Professor Edward Cleary, O.P.
Howley Hall 302
Office phone: 865-2752
Political Science Dept. Office: Howley 315 (next to Data Center)
Department Phone: 865-2434; fax: 865-1222
My Office Hours
- Tuesday 2:30-3:30
- Wednesday 1:30-2:30
Class Meetings: Series E (10:30 Monday, Wednesday, Friday)
Introduction and Texts: Welcome to the study of Latin American politics. This course meets the Political Science Department's field requirement in comparative politics and fulfills Social Science Core requirement. This lengthy syllabus can be skimmed immediately. But read it more carefully before our next class meeting.
One paperback text for this course have been ordered by the PC Bookstore:
Howard Wiarda and Harvey Kline, eds., Latin American Politics and Development , 5 th ed.
Handout readings will be given, as well.
Besides the readings, video programs form a part of the course. These will be available for individual use at Academic Media Services, third floor of Feinstein. The Americas tapes are catalogued as S-361 through S370. The Americas tapes run 55 minutes. The Romero tape is catalogued as G-602.
This course will provide students a wide overview of the region. We will study several aspects of Latin American life, including politics but extending beyond a narrow view of national politics to society, economics, and relations with the United States. The major educational goal is to provide you with a set of analytic tools that you, as an informed citizen, can use in the future to analyze developments in Latin America. In other words, the course aims to equip you to interpret editorials, Op-Ed columns, and events in Latin America. Graduates who profited from the course worked recently as staff members at the White House, Congressional offices, and Chase Manhattan Bank.
In summary, the course looks like this: we begin briefly with major themes running through the course and then devote time to the two large countries of the region: Mexico and Brazil.
The second large part of the course takes up other countries of special importance politically: a.) in South America: Argentina and Colombia; Chile and Venezuela; and Indian Andean countries: Bolivia and Ecuador; and b.) Central America, under two themes, religion and politics and peace processes; c.) Cuba will be taken up under the theme of revolution.
The third block addresses themes of importance: U.S. and Latin America, sovereignty, revolution, democratic consolidation, and social movements.
It is important for you to be aware of key assumptions I have made in preparing this course and that I will be assuming throughout the semester. First, understanding Latin American politics will be impossible without a solid
foundation of basic factual and background material, beginning with geographic and socioeconomic data. Most persons in the class will not have extensive experience in, or information about, Latin America. But since you have chosen this course from a wide range of options, I assume you are willing to work to improve your background knowledge of Latin America. By the end of the course, you should be able to express geographic information and be aware of the economic situation and ethnic make-up of, at least, key countries.
Second, it is impossible to understand demands for social change in Latin America - or resistance to these demands - without understanding the economic forces in the region. To understand Latin American politics means to study the economic context as well as the party systems. Students need to work to understand the economic aspects of politics, both at the macro level ("economic development strategy") and the micro level ("social justice issues").
Following on these two assumptions, the course asks you to focus on public policy: the choice political leaders make (or don't - or can't - make), as they strive for better lives for their inhabitants and for political stability. In a sense, then, this is a course on public policy in Latin America, and the course includes an agenda of questions like: What are the conditions (social, political, economic) that engender demands for public policy; what institutions respond to these demands (what decisions are made, or not made); what are the outcomes (stability, fewer demands, better lives, democracy, human rights)?
If public policy is one focus, a second way to look at the course material is to look at political participation, with another corresponding set of questions on the agenda: who makes demands and why; who have resources to "win," and what are the outcomes (stability, greater participation, democracy, human rights)?
So students need to work to build up a base of factual knowledge about the region, and need to include economic perspectives, as they study the region. Following the approach of the course, students need to focus on public policy and on questions of democracy ("procedural democracy"). Although many readings will not specifically mention those kinds of questions, those are the questions in my mind and will be pursued in exams and in writing your papers.
These general considerations need to be grounded in the lives of real persons. First, the videos help in this regard. Second, you will choose the life of an individual or group for your critical book report. Third, you will have one country with which to keep up during the semester. Sources of information include: Lexis-Nexis Universe, The Economist , The New York Times , and Latinamerica Press . The availability of these sources will be discussed in class.
B. Evaluations
These will be four:
Class participation, including short essays and debates 30%
Critical book report 20%
Midterm exam 20%
Final exam 30%
C. Class Attendance
Class attendance and participation are essential components. If you foresee multiple absences, please drop the course. I regularly record attendance. Grades begin dropping, with or without excused absences, after four absences. This is further explained under academic policies, below.
Critical Book Report
This major assignment is due October 12th . The critical book report is to be 8-12 pages long, double-spaced. The report should tell what the substance of the book is about, take a critical stance when appropriate, and include personal reflections. The analytical book report will focus on personal lives. Most of these works are available through the HELIN system. The number of copies of a particular work are limited, so obtaining copies early is a priority for you. Please choose one of the following:
Ana Carrigan, Salvador Witness: The Life of Jean Donovan
James Brockman, The Word Remains: A Life of Oscar Romero
Beatriz Manz, Paradise in Ashes: A Guatelaman Journey of Courage, Terror, and Hope
Lawrence Weschler, A Miracle, A Universe: Settling Accounts with Torturers
Gilberto Dimenstein, Brazil: War on Children
Roger Lancaster, Life is Hard
Hans and Judith-Maria Buechler, The World of Sofía Velasquez: Bolivian Market Vender
Robert M. Levine and José Carlos Sebe Bom Meihy, The Life and Death of Carolina Maria de Jesus
Andrew Revkin, The Burning Season (Chico Mendes and Amazon Forest)
On Friday, September 17th, turn in your name and the title of the book you have chosen.
The Course Outline lists assignments for each week. The outline is the professor's best estimate at the start of the semester, and is subject to change. There probably will be little change. Changes will be announced in class; students are responsible for keeping up with any changes. Please note that assignments, including videos, should be completed before the class meeting in which they will be discussed.
Week 1Wed., Sept. 8 Major Themes
Friday., Sept. 10 Context and History: Wiarda and Kline, read Chapters 1 and 2
Video: Americas 3: Continent on the Move
Monday, Sept. 13 Democracy, Wiarda and Kline, read Chapter 5; Intro. To Mexico
Wed., Sept. 15 Mexico, read Grayson, in Wiarda and Kline, pp. 370-384
Friday., Sept. 17 Mexico, read Grayson, pp 384-399
What did Mexican Revolution accomplish?
Turn in title of book report project and your name
Week 3 Brazil
Video: Americas 2: Capital Sins
Monday, Sept. 20 Brazil, Ieda Wiarda, read pp. 127-163 in Wiarda and Kline
Wed., Sept . 22 Brazil (handout on income inequality)
Friday, Sept. 24 Brazil: Compare Mexico and Brazil
Week 4 Governmental Corruption/Women/Political Conflict
Video: Americas 5: In Women = s Hands
Monday., Sept. 27 Corruption in Government
Wed., Sept. 29 Women in Politics (assignment based on Americas 5)
Fri., Oct. 1 Political Conflict
Week 5 Argentina
Video; Americas 1: Garden of the Forking Paths
Mon., Oct. 4, Argentina 1, Paul Lewis, read pp. 95-119 in Wiarda and Kline
(Wed., Oct. 6 and Fri. Oct. 8 No Classes - Latin American
Studies Congress - Finish Writing Critical Book Report)
Week 6 Critical Book Report/Argentina/Colombia
(Mon., Oct. 10 No Class: Columbus Day )
Tuesday, Oct. 12 (Monday Schedule): Critical Book Reports
Wed., Oct. 13 Argentina 2, Lewis, read pp. 119-125 in Wiarda and Kline
Friday, Oct. 15 Colombia, Harvey Kline and Vanessa Gray, read pp. 198-227 in Wiarda and Kline
Week 7 Colombia/Midterm Exam
Monday, Oct. 18 Discussion of Plan Colombia
Wed., Oct. 20 Is Colombia a Failed State? (handout)
Friday, Oct. 22 Midterm Exam
Week 8 Chile and Venezuela/Party Systems
Monday, Oct. 25 Chile, Paul Sigmund, read pp.164-197
Wed., Oct. 27 Venezuela, David Myers, read pp. 259-294 in Wiarda and Kline
Fri., Oct. 29 Chile and Venezuela compared/Party Systems (Mainwaring and Scully handout)
Week 9 Andean Countries/Ethnicity
Video: Americas 4: Mirrors of the Heart
Monday, Nov. 1 Ecuador, David Dent, read pp. 350-367 in Wiarda and Kline
Wed., Nov. 3 Bolivia, Donna Van Cott, read pp. 331-349 in Wiarda and Kline
Fri., Nov. 5 Indigenous Political Movements (handout)
Week 10 Central America/Religion
Video: Romero
Monday, Nov. 8 Honduras, read chapter in Wiarda and Kline
Wed., Nov. 10 El Salvador, T. S. Montgomery, read pp. 470-492 in Wiarda and Kline
Fri., Nov. 12 Religion and Politics (handout)
Week 11 Central America
Monday, Nov. 15 Costa Rica, read Mitchell Seligson, pp. 442-455 in Wiarda and Kline
Wed., Nov. 17 Nicaragua, Richard Millett, pp. 456-469 in Wiarda and Kline
Fri., Nov. 19 Guatemala, read pp. 493-511 in Wiarda and Kline
Week 12
Mon., Nov. 22 (No Class: AAR Meeting)
Week 13 Revolution/Cuba/Sovereignty
Video: Americas 9: Fire in the Heart
Monday, Nov. 29 Revolution in Latin America (Questions based on Americas 9)
Wed. Dec. 1 Cuba, Juan del Aguila, read pp. 400-441 in Wiarda and Kline
Video: Americas 8: Get Up, Stand Up
Friday, Dec. 3 Questions about Sovereignty (Questions based on Americas 8)
Week 14 U.S. and Latin America
Monday, Dec. 6 History of U.S. and Latin America (Daadler and Lindsey handout)
Wed., Dec. 8 Recent U.S. Interventions
Friday, Dec. 10 Conclusion, read pp. 573-582 in Wiarda and Kline
Friday, Dec. 17 Final Examination
ACADEMIC POLICIES
Please read this Academic Policies section carefully before the next meeting of the course. Please ask for any clarification you need.
1. Class Attendance . I record attendance for each class. I may ask you to sit according to a seating chart. Because this course depends heavily on interaction between students and professor, persistent absences will hurt your grade for the course. If you have "good reason" to be absent, I appreciate knowing of it beforehand. Please note that grades begin dropping after four excused or unexcused absences. Each absence, excused or unexcused, thereafter constitutes an automatic partial grade drop (as, B to C+).
2. Class Meetings . As the instructor, students should come to class meetings prepared to contribute: topics should be considered, questions should be formulated, readings should be completed. Students should spend time prior to each class preparing their potential contributions and expectations; students should be able to contribute at each meeting and should expect to gain something from each meeting. A key indicator of your advance preparation is having the reading and viewing assignments completed beforehand.
3. Class Conduct . I assume students who come to class wish to take advantage of the learning opportunities. Students acting inconsistently or interfering with other persons' concentration (including the instructor's), will be asked to leave and perhaps to drop the course. After a week or so into the semester (time to get your schedule arranged and to get used to it), I prefer not to allow students to enter the classroom once the class meeting has begun - please make every effort to come on time. Those who cannot arrive on time should let me know.
4. Makeup Exams . Makeup exams are given only if the student follows the College guidelines in the Bulletin. Typically, having other exams scheduled on the same day is not sufficient ground for a makeup exam, since the dates of my major exams are scheduled well in advance to assist you in planning your time. Moreover, all makeup exams (including midterm makeups) will be taken during the Reading Period at the end of the semester. Typically makeup exams differ substantially from regularly scheduled exams.
5. Deadlines and Extensions . This course syllabus contains dates for handing in assigned work, so you are already aware of the deadlines you are facing. Plan accordingly. Having other deadlines for other courses is not a basis for changing the deadlines in the course, so I do not grant extensions for work announced well in advance.
Students who meet deadlines would be treated unfairly if other students get extra time to do the same work, hence I feel compelled to lower grades on work handed in late. In some cases, especially if I have graded and returned the work to other students, I will not accept late work; if this happens, I will try to arrange a substantially different assignment, but circumstances may prevent that consideration, in which case your grade will suffer some unspecified amount (not exceeding the weight of the particular assignment).
If you know in advance that you will not be able to meet a deadline for some reason beyond your control (as, health or family considerations), please discuss an alternative assignment with me as much in advance as possible.
6. Taking Exams . "Hour" exams are supposed to last fifty minutes. I start timing the fifty minutes as early as possible during the exam period, but the exam must end no later than three minutes after the official end of the period., because other classes are usually scheduled for our classroom. I will advise you several minutes prior to that moment; but when that moment arrives, the exam is over. Students who have serious difficulty with timed exams, should consult the Learning Assistance Center about possibilities for alternative arrangements for taking exams.
7. Office Hours . I am a member of committees that meet at the chair's discretion and I am engaged in several projects with deadlines that may infrequently interfere with office hours (noted on p. 1). Please do not hesitate to talk to me beforehand after class or call me, first at x2094 and then x2752, to make sure your trip to the office will not be in vain.
8. Voice Mail . The college's voice-mail system is an excellent medium for important communication, especially when time is urgent. The best place to call is: 2094 (Priory office) and second best is 2752 (Howley office).
9. E-mail . The address is: ecleary@providence.edu.