, triggers, process and legacy.

4.

The Nicaraguan Revolution: roots, triggers, process and legacy.

5.

Post Revolutionary Economic Models: from the agro-export model and

import-substitution to petrolization and internationalization.

6.

Agrarian reform.

7.

Agricultural planning and rural development.

B.

?

Industrial and urban development strategies.

?

9

45

?

P.

---

•

?

9. ?

Social policy I: women, ethnic minorities, race relations.

10.

Social policy II: education, health welfare.

11.

Social problems and social control: the role of the military, social

pathologies, the justice system.

12.

Political culture: the individual and society, mass political participation,

the role of the media.

13.

The System in comparative perspective: the state, bureaucratization

and social change.

Evaluation

Students will be graded on an oral seminar presentation of one of the

weekly seminar themes (40%) and on an extended term paper (60%).

Required Reading

Riding, Alan, Distant Nei

g

hbours. A Portrait of the Mexicans. New York: Knopf,

1984.

Coburn, Forest 0., Postrevolutionary Nicaragua: State. Class and the

Dilemmas of Agrarian Policy, Berkeley: University of California Press,

1986.

Walker, Tomas, ed., Nicaragua: The First Five Years, New York: Praeger, 1985.

Dominiguez, Jorge, Cuba: Order and Revolution, Cambridge: Belknap, 1978.

Brundenius, Claes, Revolutionary Cuba: The Challenge of Economic

Growth with Equity, Boulder: Westview, 1984.

Supplementary Reading

Zimbalist, Andrew, ed., Cuban Political Economy, Boulder: Westview, 1988.

Cockcroft, James D., Mexico: Class Formation. Capital Accumulation and the

New York: Monthly Review Press, 1983.

46

?

(g'

---

Dominguez, Jorge, ed., Mexico's Political Economy: Challenges at Home and

Abroad, Beverley Hills: Sage Publications, 1982.

Grayson, George, The Politics of Mexican Oil, Pittsburgh: University of

Pittsburgh Press, 1980.

Sanderson, Stephen, Agrarian Populism and the Mexican State, Berkeley,

University of California Press, 1981

Hamilton, Nora, Mexico: The Limits of State Autonomy: Post -

Revolutionary Mexico, Albuquerque University of New Mexico Press,

1981.

Newell, Roberto G. and Luis Rubio F., Mexico's Dilemma: The Political

Origins of Economic Crisis, Boulder: Westview, 1984.

Vilas, Carlos, The Sandinista Revolution: National Liberation and Social

Transformation in Central America, New York: Monthly ReViè Press,

1986.

Hanson, Roger 0., The Politics of Mexican Development, Baltimore: Johns

Hopkins, 1971.

Needier, Martin, Politics and Society in Mexico, Albuquerque: University of New

Mexico Press, 1971.

Cordera, Rolando and Carlos Tello, La dis

puta

pot la naciôn: Perspectivas y

opciones del desarrollo, Mexico City: Siglo XXI.

Knight, Alan, The Mexican Revolution, Cambridge: Cambridge University Press,

1988.

1]

47 ?

b 4.

---

LAS 850-5 Selected Topics in Latin American Studies

The Political Economy of Democratization

?

in Latin America

A. Ciria

Course Description

A critical discussion of issues such as democratization-

redemocratization, military regimes, and limited democracy in the context of

Latin American development. Particular attention will be placed on the analysis

of relationships between political systems and various aspects of culture (e.g.,

political culture, popular culture, cultural penetration).

Seminar Outline

Week

1 ?

Introduction and general discussion

2 ?

Comparative Perspectives - O'Donnell, vol 3; Cummings

3 ?

Comparative Perspectives: Southern Europe--O'Donnell, vol 1

4

?

The Military I - Stepan, Rouquié

5 ?

The Military II - Stepan, Rouquié, Schoultz

6 ?

Transitions to Democracy in Latin America--O'Donnell, vol 2

7 ?

Argentina - Peralta Ramos and Waisman

8 ?

Brazil - Stepan, Gillespie

9

?

Other Countries - O'Donnell, vol 2

10

?

Real Democratization or Democratic Modernization?-- O'Donnell, vol 4;

Nef; Malloy and Seligson

40

?

11-13 Presentation and discussion of papers

48 ?

b

t

tly ?

'Y

---

Schoultz, L.,

America,

University Press, 1987.

.

Evaluation

Students will be graded on seminar participation including presentations

in weekly meetings (50%) and a research term paper (50%).

Reading List

O'Donnell, G., P. C. Schmitter & L Whitehead, eds., Transitions from

Authoritarian Rule, 4 vols, Baltimore: Johns

,Hopkins University

Press, 1986.

Malloy, J. M. & M.A. Seligson, eds., Authoritarians and Democrats:

Regime Transition in Latin America, Princeton: Princeton University

Press, 1987.

Stepan, A., Rethinkin

g

Military Politics: Brazil and the Southern Cone,

Princeton: Princeton University Press, 1988.

Rouquié, A., The Latin American Military State, Berkeley: University of California

Press, 1988.

Peralta Ramos, M. & C.H. Waisman, eds., From Military Rule to Liberal

Democracy

in Ar

g

entina, Boulder: Westview Press, 1987.

CONADEP, Nunca más, (English translation), Buenos Aires: Eudiba, 1988.

1]

Net, J.

The Trend toward Democratization and RedemocratizatiOn in Latin

America: Shadow and Substance,' Latin American Research Review, 3

(1988).

Gillespie,

C.

G. Democrátic Consolidàtioñ in the Southern Cone and Brazil:

Beyond Political Disarticulation?

Third World Quarterly, April (1989).

Cummings, Bruce, The Abortive Abertura: South Korea in the Light of Latin

American Experience, New Left Review, 173, January-February (1989).

49

?

U',.

---

LAS 850-5 Selected Topics in Latin American Studies

Alternative Development and Socialism in Latin America

?

J.

Brohman

Course Description

The course focuses on concepts, issues and problems associated with

processes of socialist transition in contemporary Latin America. An

interdisciplinary perspective will be employed to examine patterns of

development under different instances of socialist transition. Emphasis will be

given to aspects of socialism developed in Chile under Allende (1970-73),

Communist Cuba (1959 to present), and Sandinista Nicaragua (1979 to

present). Issues of development generated by

these three examples of socialist

transition will be placed within the broader context of third world development

through comparative analysis of alternative development strategies in both the

• ?

capitalist and socialist third world. The course will enhance students'

knowledge of the origins of development problems associated with processes

of socialist transition and

other alternative strategies of development in Latin

America and the

third world in general.

Seminar Outline

Week

1-3 ?

Theories and strategies of socialist development: Soviet Union,

China, Third world examples.

4-6 ?

Theories and strategies of capitalist development in Latin America:

agroexport-led growth (Central America), import-substitution

industrialization (Brazil, Mexico) and rural/regional development

and the basic needs approach (examples of Alliance for

Progress, U. S. Aid, and World Bank programs in Latin America).

7-8 ?

Development in Communist Cuba.

9-10 ?

Development in Chile under Allende.

11-12 ?

Development in Sandinista Nicaragua.

13 ?

Current issues and debates.

50

?

0

---

EvaluatiOn

Students 'will be graded on

class pàrVcipaon and ééThinr

àti6n

ént

(35%) and

a term paper (65%).

Reading

List

Fagen, Richard, Crmén P. béere, and José Luis Coraggio(eds),

(1986), Transition

and

Developme: Problems Of Third World

Socialism, New Yo'k: Monthly Review Presi

Forbes, Dean and Nigel Thrift

(

L

a

ds.) (1987), The Socialist Third

World Urban

?

Development and Territorial Planning, Oford, Basil Blaá(éll.

Jove, Alec (1986), SociàlisA EcOnomics. dhd DévèlOpment. Lbndoh: Atèn

and Unwin.

White, Gordon and Elisabeth Croll(ed) (1985),

I.

Special Issue on 'Agriculture

in

Sbcialist Developmeit; World

Devéloprneht, 13,1:1-50.

White, Christine and Gordon White (eds), (1982), Special Issue on

Agriculture, the Peasantry and Socialist Development, jQ

Bulletin, 13.4.

Munslow, Barry (1983), is Socialism Possible on the Periphery, Monthly

Review, 35 1:25-39.

White, Gordon, hob, Murray and Christine

vffé

(éds) (1983),

RévoIioha Socialist Deelopment in the Third World, Brighton:

Wheatsheaf, Books.

Jameson, Kenneth and Charles Wilber (eds) (1981), Special Issue on

Sociälist MOdels of Development', World Development, 9, 9-10 803-

1037.

Maxwell, Neville and Bruce tvlcGarlane (eds) (1983), Spéciàl Issue on

China's Changed Road to Development', World Dévelopmeht,

11,8:625-770.

Torres, Rivas, Edélbétto (1980)

-

The Céhtràl Attiericàn Model Of

Or

Crisis

for Whom Latin Arrêricah Perspectives. 7,2424-44.

51

---

Seligson, Mitchell (ed) (1984), The Gap Between Rich and Poor: Contending

.

?

Perspectives on the Political Economy of Develo

pment,

Boulder:

Westview Press.

De Janvry, Alain (1981), The Agrarian Question and Reformism in Latin

America. Baltimore: Johns Hopkins University Press.

Cardoso, Fernando and Enzo Faletto (1979), Dependence and

Development in Latin America, Berkeley: University of California Press.

Deere, Carmen Diana (1982), A Comparative Analysis of Agrarian

Reform in El Salvador and Nicaragua 1979-81, Development and

Chan g

e, 13:1-41.

Brohman 1

John (1989) Prerevolutionary Nicaraguan Agricultural

Development in Michael Martin and Terry

Kandal (eds), Studies of

Develo p

ment and Change in the Modern World, Oxford: Oxford

University Press.

Brohman, John (1989) Development Theory and Latin America in

Development Theory and Prerevolutionary Nicaragua, Ph. D,

dissertation, Department of Geography, UCLA.

Eliman, Michael (1979), Socialist Planning, Cambridge: Cambridge

•

?

University Press.

Brundenius, Claes (1984), Revolutionary Cuba: The Challenge of

Economic Growth with Equity, Boulder: Westview Press.

Mesa-Lago, Carmelo (1981), The Economy of Socialist Cuba: A Two

Decade Appraisal Albuquerque: University of New Mexico Press.

Kay, Cristobal (1981), 'Political Economy, Class Alliances, and Agrarian

Change in Chile:, Journal of Peasant studies, 8,4.

O'Brien, P. (ed), (1976), Allende's Chile, New York: Praeger.

Steenland, K. (1977), Agrarian Reform under Allende: Peasant Revolt in the

South, Albuquerque: University of New Mexico Press.

Vilas, Carlos, (1986), The Sandinista Revolution: National Liberation and

Social Transformation in Central America, New York: Monthly Review

Press.

Spalding Rose, (ed) (1987), The Political Economy of Revolutionary

Nicaragua. London: Allen and Unwin.

Zimbalist, Andrew (ed), (1988), Cuban Political Economy, Boulder:

Westview Press.

52

?

0.

---

APPENDIX

OFFERING

2: UNIVERSITIES

GRADUATE PROGRAMS

IN CANADA

IN

AND

LATIN

THE

AMERICAN

U.S. ?

•

STUDIES

As has been mentioned previously, the only other Lath

Ainerican

Studies graduate program in Canada is at York University and is Offered OhI to

students that are registered in other departments. There is therefore no

Canadian graduate program in

LAS which can offer easy comparison's to. our

proposed interdisciplinary degree-granting graduate program. However, many

interdisciplinary programs exist in the U.S. and some data are available

concerning their functioning which may prove to be of relevahcé to our own

proposed program.

The most recent listing of U. S. institutions with'course's or programs in

Latin A?nOrican Studies appears in The Latin American Studies Directory by

Martin Sable (1981). Some 148 U.S. institutions are classified in this document

as having Latin American Studies programs offering B.A. and/or M.A. degrees.

From these institutions a survey was carried out that offers more detailed data

and appears in A Directory of Latin American Studies in the United States by

David Bray and RiOhãrd Greenleaf (1986). Data were collected on 101 schools

with LAS programs which Were then divided into groups according to their

status as a'Title VI National Resource Centre, their number of affiliated

Latinamericanist faculty, and the type of degrees that they offer. Four principal

groups were then categorized:

Group 1: If they were currently a National Resource Centre or if they had fifty

or

more affiliated Latinamericanist faculty, regardless of whether or not they

offered any advanced degrees in Latin American Studies. (N = 22)

53

?

10.

---

V ?

Group 2: Programs that had twenty to fifty affiliated Latinamericanist faculty or

?

•

?

offer an advanced degree or certificate in Latin American Studies. (N = 19)

Group 3: Schools with less than twenty affiliated Latinamericanist faculty and

offer no diplomas beyond the B.A. degree or certificate in LAS. (N =41).

Group 4: Schools that responded to the questionnaire but have no organized

program in LAS. (N = 18)

?

• ?

The following table summarizes these groups according to the overall

student enrollment and faculty size of their institutions:

Table 1: Survey of U.S. LAS Programs by Average Student Enrollment and by

Faculty Size

.

?

Group 1

Group 2

Group 3

Group 4

25,403

14,779

9,551

5,913

Avg. No. of Faculty N

?

1,493

?

22

?

1,118 ?

20

?

524 ?

41

?

302 ?

18

Source: Bray and Greenleaf (1986): 204.

According to the criteria used to establish the original groups for the

survey, SFU's current LAS program would fall into Group 3, while the creation

of a M.A. program in LAS would move it into Group 2. As can be seen from the

above table, the average number of students and of faculty in Group 2 are

• ?

similar to those at SFU.

The survey went on to list the mean number of faculty affiliated with Latin

• ?

American programs for schools in the four groups. The results are: Group 1:

62.5 faculty; Group 2: 20.7 faculty; Group 3: 8.5 faculty; and Group 4: 3.9 faculty.

54 ?

'H•

---

Once again, $FU'scurrentaffihiated,faculty in LAS is similar to the average of

Group. 2.

Finally, the survey listedthe various degrees or certificates offered by the

LAS programs. according to their. groupings. These are summarized in

,

the

following table:

Table 2: Survey of Degrees or Certificates Offered by U.S. LAS Programs*

BAD

BAC

MAD.

MAC

PhD

PhD.0

No/%

No/%

No/%

No/%

No/%

No/%

GO

?

16(73)

16(73)

13(59)

11(50)

5(23)

14(64)

N

?

2

Gr2 ?

13(65)

16(80)

10(50)

12(60)

1(5)

8(40)

N=20

Gr3 ?

29(71)

34(83)

--

-

N=41

TOT 58(71)

?

66(80)

?

23(28)

?

23(28)

?

6(7)

?

22(27)

N=82

* Group 4 schools are not included since, by definition, they do not offer degrees in

LAS.

Percentages are of the total number of LAS programs in each group.

BAD = Bachelor's Degree, BAC = Bachelor's Certificate, MAD = Master's

Degree, MAC = Master's Certificate, PhD = Ph.D. Degree, PhDC = Ph.D.

certificate.

Source: Bray and Greenleaf (19

.

86): 220.

S

55

---

As can be seen from the above table, the most commonly offered degrees

among all three groups are Bachelor's Degrees (71%) and Bachelor's Certificates

(80%). A dear majority of

schools

in all groups offer

such

degrees. By contrast,

advanced degrees are offered only by institutions in Groups 1 and 2. Little difference

exists between these two groups in terms of Master's Degrees and Certificates, but

Ph.D. Degrees and Certificates are more concentrated among the schools of Group 1.

r

56

?

113.

---

APPENDIX. 3'. ADDITIONAL RESOURCE REQUIREMENTS:

Spanish and' Latin American Studies. is a. vibrant young department; at.

SFU which has grownin. recent .

years in response to rapid. increases ifl,

undergraduate student enrollment and various

,

other demands. The addition of

a graduate program would complement a host of ongoing. department activities

and would assist

,

our faculty. members in achieving their fulI.potential However,

recent trends, indicate that the Department will enjoy, continuing, growth for the

foreseeable. future with or without a graduate program. For this reason,

additional resource requirements are divided, into two categories: the first

represents additional resources that are required. to meet the expanding

;

needs

of the department in general, while the second includes marginal requirements

that are particular to the graduate program.

1.

Administrative Personnel and Support Staff

At present, staff, positions in the Department of Spanish and Latin

American. Studies consist of: I chair's secretary, 1/2 receptionist/secretary, and

112 department assistant. In order to meet its general needs for next year the

department will require that both of the positions that are currently half-time be

extended into full-time positions. it is envisioned that approximately halt of the

time of the receptionist/secretary would be devoted to matters related to

graduate studies.

2.

Faculty

Latin American Studies currently has a large number of internationally

respected faculty around which the graduate program can be initiated and

developed. The department currently possesses sufficient faculty resources to

initiate the graduate program. As demands on the Department continue to

57

?

. ?

ILl

---

multiply, however, additional faculty will

be

quickly required

in

order

to maintain

the integrity and momentum of both the undergraduate and graduate programs

without placing excessive strain on full-time SLAS and associated faculty.

In the initial three-year period during which the graduate program will be

initiated, the Department will require three new LAS positions to meet its

expanding general needs. Although most of the courses and other activities in

which these faculty will become involved are not immediately related to the

graduate program, some of their time will also be spent directly in support of

LAS graduate studies. It is envisioned that approximately one-quarter of the

courses and other university-related activities of these faculty would be devoted

to LAS graduate studies. It would probably be preferable to phase in these new

positions at the rate of one per annum to make for an orderly expansion of

faculty as the overall needs of the Department in general and of the graduate

program in particular gradually increase.

Although these new full-time SLAS faculty members will provide vital

•

support for the graduate program, many graduate courses will continue to be

taught by associated faculty who are based in other departments at SFU.

Stipends for these courses will therefore represent an additional faculty

expense if the program is to use the potential of its large and diversified

associated faculty.

3. Library Resources

At present, the library at SFU does not by

itself provide the level of

support that advanced study in a diverse range of

Latin American subjects

• ?

requires. Because the University of British Columbia does not have a Latin

American Studies program, its library resources in this area are thin also.

58

1Lc;

---

Fortunately; SF is linked with other óolleàtions through the inter-library loan

system which will

be

needed to provide faculty and graduate students with

access to ità1 material, especially in the initial years of the program before our

own library's, hOldings niay be augmented.

In cbnJunOtiOn with the Faculty of Business Administration at SFU, the

Department of Spanish and Látn AriiOricán Studies recently established the

Latin American Business Resource Cenfre. It is hoped that this centre will

eventually facilitate increásèd access to external public/private sources of

funding Which might be put

to

a variety of needs, including expansion of library

resources. However, the physical creation Of a Working resource centre of this

nature is at least a couple of years hence and the new graduate program will

need to be given increased library support Well before this tim. For that

reason, somewhat tnóré emphasis has been placed on library acquisitions in

the budget requests of the first year of the graduate prograrii. Because these

?

S

additional library resources are hecéssary to meet the expanding demands of

the Depãrtnhent m genärál; their costs have been induded in the overall

bepatñient büdgét:

A stàtéiiënt M

ix

the SFU kbrarys present Latin Ahiericán holdings and an

estimate of iinrnèdiaté and continuing heeds has been prepared by the Head of

the Collection s

ManágemÔht Office, Sharon C Thom'as (see Appendix 4).

4:

Capital Costs

BeOausé it will be básèd ih an existing SFU deparfrtleht with a

functioning undergraduate program, the LAS graduate program will have only

rather modest

capital

cOsts. It is envisioned that capital costs to meet the needs

of new grâduátè students (.g.; Off iOe desks, fumiturd

i

computer terminals, other

59

?

/U

---

research facilities) will be somewhat more in the first years of the program, but

thereafter will represent only a minor part of overall costs.

5.

Possible External Funds

As has been mentioned above, SFU's establishment of the Latin

American Business Resource Centre should eventually facilitate access to

external funding sources, some of which might provide significant indirect

benefits to the graduate program. Canada's recent entry into the Organization

of American States provides greatly expanded opportunities for financial

support from a variety of domestic and international organizations. In addition

to general sources of outside funding, such as the Canada Council and the

SSHRC, faculty and graduate students would be able to approach an

expanding number of external agencies, institutes, and organizations with

substantial funds designated specifically for Latin American research (e.g.,

CIDA, IDRC, Latin American and Caribbean division of the U.S. SSRC, Howard

Heinz Endowment, Ford Foundation, Inter-American Foundation).

6. Budget

It is envisioned that the graduate program will take three years to

implement. If the program can be phased in over this period, costs should

increase in a manner which will avoid waste and which should be in direct

proportion to rising graduate student enrollment (which we forecast will rise

from six students in the first year of the program to twelve in the second year to

eighteen in the third year).

.

?

?

Two tables have been constructed which detail the costs that Latin

American Studies will incur initially and on a recurring basis as the graduate

60

?

/R

---

program.develops:. The first-table includes costs that are associatedwith

gene.ralDèparirnent;growth (whether or not a graduate program is created),

while the, second table focusses on marginal costs directly associated with LAS

graduate

studies.

ltshouldbe noted

,

that much of. the costs outlined in the budget are

composed

,

of salaries for new, faculty positions. Given the greatly expanding

undergraduate enrollment in LAS courses, new permanent LAS faculty are

reqUired in any case if the Department is to avoid excessive use of sessional

irstructors The graduate program will only allow these new faculty to reach

their full potential for contributing to the university community.

.

61

---

.4

MAR

J ?

LW .•"1

Three-Year Budget for General Department

Year 1

?

Year

2

Year

3

Total

?

Recurring

Senior Faculty'

?

80,000

?

80,000

80,000

240,000 ?

80,000

Junior Faculty

2

?

----- ?

60,000

120,000

180,000 ?

120,000

Other Faculty

3

?

10,000 ?

15,000

20,000

45,000 ?

20,000

Staff ?

26,000 ?

26,000

26,000

78,000 ?

26,000

Library ?

15,000 ?

10,000

10,000

35,000 ?

10,000

Equipment ?

20.000 ?

10.000

10.000

40.000 ?

10.000

TOTAL ?

151,000

?

201,000

266,000

618,000 ?

266,000

* 92-93 will be year 3 of this proposed budget.

The recent

appointments of Clavero,

DeGrandis, Nef, Otero, Sosa and Spurling reflect

the projected growth of years 1

and 2. We are in the process

of

searching for

a

senior faculty position starting

September 1,

1993.1

Three-Year Budget of Marginal Costs of the LAS Graduate Program

Year 1

Year

2

Year 3

Total

Recurring

Senior Faculty

20,000

20,000

20,000

60,000

20,000

Junior Faculty

--

15,000

30,000

45,000

30,000

Other Faculty

10,000

15,000

20,000

45,000

20,000

Staff

10,000

10,000

10,000

30,000

10,000

Equipment

12.000

6.000

6.000

24.000

6.000

TOTAL

52,000

66,000

86,000

204,000

86,000

Associate Professor or Professor.

2 Assistant Professor.

3 Visiting and associated faculty and/or sessional instructors.

62

---

AEFbi* t LA

' ' HOLDINGS IN LATIN AMERICAN STUDIES

4

.

?33

---

SIMON FRASER UNIVERSITY

. ?

MEMORANDUM

John Brohman ?

FROM:

?

Sharon Thomas, Head,

Geography

?

Collections Management

Office

SUBJECT: M.A.LS - Preliminary

?

DATE:

?

February 19, 1991

Notes

The CD-ROM disk and software I discussed with you have only

now arrived and while they weren't here in time for the Faculty

Committee I'll be able to give you a detailed assessment of our

holdings before the relevant meeting of the Senate Committee on

Graduate Studies.

In the meantime I have examined the proposal and the following

comments might be useful for the Faculty Committee meeting on

Wednesday.

We are reasonably well able to supply the specific

requirements of these course proposals, possibly as a result of.

course designers doing the best they can with available materials.

Nevertheless we do own most of the required or recommended readings

•

and the Library also holds significant runs of all journals cited.

In addition, approval profiles are in place which, with some

expansion, will enable us to guarantee reasonable coverage of books

published in the major English language publishing centres

1

although

we will certainly incur additional costs as we attempt to provide a

more comprehensive collection.

Nevertheless before we can adequately support the research

needs of the M.A.LAS the collection must be significantly enriched

in several areas, including the following:

(a)

our collection of non-literary books in Spanish can

charitably be described as inadequate and must be improved

(b)

new geographical areas of interest, such as Brazil, will

require an expansion of our collections policy

(C)

we have virtually no newspaper or journal coverage of

Latin America, even in countries such as Mexico where we

have long maintained an interest.

I see no reason why our present holdings can't support the

initial course offerings as long as we are simultaneously funded

for the inevitably increasing demands which will be placed on the

Library by a growing and vigorous M.A.LAS.

Good luck with the proposal and do, please, let me know if

.

there are any changes or additions which will affect my more

detailed assessment.

dab24O

?

Jjfr'

?

L1,6

^ -

---

APPENDIX 5. SUGGESTED EXTERNAL REVIEWERS

External reviewers might be selected from the following liSt Of people:

Jan Black, Professor, Political Science, University of New Mexico

E. Bradford Burns, Professor, History, University of California, Los Angeles

Ronald Chilcote, Professor, Sociology, University of Califarna, Riverside

William Glade, Professor, Economics, University of Toronto

John Kirk, Professor, Spanish, Dalhousie University

Sam Lanfranco, Professor, Economics, York University

Alfred Siemens, Professor, Geography, University of British Columbia

Fernando AlegrIá, Professor Emeritus, Spanish and Portuguese, Stanford University

S

.

64 ?

R.

---

APPENDIX 6. SELECTED LETTERS OF SUPPORT

C

C

r

.

?

65

qb.

---

ACELAC/CALACS

Association Canadienne des Etudes Latino-Américaines et Caralbes / Canadian Association for Latin

American and Caribbean Studies AsociaciOn Canadiense de Estudios Latinoamericanos y del Caribe

Associaçao Canadense de Estudos Latino-americanos e Caraibas

November 20, 1990

Dr. John Brohman

Department of Geography

Simon Fraser University

Burnaby, B.C.

V5A 1S6

Dear Dr. Brohman:

On behalf of the Canadian Association for Latin American and

Caribbean Studies (CAL1ACS) I would like to express our

support to the proposal of the Department of.Spanish and

Latin American Studies of Simon Fraser University for a

Master of Arts in Latin American Studies. We have no doubt

that such a programme would be an important contribution to

Simon Fraser University, to the students participating in

the programme, and to the field of Latin American Studies in

Canada.

The importance of the programme must be understood with

reference to the increasing linkages between Latin America

and Canada. The region is already the third largest market

for Canadian investments after Europe and the United States

and the Latin American countries look at Canada as an

important market for their products. About one in five

immigrants to the country now comes from Latin American and

there is already a large Latin American community in

Vancouver, as well as

in

other large Canadian cities. In

addition, Canada shares with Latin American countries

several hemispheric problems and concerns that cannot be

easily ignored, such as economic development, peace, the

illegal drug trade and enviromental issues. It is also

important to indicate the increasing political role that

Canada is playing in the region as a result of the

government's decision to activallyparticipate in the

Organization of the American States.

These trends indicate that an increasing importance will be

given

to

Latin American affairs in both public and private

institutions during the 1990s and the early years of the

next century. We have no doubt that there will a demand for

people with a solid technical knowledge of the Latin

I_I

UNIV ERSITE D'OTTAWA

?

lnstitut de developpement international et de cooperation

?

(613) 564-5939

Institute for International Development and Co-operation

I0uI UNIVERSITY OF OTTAWA ?

25

Universlté/University

Ottawa, Ontario, Canada

KIN 6N5

---

. ?

American economy and of the political and social dynamics of

that region. In this perspective, the existence of an

advanced programme in Latin American studies will allow for

the development of an expertise that will be essential for

Canadian public and private involvement in hemispheric

affairs.

It seems to us that Simon Fraser University has already the

potential for developing such programme. It has had for more

than fifteen years a well-known and respected undergraduate

programme in Latin American Studies, which has facilitated

and promoted the formation of an strong group of instructors

and researchers in that area. In addition, there is a

longstanding tradition of Latin American Studies in the West

Coast of Canada, which is expressed in the existence of a

solid and well established regional chapter of our

Association. The Chapter was the first one in developing a

formal structure as a consequence of the interests of its

members, many of whom are part of the faculty of Simon

Fraser. To this extent there is already an institutional

basis and an academic expertise for the creation of a

graduate programme in Latin American Studies.

The existence of such a programme would benefit Simon Fraser

University. The presence of a strong group of academics

•

?

would create the conditions for an expansion of research

activities with regard to Latin America issues in Simon

Fraser University attracting research funds from public and

private corporations. At the same time the presence of the

programme would create an even more solid image of Simon

Fraser in international academic circles.

We have no hesitation in supporting the creation of a

graduate programme in Latin American Studies at Simon Fraser

University. The University has definetely the institutional

and human capabilities for the creation of a programme that

will be important not only in Canada but also in Latin

America.

Sincerely

Dr.

?

ryUia z

/ President.

S

76'.

---

I*i

Agence canadienne de

développement international

200, promenade du Portage

Hull (Québec)

CANADA

K1 0G4

Canadian International

Development Agency

200 Promenade du Portage

Hull, Quebec

CANADA

Ki A 0G4

.

Votre rfrence

?

Your file

May 11, 1989

?

Notre référence Our file

Dr. Marilyn Gates

Department of Sociology and Anthropology

Simon Fraser University

Burnaby, British Columbia

V5A 1S6

Dear Dr. Gates:

I was delighted to hear of the plan to initiate a Latin American

Studies M.A. program at Simon Fraser. Personally, I benefitted in

my own graduate studies from the rich teaching resources in this

area and the active inter-disciplinary and collaborative atmosphere

at Simon Fraser.

In my work on the CIDA Central America Program I see a real need

for a program of this type. CIDA's development objectives are

becoming increasingly challenging as we move to implement the

agency development priorities of poverty alleviation, human

resource development, integration of women in development, food

security and structural adjustment. To design and deliver

appropriate aid to meet these Objectives in our region of interest

requires capability in terms of multi-disciplinary analytical

expertise combined with knowledge of and experience in Latin

America. I think that a Simon Fraser Latin American Studies M.A.

program would be a significant contribution to Canadian capability

in this important area and wish you success in launching this

important new program.

Yours sincerely,

Tim Martin

Project Officer

Central America Region

.

C d

?

Fl!

---

April 12, 1989

El

Dear Dr. Gates:

On behalf of the Latin American Studies and Spanish Student Union,

I would like to inform you of our support for the initiation

of a Master of Arts program in Latin American Studies at

Simon Fraser University. We feel that the program would build

on the already established success of our department. The

possibility of an expansion of Latin American Studies would

benefit both students and Simon Fraser University through the

attraction of even greater resources. More courses, students,

professors, funding, and research could all serve to establish

our program as a world-class Latin American Studies department.

.

?

The students enrolled in the department could further benefit

with the addition of graduate student participation in the

student union. As well, the M.A. program would attract more

dedicated students, willing not only to contribute academically,

but also actively in our union. Furthermore, the presence of

graduate students would finally allow the establishment of a

tutorial system as it exists in other departments. This

interaction, between undergraduates and graduates in the class-

room is a very part of the learning process.

It is also felt that current undergraduates looking for a

Latin American Studies department would be attracted to ours.

.

?

Not only would their work be enhanced by the existing quality

of our department, but also from the direct research capability

^T'

---

made possible by our successful tradition of field schools. A

Latin American Studies M.A. program here at S.F.U. could truly

attract some of the finest students available.

In conclusion, I would like to remind you that the Vancouver

community is already very involved in the issues concerning

Latin America and the establishment of an M.A. program in

Latin American Studies could make S.F.U. the academic centre

of our community.

Sincerely yours,

Kevin St

?

ack

Latin American Studies and

Spanish Student Union Representative

0

119

---

.

.

1055 Crestline Road

West Vancouver, B.C., V7S 2E3

May 17, 1989

Dear Dr. Gates,

I am writing to endorse the proposal to initiate

an MA program in the Department of Latin American Studies at Simon

Fraser University.

From the graduate student's point of view, a home department

would seem to be most advantageous. It would provide a meeting

ground for discussion and problem solving with associated faculty

and other LAS graduate students whilst affording access to the

latest information received by the Department from Latin America.

Latin American Studies has always reached out to make

contacts with Latin America. The Department keeps many students

at the University informed of current problems and change in that

vast area of the world. Such knowledge is relayed on a

theoretical as well as an empirical level through the associate

professors of this interdisciplinary department who share their

expertise simultaneously with students in their own departments

and those in Latin American Studies.

The Department has insisted that students be made aware of

the Latin American perspective on current affairs rather than

offering them purely North American opinions on Latin America.

LAS has achieved this dialogue by searching out and inviting

Latin Americans from all walks of life -- authors, weavers,

university professors and indigenous people -- who have stated

their points of view. Frequent field schools organized by LAS

9.

---

have permitted students to participate in the life of the chosen

country. Four students who participated in the SFU Field School

?

.

of the Andes in 1981 proceeded on their return to pursue graduate

studies and research on the Andes at SFU.

Simon Fraser University has a vital role to play resulting

from Vancouver's growing importance in the eyes of Canada and the

rest of the World. Situated on the Pacific Rimj Vancouver is

forging new ties with the Orient. However, the Pacific Rim also

involves the West Coast of Latin America, stretching through

Mexico, Central America and South America to the fringe of

Antartica. The population of Latin America is increasing, and

the thrust northwards is being recognized by the United States

of America where Spanish is now the second language.

As a Department with a strong sense of responsibility, LAS

at SFU recognizes the conditions prevalent in much of Latin

America today, and seeks through warm human relations to form a

bond transcending purely intellectual and economic concerns.

I am convinced that an MA program within the Department of

Latin American Studies would benefit Simon Fraser University

with its ever increasing ties to Canadian centres and the World

beyond.

Yours sincerely,

L

Sheila McLardy

.

S

0

---

.

APPENDIX 7. COURSE ENROLLMENTS IN LATIN AMERICAN

STUDIES COURSES AT SFU

I

.

6j

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---

APPENDIX 8. CURRICULUM VITAE OF LAS FACULTY AT SFU

A.

FULL TIME FACULTY OF THE DEPARTMENT OF SPANISH AND LATIN

AMERICAN STUDIES

D.

Clavero

R. De

Grandis.

J. Garcia

T. Kirschner

J. Nef

G. Otero

J. M.Sosa

G. Spurling

B.

FACULTY ASSOCIATED WITH THE DEPARTMENT OF SPANISH AND LATIN

AMERICAN STUDIES

R.

Boyer

J. Brohman

A. Ciria

M. Gates

R. Newton

P. Wagner

Curriculum Vitae for the above-named

available in the Office of the Registrar

[]

.

q.

---

APPENDIX 9. EXTERNAL REVIEWS

Dr. Leslie Bethell

Institute of Latin American Studies

University of London

London, England

Dr. Jan K. Black

Monterey Institute of Internatioiial Studies

International Policy Studies Division

Monterey, California

Dr. E. Bradford BUrns

Department of HistOr

University of California, Los Angeles

Dr. John Kirk -

Department of Spanish

Dalhousie University

Dr. Alfred Siemens

Department of Geography

University of British Columbia

.

.

4.

---

UNIVERSITY OF LONDON

* Institute of Latin American Studies

ITV

31 Tavistock Square London WC1H 9HA

Telephone 071-387 5671 Fax 071-388 5024

From the Director

2 March 1992

Dr. B.P. Clayman,

Dean of Graduate Studies,

Simon Fraser University,

Burnaby,

British Columbia,

Canada. V5A 1S6

Dear Dr. Clayman,

I write in reply to your request for comments on the proposed

interdisciplinary MA in Latin American Studies at Simon Fraser University

which is currently before your Assessment Committee for New Graduate

Programs.

This seems to me an excellent proposal which I have no doubt the

Committee will find most persuasive. The program will be located academically

and administratively in what is clearly a strong Department of Spanish and

Latin American Studies. SFU has a sufficiently large faculty, both inside and

outside the Department, with Latin American teaching and research interests

and experience across the main disciplines in the humanities and social

sciences. Looking to future development there are perhaps three weaknesses

which you will need to address: (a) the program offers a good deal of

development theory (and courses which include discussion2rural

development/agrarian issues) but not much on the Latin American economies

taught by economists; (b) the senior modern historian Dr. Newton is offering

• ?

a course on the history of US-Latin American relations: do you not need more

modern history of Latin America?; and (c) the program is

1

as you know,

generally weak on Brazil (and Portuguese). My only serious doubt about the

•

?

program concerns library resources. It is difficult for me to judge, but from

what I have read I wonder whether you have as things stand the necessary

. ?

strength in Latin American monographs, journals and news sources to sustain

this graduate program.

.../... ?

q ?

-

---

2.

?

2 March 1992

.

I really cannot comment in any informed way on the demand for the

program or the demand for graduates of the progiam. But I note that there is

already a strong undergraduate programme

-

t SFU (and at other Canadian

universities) and that this will be the first graduate programme of its kind in

Canada And Latin American-Canadian relations, both economic and political,

are of increasing importance I cannot therefore imagine that you will have

difficulty recruiting Canadian students You might even be successful in

recruiting students from the United Stats and Latin America.

I wish the program well. If there is any assistance I or my colIeaüesn

offer, please let me know.

Yours sincerely,

Professor Leslie Bethell

0

1 -j

7

---

Post-It" brand tax transmittal memo 7611

-

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'iL11itZ

C 0.

________

hO or

4'? -

Fax ?

/

Faii (qôj') ?

4'7 -

'If

57

Monterey

Institute of International Si

.

Der r)n Clayman:

S

.

I

A

ppreciate your soliciting my conrnnt:'

nn

the proposal for

A

nw

Master of Arts program In Latin American studies at Simon

rri:r

University. I have

been

aware for many years of SFU's

strengths In tatin American studies and 1 am pleased to note that

those strengths have grown steadily. I was also privileged to be

oarticipant in 1989 in conferences at SPU dealing with human

rght3 in Latin America and with development trends lh Mexico; both

conferences were exceptionally well-organized and highly

stimulating.

I will address here the

tsSUe3

you highlighted, namely

c .

demic merit and strurturl Integrity; adequacy of the faculty

nil other

resources; demand among prospective students; and dcmand

for

graduates.

?

ntqr tyn I!the

?

pp3Pr oqrair

it appears to me thai the proposed program achieves a good

balance between Integrative core requirements and the flexibility

o zepond to Individual ncad3 and Interests. I am particularly

partial

?

to ?

the ?

idea ?

of ?

incorporating ?

a ?

team-taught

mulMisripliriary core course. Most other L1S JL.Jdu;te courses

apntr

,!so to cut

across traditional disciplines so as to deal

with

ideas and issues as they present themelvtz in the Latin

American context.

The unity of Latin

AmerirA in

not self-evident from geographic

ir

linguistic perspectives; nevertheless, to an extent far greater

thri

is the case in Europe or the United States, socioeconomic and

pol

itical inquiry, philosophy, literature,

the

arts and other

,Pursuits

of the educated and socially active tend to center on

cntron concerns, concerns that spill over disciplinary as well as

nat-lon,

,

il hour lri and leave no one In the region untouched.

Th'i., re.iardless of one's primary focus, working effectively with

t.aMn Americans, I believe, calls for a profound grasp of that

c'ororal Ity.

Surveys done over the years of the disciplinary breakdown In

LAI graduate programs in the United States have shown a remarkable

ci.tu

.

h.teucy, the heaviest

concentrations of couse offerings

falling generally In literature and history,

followed by

political

rIence, anthropology,

cCOflOmiCS,

geography, sociology, and art and

r(h1tecture, rore

or less

in that order. Most U.S. Institutions

conferring

the

M.A. in Latin American Studies

offer more

than 100

rr.t.Mt hours in the field.

ln?lr,%flhl%niI PIis'y 4iiifli'C ritn.4l4fl

42. V,u, flu,i:ti 3'.tu.I. Mtitiittty. CA 9WQ ILU. (408) 474S FAX (4fl8) (47

.

4 i!z

---

i t. ?

-

?

I -

?

I F1

I1 ?

J. ?

. ?

I', I I ?.

?

•

P; J

g4

2 ?

.

The most red1ly

apparent differcr.cc between inti tut ion

?

offering

only the B.A. and those offering the N.A. as well has been

tt fewer than half of the former offer courses In Portuguese and

in Latin Ameriean -cc

'

nterzt econom

?

while more than four-fifths of

t:h.. 1t-ter do. ?

}aif of the H.A. prc'rams offer courses in the

so-tology. of Latin America and

about one-third.

offer Latifl American

att.

arid/or architecture. By

these

criteria,

excepting its

current

we.ikncs's in Portuguese, Simon Fraser should coropee well against US

schools with graduate-level programs.

More importantly, though, Simon Fraser is particularly strong

in the issue areas most likely to be of central intellectual and

prictical conceri arid thus In demand by 3tUdenta

?

d potential

mpieyers in the near future, areas such as deve1ripuiert theory

etud.

;trategy, ?

indigenous ?

cultural ?

survival, ?

and

?

environmental

pri'rvatic

.

n. An emphasis on

development would seem to. be a very

r.rtical adjustment to the

j

ob market as well as a creative means

if seeking

the Intersection among concerns normally treated

in

disciplinary isolation.

Finally, t appreciate the inclusion of a thesis requirement.

Wh1 ?

the core

course and several others wIll impress upon the

1IfierlL

the initerconnectedness of Latin American social problems,

political and development strategies, and modes of expression,

the

thesis calls for focus and the development

of

expertise on

Particular topic as well as the nurturing of research, analytical,

01*11i

writing skills.

Ado q uac y of the

..

Faculty _and

.

Cither Renourc

es

CF'U faculty expertise in

TIM-in

American studies

IS

such that

IL would se±m an awful

waste

110t

to

offer a Masters degree. The

fact.

that so many have been so prolific and so active

professionally should be In itself a major draw and must account In

l.rqe part for the dramatic increase in recent years I

applications for the undergraduate program.

Considering associated

and

adjunct faculty along with that of

the- department Of Spanish and Latin American studies, it must be

said that both disciplinary and country or area coverage are

exceptionally broad,

?

As to area, the only serious shortfall,

Tt3SC

On Brazi 1, has ler noted In the proposal and 1'-; to b

redied in the nir future. Tt might he

usefpl also, though by no

Is

to

?

acquire more faculty expertise in the Non-

141:Apanic

Caribbean.

with respect to d

i

scipline, program planner-s might consider at

st ?

point seeking adiunct or

?

riMd faculty collaboration from

,irt h.t.ocy

cnd

architecture

and planning; qiven the grassroots

cievloprnent focus that has crept Into planntnq,

that field might ?

ID

px.'ve complmentary to other development approaches.

---

S ?

Page

I have no personal. familiarity with the SF0 library, but

have

no reason to doubt the department's Judgement that holdings with

Latin A

me r

ican content will have to be enhanced in any case to

Tti(t

n

p

# ^ (iA of existing programs and

that. such expansion

should cover the

shod-term ?

quIremetts of a Ma

s

tels protjrm as well.

The

already established field

school program

appears to re a

very important

multipurpose recource for the 1A

program.

It should

hep to prepare and inspire

r

jrU inde

r

graduateZ5 to continue

their

L

10

IL

e s

At the graduate level.

?

It

should help to spread

11arlty with SFU'S programs among Latin Amerle;.

4

tis contemplating

overc03

education. And it should serve as a base, offering

individual and institutional, contacts, for helping graduate

t.'erst

to

plan their thesis research or gain e

x

perience through

1ntirnship3.

Oerfl,zr)d

The expansion of undergraduate enrollment

In

Latin American

t1:

1

js at SF0 in recent year

?

as cited in the

M.A.

program

i3Obeti,

is truly remarkable oiid an unmistakable commentary on

th

e

strengths of the program and the expertise of SLAS and associated

f.cuity.

It i

s

also a very promising indicator of ongoing interest

•

?

?

In

Latin

Amor!ca. Even

though the strife In Central America that

?

kept the arPa in the news

has

abated for the time being, other

particii1ir1y areiritirg .mnrrigrat:ion and .shifting tr

ad e

p#itterns should serve to

SU$tc

j

t

t

high levels of student irttzest.

The constriction of budgets and programs in higher education

irtitutin in the United States, along with increasing

niriif.ttiOn.

of

ethnic pre'id1ce

may

serve to drive degree

crdidts farther north. It. is my impression that Canada has

always been

'more gracious and generous to Latin Americans,

especially tho5e seeking

higher

education,

tha

n

the U.S. has been.

ertainly

Latin America needs Canadian involvement in its

ffir

?

o mitigate

the

volatility and .short-

r.

?

of fl..c.

policy. At present, however, no Canadian' university offers

d

Masters degree in the field. Surely there are Canadians and Latin

A!erican5 who would prefer to undertake their advanced studies In

and it Ic clear

that Simon

Paer University, as the only

Canadian university to offer an interdisciplinary

Bachelor

of

Arts

is

the

institution best situated to assume responsibility

fot training a cadre of professional area speclallst,

t),'YTdnd

for

Craduates

Cidas recent

enI.ry l

riLu

the Orçthization of American $tats

5 ?

aJ the prospect of a North Auer loan free trade pact should enhance

---

FEB-27-92 THU I.!!; :

2

O

S

t1TI,

?

P.04

.

both the marketability of a grduete degree prpg:nt focusing on

Latin Amca and the demand for graduates of such a program.

Pl

.

ncement of, grzdutes bocornc

.

3

a problem in most fields, even

iit

,

hly technical tines, in ecohornc hard time3.

?

But hard timer,

wee have

p usf .

vid. w ever 1argr numbers of

forcignc.r, including Latin Americans, with well

developed

skills

and broad Interests, contributing, for example, to the "boom" of

t.r!I1rior)l itest tr Lat!n ArncriCcr' literature

?

And herd

n€s have

cornpell€d th&

?

pariion of the Canadian role, public* and

P

riVd ,

in the

T1

J$5O b11.1ifl a year buzines of international

evelorent. ?

The ?

irerigth of the p

?

ëc,tive M.A. progran in

alternate development strategie3 ana Its potent

i.3J,

for exi#nir,fl in

the diect1on

,

of prog4ain

.

planning for eco)ogical, 1ndgen6us

arid

rfuee problcmn lcvco

I

t

w]l po3itioned for dealing with 1ssts

to take on Inc añg. importance in the r,er future.

urrnTiry.

I believe that the Hastes degree program prooe'3 by th

rtmnt of pnish

Rfld,

rMtin American stud:tes Is well planned,

'vIng an optIrtl Mix of cohere

?

a1d

couprehenivcne, focus and

Liexibility. ?

'Ihe LAS and

assucictt,ed. an

d

addunct faculty

nffr ?

hro3

co'eracje of discipl.flaxy and

country

Or

regional interests

They

are a m

p

&t. productive an '5 resourceul group. Other resources

e ?

ot&dl

to

the

sUCCE-s.1

of an M.A

.

,

degree program appear to be

vIljh1e as well.

?

x n5on of

SLPSofLering3 will place further

demands on the university hudy*i at any rate; those Incidental.

to

a çraduate procjrm would appéa to be only marginal.

cc:e1eriting deman

'

d for the B.A. In Latin American 4tUdi es

In

jLlf

?

r1mr1a for a jrtciueti pro)rm a$

w el

l

, and Canada'

urtpt1on of a larger

role

in ?

hemIqihr ?

diplomacy

dclopment

is

one of many reaoiIs to anticipate demand

tQr

g r

1 u3t

.

ez

of such

a program.

?

Nri,ly, I helieye the

?

tiation of a graduate degree program

wuld

ofr

ftn

tiragemont to faculty and students alike arid 6crvp

ti l

reinforce and invyurat

?

existing progrm:3.

?

I support the

?

propoal without hesitation.

'rharik you once again for consulting me.

Sincerely yours,

,Jan 1nipp,ers/8lac:k

Professor

C

S

.3h/wb

---

UNIVERSITY OF CALIFORNIA, LOS ANGELES

?

!r•'

?

UCLA

BERKELEY • DAVIS • IRVINE • LOS ANGELES • RIVERSIDE • SAN DIEGO • SAN FRANCISCO

?

SANfA

?

CRUZ

DEPARTMENT OF HISTORY

405 HILGARD AVENUE

February 17, 1992

?

LOS ANGELES, CALIFORNIA 90024.1473

Dr. B. P. Clayman

Dean of Graduate Studies

Simon Fraser University

Burnaby, British Columbia

Canada V5A 1S6

Dear Dean Clayman,

I have received your letter of 30 January 1992, accompanied by

appropriate documentation for the proposal to establish a graduate

program in Latin American Studies at Simon Fraser University. My

reaction to the proposal falls under five categories: Need,

Interest, Faculty, Library, and the Program.

NEED

The documents correctly indicate the increasing involvement of

Canada in Latin America. It would seem extremely important to me

for at least one Canadian university to offer graduate studies

concentrated in that region. In fact, this argument for a Canadian

study of Latin America viewed from the vantage point of Canadian

interests impresses me as the single most compelling reason to

establish this program. On the other hand, I am disappointed that

you will offer a course, LS 811-5, emphasizing Latin America and

U.S. Foreign Policy without a comparable one on Canada and Latin

America. I understand how important a knowledge of the U. S.

presence in Latin America is to a thorough understanding of the

region. Nonetheless, I strongly believe that a major contribution

SFU can make, particularly within the Canadian setting, is to

emphasize the relatively recent Canadian presence in the Caribbean,

Central America, and elsewhere and, more importantly, Canadian

future interests. Also, there are comparative topics significant

for Canadian students. The production and export of wheat in

Argentina comes to mind as an obvious one. Thermo energy in Mexico

and Nicaragua is perhaps less obvious but no less significant for

Canadians. In sum, Canada needs a graduate program in Latin

American studies, but it should give some emphasis to the Canadian

perception, relations, and policies vis-a-vis Latin America.

INTEREST

The documentation suggests that sufficient student and public

interest exists to support a graduate program. Further, it

demonstrates that the program can serve some specific Canadian

needs. SFU seems to have the academic infrastructure already in

IDI-

---

?

place

establishment

for such

of

a

such

graduate

a program

program.

would enhance

Indications

SFU.

are that the

?

0

FACULTY

SFU boasts of a fine faculty, well qualified to offer this

graduate program. One notable strength is the number of faculty

members from Latin America and/or with strong links to Latin

America. Their presence ensures a variety of viewpoints, most

importantly for the students an opportunity to view Latin America

through Latin American eyes.

LIBRARY

A graduate program requires a substantive library. Your

documentation suggests that scanty Latin American holdings may be

the weakest part of this proposal. While I do not believe that a

university must have a world class library of Latin Americana to

teach Latin American Studies, I think that the establishment of

the M.A. program should be the occasion to strengthen the holdings

in those areas within Latin American Studies you have selected to

emphasize.

THE M.A. PROGRAM PROPOSAL

The program proposes some excellent graduate courses.

Speaking now from nearly forty years Of experience with Latin

American programs, including a quarter of a century of direct

involvement with UCLA's large and complex Latin American Center, I

applaud your determination to offer LAS 800-5 Foundations of Latin

American Society and Culture. Such a team-taught interdisciplinary

seminar is essential. I cannot overemphasize that your program

will rise or fall depending of the viability of that course. It

gathers the graduate students together, it creates a working

ambiance, it provides interaction between graduate students and

professors to a degree and across a range unobtainable in any other

way. It infuses enthusiasm and purpose not only among the graduate

students but among the faculty.

Further, I applaud an emphasis, which I perceive, within your

suggested program on economic development (with laudable attention

to agrarian topics). Without being an "economic determinist," I

feel this emphasis is correct. That poor people inhabit rich lands

must surely be the enigma present in all studies of Latin America

whether it be colonial history, literature, ideology, or whatever.

Your program recognizes that ubiquitous reality.

From my experience, I strongly question your emphasis on the

preparation and writing of a M.A. thesis. We. have all but

abandoned it at UCLA, not that you will want to replicate our

program. I simply point out to you our long-term dissatisfaction

with that requirement. With weak library holdings in Latin

America, SFU might find this emphasis frustrating and finally

unsatisfactory. Frankly, I would replace it with a single course

on research methodology, research trends, and (I would imagine very

important for young Canadians) research needs.

---

Encouraging the students to visit Latin America is important

. (and can be expensive), but it would seem that SFU already has a

good record in this regard. Somewhere down the road, SFU will need

an introductory course in Portuguese, an absolute must (please

excuse my own provincialism in this insistence) for any serious

Latin American program, undergraduate as well as graduate. Brazil,

• of course, should be of capital importance to Canadians. The two

giant, rich nations: one developed, one underdeveloped. Why? I am

not sure but I will bet that Canadian investments in Brazil are

considerable. I would guess that Brazil is important to Canada---

if not, it will be!

No doubt exists in my mind that SFU is ready to initiate the

proposed Master of Arts (Latin American Studies) graduate program.

Your serious proposal strikes me as well thought out. I urge you

to implement it.

Best wishes,

C.

E. Bradfrd Burn

Professor of History

.

E

?

IDb-

*

?

•'

---

Department of

c ?

Spanish

0

Dalhousie University

Halifax, Nova Scotia

Canada 133H 315

Ph.

494-2544

FAX: 902-494-2319

February 10, 1992

Dr. B. P. Clayman

Dean of Graduate Studies

imon F rarr tin i

i(

,

r;

i

Burnaby, BC

'/5A 1S6

Dear Dean Clayman:

Please find enclosed my review of

programme in Latin American Studies, which I

support enthusiastically. I trust that the

to you and colleagues in your deliberation.

the proposed M.A.

am pleased to

comments are useful

1]

Having never undertaken such a task before, I am not

altogether certain that I have addressed all pertinent queries.

Should that be the case, please feel free to call me at home

(902)-423-3325). I will be here until March 3.

In closing let me add a personal note for your own

information. As you are undoubtedly aware, it is largely

because of the efforts of Jorge Garcia and Teresa Kerschner

that this excellent programme has flourished, and has brought

it' a reputation for quality across Canada. The on i /er ity rummun i l.y

owes them a tremendous debt of gratitude.

Sincerely,

tKirk

Professor of Latin American Studies

(nr,1

1A

---

1

ComrnisOn_ther ?

gt

(Latin Amer'ican Studies)

39a....f!:_t:_L

University.

Preamble

It is

?

especially interesting to review this proposed

programme since some fifteen years agog while finishing my

doctorate at

?

U.E.C.., I

?

was a sessional lecturer in its

?

undergraduate counterpart. At that time it was c:lear

,

that there

was a

?

good nucleus of (extremely talented) facultY, some

innovative and well-designed

?

::ourses, ?

and

?

strong student

?

interest. Revisiting the Simon Fraser faculty/offerings/interest

4 : ?

years later, it is refreshing to see not only that these

three factors have continued to dEvelop apace but also that an

enlightened university administration is prepared to provide

fundin g

to ?

assist what ?

is clearly a most deserving and

increasingly important programme. All rhetoric aside, the Latin

American Studies

p

rogramme at SFtJ--both in its undergraduate

.fo i

nj:,t and in its proposed graduate c)+terings

.......

is indeed unique,

the onl

y

one of its kind in the entire countr

y

. It definitely

warrants strong support, and the university administration is

tremendously indebted to that enlightened core of faculty which

has fostered student interest over the last two decades.

Academic Merit/Structural Integrity

The rationale for the programme provided by the Department

notes that this current proposal "simply represents the logical

next ste

p

in the evolution of Latin American Studies at SFU."

to.

---

The

student

? '

are

?

?

interst

absolu

?

?

iv

In

?

?

i_ht

Latin

?

?

in

?

A'i±--trbC(9hbUt

this ?

ase ?

ion,

?

since

?

the

tue

?

countr

?

owiiq

y ---

1 earlyuier] :nèi

?

ti ?

14d

:

?

h ?

a ?

roq ratrime.. ?

Demand..

however

?

h6k s to

?

wth ?

academic quaiit

y

?

if the ensun -j

fl i

?

me

* *

f

?

Fortunately SFU has risen

chal lenqe

?

i ?

tc3 te

?

s ?

U

to that chaflene---áñd

?

it ?

hb

?

t , I ?

rdh ?

i ?

widélc' admired

iii

?

Latin ?

rne'ric:anit ?

c fr

?

l''

Most

?

wiveri: ?

1Y ?

n ?

Ca ?

d

?

in.1d mn

?

Da

i hous

:t e

?

and

?

ba .i nt;

Mary s here

?

HI•i:fi<) ?

\ ?

ibè ?

n

?

of

?

faculty who

spec::ii1ize ?

in

?

€echihñ

?

oQt ?

Ltin

?

Athèrica.. ?

Nowehere else..

hwever., ?

part ?

fr'S Y-I

?

ith'i'

' ?

in

?

TordntO,

?

.s ?

there

?

the

.-

?

-- ?

. ?

-,

?

-,

?

-•

breadth ?

of ?

+a(Tey

?

T-; If ?

in ?

à ?

de-fined ?

eil ?

focused,

• ?

m

-

??

.:;r.

T,

c•-),,,-S.:-P ?

.....S

'sri€l' ?

listed ?

in

?

the

proqram ?

a ?

at ?

sFu: ?

The-

1edä'

?

+- ?

Ib

?

(Cd'érädLatE?) ?

Lat in

?

AmerlC::an

Universit

y

?

C

?

n

of

Studies f-roqram offera wide array of material

?

and would provide

students ?

i t ?

ii ?

i: ?

è:1 ?

La ?

i ?

therica

t. ?

c:c.r;.. - ?

.S-: ?

•r.

here is

?

bsolutely no doubt concer

1

nln9 either the academic

.

or strcCctThãI

?

lhCqri y

Of Ci-te' th

?

LuiderradLtate courses

merit

present

ly

d+-i ?

Et ?

L ?

cLi- ?

s--al ihouqh

?

some

i

n

c ... ?

•-

?

,. ?

.3.

the suq

c

ietcd bL

?

iogtaNv

?

liats seem

?

a ?

little o ccsive

ol-

I-3L33

S3_I

?

--. ? -, ?

-, ?

-.

Given m

y ?

dr u t ors., ?

I

would

?

c .

commend that a few areas nced to be

. .....

I

?

.

addressed ?

in +Ltrthth'

deti).---±H

?

the rbiC b-f

?

the Catholic and

(raid1v

?

11,1!

dàéitalist ?

P'Ot

?

rt ?

bhUkhe..

?

modern

I.............

Latin

?

1 iteF -

?

ib..

?

t-

ôhtiic- ?

hy ?

Bkzil, ?

a

?

more

?

genet-,al

..53,3L.I

;j): ?

LS ?

113 ?

. ?

S ?

-

mi.dti —

disc ipiinary ?

approach ?

to ?

Mexico ?

nd ?

ni

?

introduction to

S

?

3,.1-3,I

?

.

Central American

?

isQC

?

Thee

?

I

?

Of fir

?

as

?

suggestions for

Ibb

---

.

S

further consideration, since they would round out current (well-

designed) offerings a-f the Programme

That said., 1 have absolutely no hesitation in supporting

either the academic merit or the structural integrity of the

proposed programme. There is a nucleus of dedicated and well-

prepared specialists who have guided this developing interest -for

many

y

ears.. The

y

have carefully chosen colleagues whose areas of

specialization will supplement their own offerings, and the end

result promises to be an extremely well-rounded set of offerings.

The proposed programme is particularly well conceived, and

follows a solidly developed set of course offerings: students

11 indeed emer

g

e from this M. A. programme with a unique,

clearly focused understanding of Latin America..

The Adequacy of the Faculty and Other Resources Available

Given the -fact that there is no other programme like this in

Canada, it seems clear that SFU could easily carve out a. niche

-For itself as th

.

place to study Latin America..

?

(Indeed, given

the wealth of talent, approaches and interest, SFU would be wise

to invest in a glossy Public Relations exercise

?

sending flyers

to the Department of External Affairs, CIDA, IDRC, and all

appropriate NODs offering a variety of specialized mini--courses

on a yearly basis to prepare bureaucrats, diplomats, NOO members,

media and the like before the

y

travelled to Latin America)..

In qenera:i., experience has shown that if a core of dedicated

academics is prepared to offer a course or programme, this can

usuall

y

be accomplishe

d

even without much university funding.. In

(Dl.

---

4

the case of SFLH--

q

iven the pool of academic talent involved in

Latin American Studies--this

is

even more feásih1e ?

.1 would

argue, though, that-thgWare to Areas of concern which need to

be addressed---and L

yhere fiancia1 support is needed if the

programme is to develop as It should. 'Thse are a) the need for

-faculty i•-'enei and b) the (prbab1é) need for library and

audio-visual materials.

Dealing first with the need -for -faculty renewal it is cleat,

that in recent years some excellent appointments have been made

b y

the university. Giyen the current economic climate, it

15

gratifying to see an aLmi

.

nit.r'atidh with enough foresight to

build up such a strong pnpgramme. This will need to continue

over the coming y ar, hpe.r, not only to strengthen the

programme's of-ferin

q

s,

but

also to encourage other departments

with associated facuLt

y

to

rE

p

làce retiring colleagues with

-fellow Latin Americaiists. ?

In the latter issue the persuasive

abilities of the Deans of Arts and Graduate Studies will be

required.

?

Given the puppprt currently afforded by associate

-facult y

, this is extremelyImportant;

?

(On a related note. ?

I was

surprised to see the limited amount of secretarial help currently

enjoyed, and would strongly urge that at least one full new

position be added to

help

with running the programme).

The other matter

has

to do with library and, to a lesser,

extent,

audiovisual

match i al

?

:1 remember from f i -fteen years ago

that the SFU holdings

were

reasohable (better than UBC) yet

still in need of substantial strengthening. ?

Appebdix 4 (a memo

16%

S

---

9

. 0

5

from Sharon Thomas on the collection) indicates that this may,

still be a problem. While it should not delay the approval of

this proposed M.A. programme, it is nevertheless clear to me that

the university will have to address the issue of buildin

g u

p

the

Latin American collection--possibly by seeking funding from SSHRC

(which has .a specialized fund for this purpose), or through

corporate donations. ?

In all probability the university itself

will have to commit itself to pay an additional amount if it.

wants to provide an adequate research base. (I am not convinced

by the argument ' that substantial spin-offs in the area of

research material will be derived from the establishment of the

p

roposed Latin American Business ' Resource Centre

?

from past

experience such material tends to be business-driven, and

narrowly focused). From my own brief period at SFU, I recall a,

good audio-visual collection. I hope that this has continued to

grow--or at the ver

y

least that there is an ample budget for

renting

of

such material.

Demand Among Prospective Students/Demand for Graduates

There is absolutely no doubt that this is a substantial

growth area. The figures across Canada speak for themselves:

there is a "boom

?

in interest among students, who are extremely

keen to find out about Latin America. (In my own classes there

are three times the number of students

students when compared with a

decade ago). There is every indication that this trend will

continue to develop, at least over the next decade--and probably

far beyond. As a result, 1 feel convinced that the projected

I

Dl-

---

figures are extremel

y

reasonable.

?

The undergraduate enrollment

in the programme will also continue to grow---so that there will.

be

an automatic feeder system" to the programme

?

Again, given

the unique programme offered at SFU, and with the appropriate

amount of advertising, you will be able to carve out a niche as

the leader in Latin American Studies in Canada

?

I cannot

emphasize too strongly the potential for this programme but

would strongly urge the universit

y

Administration to continue its

support: without it Latin American StUdies will continue to

develop at Simon Fraser, but with a continued financial and moral

commitment it will further enhance the innovative and enlightened

image of the university.

I ath

less covifcëd about the argument to sell the programme

as the means of getting "jobs, jobs, jobs.

"

The Mulroney

government's c:iaiths notwithstanding, it seems clear that--at

least from an Eastern perspective--specialized employment w:ill

inevitabl

y

continue to become hard to find.

?

From an objective

standpoint there is every reason why there should be a demand for

graduates of this project (e.g. Canada joining the OAS, the North

American Free Trade deal with the United States and Mexico,

increased demand for an extension of that agreement throughout

Latin America, Canadian interest in human rights issues, the

Latin American presence in Canada, etc.).

?

I am not convinced,

however

7

that this will automatically translate into a ',av of

employment for M.A. graduates in Latin American Studies.

At the same time it is clear that there is employment there

*I.

A

LI

---

7 ?

for graduates (I personally have former students who are working?

in the diplomatic corps, media, consultants, Church groups, Nt30

?

community, etc.).

?

The point I would liketo make is that there

?

is not an abundance of such positions--and I think it would be

?

unfair to sell the programme as an automatic means of gaining

related employment.

Despite this (hopefully realistic) assessment, I

nevertheless believe that SFU can secure for itself an extremely

important role as the main supplier of graduate talent. This

obviously will take time and continued resources (not to mention

appropriate advertising). Through such a process, it is clear to

me that in filling a lamentable lacuna SFU will become the

undisputed leader of "things Latin American in Canada, and the

place where government, NGOs,. the media etc. will automatically

turn in looking for talent. This may well be happening for the

programme already in Western Canada, but the need clearly exists

to expand that influence--something which is a viable proposition

with continued administrative support.

Concluding Remarks

These observations will hopefully assist you and other

colleagues in

y

our deliberations. I have tried to draw upon my

experience here (as co-ordinator of International Development

Studies, and Former Acting Chair of the Spanish Department) and

knowledge of the SFU programme in order to be as realistic as I

can in assessing the proposed M.A.

I can endorse that programme enthusiastically, and am

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