(Because of reformatting for electronic media the page numbers below are wrong)
INDEX
MESSAGE FROM THE PRESIDENT 3
MESSAGE FROM THE SECRETARIAT 4
COMMITTEE REPORTS 5
ACKNOWLEDGEMENT HANKE FUND CONTRIBUTORS 17
ANNOUNCEMENTS 18
PERSONAL AND PROFESSIONAL NOTES
PUBLICATIONS AND RESEARCH 30
GRANTS, FELLOWSHIPS, HONORS AND AWARDS 36
PROMOTIONS, APPOINTMENTS, TRANSFERS AND
VISITING PROFESSORSHIPS 38
OTHER PROFESSIONAL ACTIVITIES 39
INSTITUTIONAL NEWS 43
A MESSAGE FROM THE PRESIDENT
Well, it seems strange that already I'm composing my last message as CLAH president. Like many other parts of life, the term just seems to have flown by. Part of it is the excellent work put in by Mike Conniff, Donathon Olliff, Sandy Johnson and the rest of the staff at the CLAH secretariat,which has made my year a breeze. Part of it is that Donna Guy, President-Elect and incoming as of January for two years, has already taken an active part and generously shared her experience as head of a previous CLAH secretariat. All in all, it's been a good year, as is shown by the many new initiatives that are still underway. Last but not least in this regard, I wish to give another thank you to Stuart Voss, who served as Chair of the Program Committee for the upcoming 1995 Chicago meeting. Not only is the Program an excellent one thanks to his efforts, along with those of other members of the committee, but Stuart has continued working hard to make the necessary changes in the program committee's operations so that future programs will continue to be better and so that the relationship with the AHA can be facilitated.
A number of positive accomplishments merit special mention this year. First, the CLAH membership passed the amendments to the Constitution that were proposed last spring. Second, the Encyclopedia of Latin American History is nearly complete, thanks to the active organizing efforts of Tasha Tenenbaum.Third, our membership drive continues, and we welcome, once again, our new members! And finally, our Cabrera endowment is doing well, and I want to thank the first Cabrera screening committee, ably chaired by Lou Perez.
We have as well some ongoing initiatives, which I hope will continue strong in the years to come. The first is our continuing effort to aid in the democratization of the regional committees. We now have the capacity to aid regional committees in holding elections for their officers, and we hope that regional committees will regularly avail themselves of the mailing and organizing capacity of the Secretariat. In relation to this, we are also happy to announce that the new Borderlands regional committee will hold its first panel at the 1996 CLAH meetings, and that the first regional committee president, David Weber, is hard at work making this possible.
A second initiative is the resuscitation of both the Teaching and International Relations Committees. The Teaching committee is being enthusiastically reorganized by Teresa Meade, and some early results of this can be seen in this newsletter. The International Relations Committee will operate under the supervision of Linda Salvucci, and we all hope that we can be of some help to colleagues in embattled academic environments such as Peru.
A third initiative, thanks to the electronically much more literate than myself folks at the Secretariat, is getting CLAH connected to the"Information Superhighway." My humble contribution is only that I have done much of my CLAH business by e-mail; but as this newsletter shows, we also have available to us H-LATAM, the electronic connection for CLAH, and a variety of database options that can facilitate information gathering and sharing for teaching and research.
On a more somber note, I need also note the untimely and sudden death of Warren Dean. Joe Love will be saying a few words about Warren at the CLAH luncheon in Chicago, and Barbara Weinstein has been hard at work organizing a CLAH panel that will focus on Warren's work. I thank them both.
And finally, although we had no way of knowing this when we set up the CLAH luncheon program earlier this year, the presence of our luncheon speaker, Michel Rolphe Trouillot, will be especially timely. As I write this message,U.S. troops have landed on Haitian soil and are organizing what is being described as a peaceful occupation. I can think of no better topic for our yearly luncheon, under the circumstances, than a reflection on questions of anthropology and history in the Caribbean, by one of our profession's most prominent Haitian scholars.
See you in Chicago.
Florencia Mallon
A MESSAGE FROM THE SECRETARIAT
Our membership drive continues to produce results, so vienvenidos and bemvindos to our new members. We now have 883 mem-bers. Although this appears to be only a modest gain of 33 from our previous report of 850 members, the actual number of new members is much larger. We have pruned the list of all those who are seriously behind in dues payments (i.e., those who haven't paid dues since 1992). We appear to have had good results so far in getting graduate students to enroll in CLAH. Don't forget to encourage this year's new supply of graduate students to take advantage of the reduced rate to join.
We take this occasion to introduce our new secretary, Sandy Johnson, who has assumed the major responsibility for CLAH. With Sandy's help we are upgrading our accounting system. We now have a software program to give us better control of our cash flow. We have also arranged for biennial audits of our financial activities.
Thanks to the work of Jackie Kent and Phil Mueller, H-Latam continues to provide and expand its excellent service to CLAH members. The list now has some 450 subscribers, most of whom we assume are CLAH members. The H-Latam gopher on which we have placed our constitution, membership list, and newsletter is working fine. The invitation to place course syllabi on the gopher has produced few responses, so more members need to share more syllabi with us on the gopher.
Voting members approved all th constitutional amendments presented last spring, to create a borderlands commit-tee, to include the non-Hispanic Caribbean, to raise the amounts of some awards, and to streamline organization. The new constitution is enclosed.
Thanksto the work of Louis P rez,Robert Paquette, and Antonio Ben tez Rojo, reparation for the awarding of Cabrera prizes is moving along. The first re due in the Spring of 1995.
We'll see you in the Windy City!
Donathon Olliff Michael Conniff
COMMITTEE REPORTS
Brazilian Studies Committee (January 1994 meeting)
Elizabeth Kusnezof (University of Kansas) chaired the meeting of the Committee of Brazilian Studies. Attended by an audience of over 30 and devoted to "Perspectives on Brazilian Social History: The Common Soldier and the State," the meeting featured two papers: "The Shelter of the Uniform: The Brazilian Army and Runaway Slaves, 1800-1888" by Hendrik Kraay (University of Texas at Austin) and "Discipline and Progress: Brazilian Army Reform and Changing Institutional strategies of Social Control, 1870-1916." Joan Meznar (University of South Carolina) and Timothy Coates (Brown University) provided commentary.
Kraay based his presentation in large part on research with 277 claims that slave owners, mainly from the province of Bahia, filed between 1800 and 1885 with military authorities to recover slaves who allegedly had run away by joining the Army or had been illegally impressed into military service. Slaves by definition were not citizens and therefore could not legally serve in the military. But, as Kraay pointed out, the young poor men of color often targeted by military recruiters were virtually indistinguishable from Brazilian-born male slaves, whether still held as bondsmen or conditionally freed or on the run. Not surprisingly, then, press gangs sometimes recruited slaves and conditionally freed slaves. Moreover, some runaway slaves sought out military service as a way to escape slaver. Under the " 'shelter of the uniform,'" they could establish a new identity, distance themselves from their owners, and also gain the protection of a new and powerful corporate patron--namely, the military. The importance of such protection should not, as Kraay noted, be underestimated since patronless poor men of color, even when free by birth or through manumission, lived under the constant risk of enslavement or re-enslavement. Thus, the Army and the status assigned soldiers by the law "opened a fissure in the wall of class domination on which young Brazilian-born slaves could exert leverage against the slave system, of which, ironically, the Army was the ultimate guarantor."
Yet, Kraay went on to argue, military service provided at best a precarious cover for runaway slaves, whose status could and often did come to light through chance encounters with relatives or acquaintances of their masters. Slave owners would then petition to recover their lost property. In such cases, a combination of "stubborn legalism" and an unwillingness to surrender any recruit or enlisted soldier typically led the Army to demand detailed documentation proving, beyond any doubt, that the soldier was, in fact, a slave. Where slave owners provided the necessary evidence, the Army either returned the slaves to their owners or compensated masters for the loss of their property. The Army, in this way, reconfirmed the legitimacy of slavery as an institution. And, in an ironic twist on slave holding logic and ideology, the Army before returning an escaped or wrongly impressed slave, sometimes charged slave owners for the upkeep of their bondsmen during the years they had served in the Army.
Kray concluded his presentation by arguing that the Army's treatment of runaway slaves calls into question the view, put forth both by the Brazilian military and by a number of historians,that, very early on, the Brazilian Army favored abolition. On the contrary, precisely because so many military officers were themselves slave owners, they stood, almost to the very last, "shoulder to shoulder" with planters in defending and accepting slavery as an institution in Brazil.
Beattie, in his presentation, focused on the Army as a penal institution and on efforts from the end of the Paraguayan War in 1870 onward to reform and professionalize the military in Brazil. He began by noting that, in the nineteenth and early twentieth centuries, the Army occupied, in more than one way, a central place within Brazil's criminal justice system. The Army's institutional role in managing crime and, more generally, in maintaining and enforcing social control reflected the poorly developed state of Brazil's system of civil prison and penitentiaries. Legislation beginning with Brazil's first (1824) constitution to create a new and comprehensive system of prisons and penitentiaries bore only meager results. In the nineteenth century, only a handful of new prisons were built. Inadequate state budgets and the lack of qualified administrative personnel further stalled the construction of new correctional facilities during the first years of the Republic. Beattie, drawing on various sources, estimated that, in the early twentieth century, the country's civil jails and prisons, many of which were characterized by atrocious conditions, could normally hold no more then ten to twelve thousand inmates at any one time and were largely reserved for those convicted of homicide and serious crimes. The system thus had little room for those convicted of less serious charges.
In dealing both with petty offenders and with "the 'criminally' idle", authorities could and did, however, frequently resort to summary impressment into military service, which, in effect, amounted to a sentence to six years of internal exile. Many of those impressed into the Army were, not strictly speaking, criminals, but rather desprotegidos: poor unmarried men who lacked a skilled occupation and could not count on the protection of any influential patron. Beattie suggested that impressment accounted for perhaps half of the six to eight thousand enlisted men in the Brazilian army in the early twentieth century. "In this sense alone," he argued, "the Army was far and away Brazil's largest penal institution."
But, beyond summary impressment, as Beattie noted, the Army fulfilled other functions within the criminal justice system. Some Army forts and stockades served as prisons, housing some of the country's most dangerous criminals. The Army also administered the penal colony on the island of Fernando de Noronha, where prisoners sentenced by military tribunals generally represented less than one fifth of all inmates. The other two fifths, by Beattie's estimate, had been remitted there as a result of civil crimes. At its height, the island had a convict population four times larger than the largest provincial prisons. Similarly, a network of Army- administered orphanages or apprentice schools accepted and housed street children, juvenile delinquents (including youthful members of capoeira gangs), and otherwise troublesome youths, who had crossed paths with the police or with judicial authorities. The military became even more directly enmeshed in the criminal justice system when, as often happened, provincial and later state governments used Army troops as police auxiliaries.
Beattie, in further developing his argument, noted that reformers in the late nineteenth and early twentieth centuries recognized that efforts to modernize and professionalize the Army and improve the quality of its recruits would have to take into account the military's role in the criminal justice system. So long as military service remained closely linked with criminality and the Army administered prisons and carried out police duties, military service would remain repugnant to young men from " 'honorable families.'" Major reforms did go forward from the 1870s onward and especially during the early decades of the Republic. Although the 1874 recruitment law was largely unsuccessful, it was followed by laws reducing the term for military service and prohibiting those with criminal records from serving in the Army and then by the implementation in 1916 of a national draft lottery. Discipline improved and desertion and crime rates within the Army fell. Between 1896 and 1901, the Army-administered orphanages and apprentice and the penal colony at Fernando de Noronha were all closed. These changes combined to curtail drastically the Army's role as a penal institution. The use of Clevelandia, a colony in Amap operated by the military, to house exiled criminals between 1922 and 1930 did not alter the trend. The Army refused to commit adequate resources to Clevelandia and thereby resume its former role as the country's largest jailor. Not a reform institution, the colony served as "a dumping ground for what the Republican government considered social refuse."
Directly impinging on the criminal justice system, the military reforms ranked, in Beattie's view, second only to the abolition of slavery in their "impact on institutions of social control." The record here, as Beattie noted in his conclusions, is ambiguous. The modernization and professionalization of the military and especially the enactment of national draft not only brought about "a partial facelift" in the image of Army service, but also "made the Army responsible for educating and disciplining a much larger cross-section of Brazilians drawn from 'honorable' poor families." But, at the same time, the Army's retreat from its formerly central place within the criminal justice system reduced the State's ability to discipline and control the even larger number of poor Brazilians who did not come from "honorable" families.
Meznar in her comments dealt jointly with the two papers. She began by noting that the two complemented each other and together demonstrated how, when carried beyond the official military histories, research on the Army can help illuminate the broader social changes that accompanied the transition from slavery to free labor in Brazil. Before 1888, as Meznar pointed out, army service strengthened distinctions both between "'criminals'" and the "honorable poor" and between slave and free. While the honorable poor, to preserve their freedom had to seek out patrons who could protect them from forced recruitment, slaves, by contrast, might see the Army as a patron and attempt to achieve freedom through military service. But, Meznar argued, precisely because the Army as an institution in nineteenth-century Brazil served to discipline criminals, freedom through military service also highlights the narrow range of choices open to slaves. The choice between slavery and military service was at best a choice "between oppression and oppression." Drawing on both papers, Meznar went on to suggest that the development of capitalism and changes in recruitment laws all combined to alter radically the Army's place within brazilian society. Whereas the Army had formerly reinforced clientelism by obliging the poor to seek out patronage and by removing those who failed to submit to local patrons, the Army now began to compete with patrons. In effect, "the State, through the military, became a patron of the most honorable of the free poor" and, in turn, the Army was "transformed into a more general disciplining force."
Coates, following meznar, began by pointing out that both papers shared a common emphasis on the themes of recruitment and military professionalization. The two themes are linked in the sense that free recruitment depended on the public perception of a military no longer associated with criminals, slaves, Gypsies, and other marginal figures. Drawing on his work on _degregados_, Coates then called attention to the links between the military and the justice system in the early modern Portuguese empire. In colonial Brazil, from about 1600 onward, the central areas of settlement were no longer regularly used for _degredo_. Internal exile became, instead, associated with more distant frontier areas and, in especially serious cases, in Angola and Sao Tome. In concluding his comments, Coates stressed two points. First, he suggested the need for a comparative approach to this material that would include developments in the Portuguese Army at home and in Africa in the same period. Second, he pointed out that the professionalization of the military was well underway in the second half of the eighteenth century, as demonstrated by works such as the _Exame dos Bombeiros_ (1748). Thus, it was roughly in the years 1750-1800 that the criminal-military link was first broken in the Portuguese- speaking world. A lively discussion from the audience followed Bert Barickman (University of Arizona)
Teaching and Teaching Materials Committee
The Teaching Column has periodically featured descriptions and reading lists of Latin American history courses. Stuart Voss presents here an example from his courses at the State University of New York at Plattsburgh which uses role-playing to engage students. Although this column plans to continue sharing novel course syllabi and reading lists with CLAH newsletter readers, technology has overtaken us a bit. In that spirit, Phil Mueller, H-LATAM moderator based at Tulane University, has provided a short description of how to access syllabi via the electronic highway. We urge CLAH members both to send their course syllabi to H-LATAM and to access this source.
Teresa Meade, Chair, Teaching and Teaching Materials Committee.
A COMPREHENSIVE INTEGRATION OF ROLE-PLAYING INTO LATIN AMERICAN HISTORY CLASSES
It began about 15 years ago as a limited attempt to have students interact in class more directly through playing roles of character types they had encountered in their readings and lectures. It has, periodically and cumulatively, developed into an integrated core learning experience in all of my Latin American history courses, both introductory and upper-level. Through this evolutionary process I have come to be able to give my students a variety of differing learning experiences and assist them in improving (or acquiring) skills of analysis, reading,writing, and verbal expression. The devising of this teaching method has been mainly driven by responding to student suggestions.
The Integrated Role-Playing Method: The fundamental building block is the creation of a family sequentially through the course, by each student individually. The periodization of each course determines the stages of the family histories being created. Usually, the end point of the period coincides with an important historical event or watershed. Students are asked to create their specific character (and accompanying family) on the basis of four criteria: gender, occupation/social strata, race/ethnicity,and region. They are to weave the personal experiences of the family into the larger historical circumstances and events. They can choose real historical personages for family members, but they generally create more generic types (a female casta shopkeeper in Mexico City, for example).
For each period (section) of the course, students draw upon material from the general readings and lectures that apply to their chosen character (family). More particularly, each selects an article from a historical journal that provides more detailed information and then abstracts it (graded assignment, 150-250 words). The student then writes a biographical sketch of their family during the period under study (ungraded, but critiqued assignment, 300-500 words). With their characters thus created, the students come together in a role-playing session, with the instructor as the moderator (royal visitador, president of the convention, etc.) and usually a specific theme chosen (1790--the Bourbon Reforms). Points are given each time they speak, varying according to the quality of their contribution. In most settings (especially post-independence), the drafting, debating, and voting of resolutions is appropriate, with points awarded to the drafters.
At the end of the course, before finals, the students are asked to write a cumulative analytical essay (graded assignment of 1500-2000 words) in which they synthesize why and how their families have developed as they have over the course of the semester. They have been creating them sequentially; now they are asked to see them from a long perspective, as the product of the general history they have studied. One student in my colonial survey last year, for example, began as a wife of Atahualpa, the Inca emperor, and ended as the domestic servant and lover of an independence leader in Bogota. Reviewing the history of the family for her mestiza daughter (which provided the creative form for the essay), the lesson for her family was that though her Indian family had stubbornly clung to their heritage and survived, a new age was dawning in which that heritage should be abandoned and a new foundation--as a person of mixed ancestry--should be adopted.
Obligations for the Instructor: The written assignments to be reviewed and graded are many. To help assist the students in the creation of their families, one must be willing to read more diverse regional and local studies, being prepared to refer them to specific articles or to suggest possible lifestyle changes and connections to events and trends. In the role-playing sessions, one must be creative and flexible, prepared to open up areas of debate, moderate conflicts, and reinforce salient points that have been made (often through humor).
What the Students Take Away from the Integrated Role-Playing Experience: On a skills level (especially for introductory classes), students become acquainted with an area to which they are all too often little exposed: the micro worlds illuminated by local and regional studies contained in historical journals. Moreover, they learn how to read abstractly as they abstract the article in writing. Most students I teach know little more than how to scan reading for memorization of details. The biographical sketches allow them to work on the creative aspects of their writing. The role-playing sharpens their verbal expression. Many of my students have never had to participate so actively in class (especially in the give and take of debate with fellow students). Student evaluations have uniformly commented on the improvement of these learning skills.
More fundamentally, through this integrated role-playing process, students come to see history in three different (and for them, generally, novel) ways.
History 161 COLONIAL LATIN AMERICA Fall, 1994
This course will examine the revolution in the Western Hemisphere, brought on by European conquest and forced African immigration, and the diverse colonial societies that emerged in its aftermath. It was not a simple military conquest; not merely a change in overlordship. Everything that the Amerindian peoples of the Hemisphere had developed and become accustomed to changed radically: the environment around them; systems of government, economy, and social relations; cultural practices and patterns; beliefs and understanding of the world. Yet, out of this destruction came new societies--resulting from varying mixtures of three cultural traditions--which laid the foundation for the diverse countries that make up the world region of Latin America.
From one perspective (that employed in this course), history is the story of people confronting economic and political circumstances, some of long-standing, others of recent or even immediate origin. They do so with an accumulated social and cultural baggage of social organization, of patterns of behavior, and of values/attitudes/ideas that constitute their view of how the world does and/or should work. The interplay of that accumulating baggage with changing economic and political circumstances is the stuff of which history is made.
To explore this portion of Latin American history, you will be expected to analyze: 1) the general readings and printed lectures, as the foundation for discussion, role-playing, and examinations; 2) self-selected journal articles, from which you will write abstracts; 3) the comments and questions of your classmates, for your participation in role-playing and in preparing for examinations. This class assumes your creative input, through extensive writing and verbal expression.
Books for Purchase
F1412, .B96 Mark Burkholder & Lyman Johnson, _Colonial Latin America_ (New York: Oxford UPr, 1990), PB. F34291.1, A.9 Steve J. Stern, _Peru's Indian Peoples and the Challenge of Spanish Conquest: Huamanga to 1640_ (Madison: Wisconsin UPr, 1982), PB. H110.5, .C58 Louisa S. Hoberman & Susan M. Socolow, eds., _Cities and Society in Colonial Latin America_ (Albuquerque: New Mexico UPr, 1986), PB.
Additional Books on Reserve at the Library
F1411, .L792 James Lockhart & Stuart Schwartz, _Early Latin America: A History of Colonial Spanish America and Brazil_ (New York: Cambridge UPr, 1983), PB. HQ560.5, .A15 Diana Balmori, Stuart F. Voss, & Miles Wortman, _Notable Family Networks in Latin America_ (Chicago: Chicago UPr, 1984).F1412, L96 John Lynch, _The Spanish American Revolutions, 1808-1826_ (New York: Norton, 1974), PB.
COURSE OUTLINE
Paradise Lost or Civilization Found?, -1540
August 30: The Development of Amerindian Society and Civilization September 1: The Diverse World of Middle America September 6: The Imperial Majesty of the Andes
VIDEO: "The Incas"
READINGS:
Stern, _Peru's Indian Peoples_, 3-26; Burkholder/Johnson,Colonial Latin America_, 3-34. September 8: The Impossible Dream September 13: Pragmatic Operators September 15: CONVOCATORIA: "The Conquest" (1540)
READINGS: Burkholder/Johnson, _Colonial Latin America_, 35-69.
FIRST BIOGRAPHICAL SKETCH (300-400 words) and ARTICLE
ABSTRACT
(150-250 words), DUE SEPTEMBER 15
Competing Uptopias--Collision, Compromise, and Failure, 1492-1600
September 20: Conquistador, Crown, and Church September 22: Retreat from Utopia
READINGS: Lockhart/Schwartz, _Early Latin America_, 86-121, 181-201; Burkholder/Johnson, _Colonial Latin America_, 70-97; Stern, _Peru's Indian Peoples_, 27-50. September 27: Conquest Society in Compromise September 29: The Bottom Falls Out October 4: CONVOCATORIA: "The Collapse of Conquest Society (1600)
READINGS: Stern, _Peru's Indian Peoples_, 51-137.
SECOND BIOGRAPHICAL SKETCH (300-400 words) and ARTICLE
ABSTRACT 150-250 words), DUE OCTOBER 4
The Emerging Colonial Society, 1600-1712
October 6: Countryside October 13: City October 18: Los Negros, Las Castas, y Los Criollos
READINGS: Burkholder/Johnson, _Colonial Latin America_, 8-124, 162-233; Stern, _Peru's Indian Peoples_, 158-193. October 20: Parral and Potosi, Tucuman and Quito October 25: CONVOCATORIA: "Petitions to the Crown" (1699)
READINGS: Burkholder/Johnson, _Colonial Latin America_,
125-161;
Hoberman/Socolow, _Cities and Society_, 3-36, 47-60, 77-101,
137-161, 165-191, 197-203, 227-244.
THIRD BIOGRAPHICAL SKETCH (300-400 words) and ARTICLE
ABSTRACT
(150-250 words DUE OCTOBER 25
* * * * * * *
MID-TERM, TAKE-HOME EXAM, given on October 25, and due IN CLASS November 1
>From Kingdom to Colony 1712-1790
October 27: VIDEO: "The Mission" November 1: VIDEO: "The Mission" November 3: Enter the Bourbons November 8: Escalating Reforms November 10: Economic Resurgence, The Expanding Role of African Labor November 15: Rumblings of Discontent November 17: The Evolving American Mentalitee November 22: CONVOCATORIA: "The Bourbon Reforms"
READINGS: Burkholder/Johnson, _Colonial Latin America_,
234-289;
Lynch, _Revolutions_, 1-36;
Balmori/Voss/Wortman, _Notable Family Networks_, 1-12,
26-35;
Hoberman/Socolow, _Cities and Society_, 36-42, 60-71,
203-224, 245-248, 290-308.
FOURTH BIOGRAPHICAL SKETCH (300-400 words) and ARTICLE
ABSTRACT
(150-250 words), DUE NOVEMBER 22
Erosion and Collapse of the Imperial Framework
November 29: Independence Succeeds, Revolution Fails December 1: INDEPENDENCE JUNTA: "The French Invasion of the Iberian Peninsula (1808)" December 6: INDEPENDENCE JUNTA: "The Restoration of the Bourbon Crown and Absolutism (1815)" December 8: INDEPENDENCE JUNTA: "The Liberal Revolts in Spain and Portugal (1820-1821)"
READINGS: Burkholder/Johnson, _Colonial Latin America_, 290-334;
Lynch, _Revolutions_, read your character's region.
FIFTH ARTICLE ABSTRACT (150-250 words) DUE DECEMBER 1,
and COMPOSITE
BIOGRAPHICAL SKETCH (1500-2000 words), DUE
DECEMBER 8
* * * * * * *
FINAL WEEK: TWO-HOUR FINAL EXAM on assigned day
First Question: second half of the course
Second Question: cumulative
* * * * * * *
GRADING Mid-Term, Take-Home Exam 20% Role-Playing: Biog. Sketch, Convocatorias/Juntas, Disc. Leadership 50% Two-Hour, In-Class Final Exam 30%
ARTICLE ABSTRACTS
In preparation for each role-playing session, you will select an article from among the following historical journals only: The Hispanic American Historical Review; The Luso-Brazilian Review; The Americas; The Journal of Latin American Studies; or Comparative Studies of Society and History. The abstracts will analyze the article's topic/purpose, thesis, and principal sources of evidence, and will analyze how the article's structure (the organization of its main components) demonstrates the thesis.
ROLE-PLAYING
For each role-playing session, you will create and play the role of a representative of a social group, using the criteria of gender, race/ethnicity, occupation, and region, responding to the events and issues of the colonial period. The characters (comprising a family as you move through the course) will be created from the general readings for the course, from the lectures, and from the journal articles that you select. A written biographical sketch, linking your family to the larger historical circumstances, will be developed through the semester, with the final sketch assignment (a composite analysis) being graded. To not participate in the role-playing sessions is to seriously lower that portion of your grade in the course.
History 162 MODERN LATIN AMERICA, 1825-1994 Spring, 1994
This course will examine the continuing struggle of what became the independent countries of Latin America following the wars of independence, over whether and, if so, how to become modernizing, industrializing nations. Three long-standing, intertwining conflicts dominated this struggle over direction in the historical evolution of these nations: 1) the beneficiaries of political power and economic resources (hierarchy vs. egalitarianism); 2) the geographic scale upon which those social interests were best served (regional vs. national); 3) the cultural expressions (reflecting values, attitudes, and behavior) to embody, interpret, and affirm the larger society and the common good.
From one perspective (that employed in this course), history is the story of people confronting economic and political circumstances, some of long-standing, others of recent or even immediate origin. They do so with an accumulated social and cultural baggage of social organization, of patterns of behavior, and of values/attitudes/ideas that constitute their view of how the world does and/or should work. The interplay of that accumulating baggage with changing economic and political circumstances is the stuff of which history is made.
To explore this portion of Latin American history, you will be expected to analyze: 1) the general readings and printed lectures, as the foundation for discussion, role-playing, and examinations; 2) self-selected journal articles, from which you will write abstracts; 3) the comments and questions of your classmates, for your participation in role-playing and in preparing for examinations. This class assumes your creative input,through extensive writing and verbal expression.
Books for Purchase
E. Bradford Burns, _Latin America: A Concise Interpretative History_ (New York: Prentice Hall, 6th Edition, 1994), PB. Judith Ewell & William Beezley, _The Human Tradition of Latin America: The Nineteenth Century_ (Wilmington, DE: Scholarly Resources, 1989), PB. William Beezley & Judith Ewell, _The Human Tradition of Latin America: The Twentieth Century_ (Wilmington, DE: Scholarly Resources, 1987), PB. Gabriel Garcia Marquez, _One Hundred Years of Solitude_ (Don Mills, Ontario: General Publishing Co., Ltd., 1986), PB.
Additional Books on Reserve in the Library
Diana Balmori, Stuart F. Voss, Miles Wortman, _Notable Family Networks in Latin America_(Chicago: Chicago UPr, 1984). James R. Scobie, _Buenos Aires: From Plaza to Suburb, 1870-1910_ New York: Oxford UPr, 1974), PB.
COURSE OUTLINE
Remembering the Future, 1820-1848
January 20: The Legacy of Independence January 25: Architectural Dreamers January 27: Fanciful Blueprints Fail to Materialize
MAP QUIZ February 1: The Scramble for Power February 3: Hanging on Where Progress and Stability Proved Exceptions February 8: 1848 CONGRESS: "The Trials of Nationhood and Modernization"
READINGS: Burns, _Latin America_, 84-126; Balmori/Voss/Wortman, _Notable Family Networks_, 1-43; Ewell/Beezley, _Nineteenth Century_, 1-67; Garcia Marquez, _Solitude_, 11-82.
FIRST BIOGRAPHICAL SKETCH (300-400 words) and ARTICLE ABSTRACT
(200-250 words), DUE FEBRUARY 8
Nationhood by Liberal Hook or Conservative Crook, 1848-1880
February 10: The Liberals--Ambition and a New Vision February 15: Civil War--The Realities of Obtaining Power February 17: Induced Togetherness--External Threats February 22: 1880 CONGRESS: "How Liberal, How National the Society?"
READINGS: Ewell/Beezley, _Nineteenth Century_, 73-186; Balmori/Voss/
Wortman, _Notable Family Networks_, 197-218; GarciaMarquez, _Solitude_, 83-173.
SEOND BIOGRAPHICAL SKETCH (300-400 words) and ARTICLE ABSTRAT
(200-250 words), DUE FEBRUARY 22
Partnership with the Foreigner, 1880-1910
February 24: Dependent Niche in the International Market March 1: The Technological Revolution New Blood
READINGS: Ewell/Beezley, _Nineteenth Century_, 187-203, 233-268;
Scobie, _Buenos Aires_, 13-69.
March 3: Order and Progress--The Liberal/Conservative Compromise
March 8: Survival of the Fittest, Aping the Foreigner
March 22: 1910 CONGRESS: "The Centennial in Retrospect" March 24: 1910 CONGRESS: Continued READINGS: Burns, _Latin America_, 127-168; almori/Voss/Wortman, _Notable Family Networks_, 43-51, 218-230, arcia Marquez, _Solitude_, 174-271.
THIRD BIOGRAPHICAL SKETCH (300-400 words) and ARTICLE BSTRACT
(200-250 words), DUE MARCH 22
* * * * * * *
ID-TERM, TAKE-HOME EXAM, given on March 24, and DUE IN LASS March 31
The Unsettling Side of Modernization, 1900-1930
March 29: The Screwed Begin to Stir
VIDEO: "Memories of the Revolution" March 31: From Model to Master--A Second Look at the Foreigner
VIDEO: "The Yankee Years" (PBS Central America Series) April 5: Reform and Radicalism--Middle Class Brokering April 7: Shaking the Foundations--The Great Depression April 12: 1930 CONGRESS: "Where Do We Go From Here?"
READINGS: Burns, _Latin America_, 169-224; Beezley/Ewell, _Twentieth Century_, 1-40, 59-74, 167-180; Garcia Marquez, _Solitude_, 272-383.
FOURTH BIOGRAPHICAL SKETCH (300-400 words) and RTICLE ABSTRACT
(200-250 words), DUE APRIL 12
Modern Societies Trying to Develop, 1930-1994
April 14: Enter the Contemporary Cast of Characters April 19: Ideological Flux
READINGS: Burns, _Latin America_, 225-262; Beezley/Ewell, _Twentieth Century_, 41-57, 75-140, 151-166. pril 21: The Economic Predicament, The Political Dilemma pril 26: The Social Milieu
VIDEO: "Capital Sins" (the Americas Series) pril 28: The External Catastrophes--Oil and Debt Present Alternatives ay 3: 1994 CONGRESS: "The End of the Cold War, The evelopment Dilemma, the Social Imperatives" ay 5: 1994 CONGRESS: Continued
READINGS: Burns, _Latin America_, 263-341; Beezley/Ewell, _Twentieth Century_, 181-293.
FIFTH BIOGRAPHICAL SKETCH (1500-2000 words) and RTICLE ABSTRACT (200-250 words), DUE MAY 5
TWO-HOUR FINAL EXAM on assigned day during Final Week
First Question: second half of the course
Second Question: cumulative
* * * * * * *
RADING id-Term, Take-Home Exam 20% ole-Playing: Biog. Sketch, Art. Absts, Congresses, Map Quiz 50% wo-Hour, In-Class Final 30%
ARTICLE ABSTRACTS
In preparation for each role-playing session, you will select an article from among the following historical journals only: The Hispanic American Historical Review; The Luso-Brazilian Review; The Americas; The Journal of Latin American Studies; The Journal of Inter-American Studies and World Affairs; or Comparative Studies of Society and History. The abstracts will analyze the article's topic/purpose, thesis, and principal sources of evidence, and will analyze how the article's structure (the organization of its main components) demonstrates the thesis.
ROLE-PLAYING
For each role-playing session, you will create and play the role of a representative of a social group, using the criteria of gender, race/ ethnicity, occupation, and region,responding to the events and issues of the nineteenth and twentieth centuries. The characters (comprising a family as you move through the course) will be created from the general readings for the course, from the lectures, and from the journal articles you have selected. A written biographical sketch, linking your family to the larger historical circumstances, will be developed through the semester, with the final sketch assignment (a composite analysis) being graded. To not participate in the role-playing sessions is to seriously lower that portion of your grade in the course.
MAP QUIZ
Locate bodies of water, nations, national capitals, and other principal cities on a map of Latin America.
This and other syllabi by Stuart Voss will be filed on the H-LATAM GOPHER.
THE H-LATAM GOPHER IS GROWING! H-Latam now has a number of representative syllabi on the H-Latam gopher. These range from the Caribbean Basin to Brazil and Latin American Philosophy to U.S./L.A. Relations. We hope that our quest for bibliographies and book reviews is as successful. While you are looking at the gopher, don't forget to check out the Journals. Colegios Newsletter has joined the Braudel Papers under that submenu.
For those of you who have not accessed the h-latam gopher, You can find it using these simple directions. Type gopher at your prompt sign. If your school is a gopher client, a home page will appear. Select Other gophers, then World Wide Gophers, then North America/USA/University of Illinois at Chicago/The Researcher/History/H-Net and there we are. When you arrive at the h-latam,you can make a bookmark (I do this by typing "a"). Then when I want to go to the h-latam gopher, I type a "v" after I open gopher and select the bookmark I want. It takes you right there. For those of you who need to set your gopher, the info is:
Name=H-LATAM Type=1 Port=70 Path=1/research/history/hnetxx/40227007 Host=gopher.uic.edu f anyone needs help contact me at the address below. I am on a RS6000 luster using UNIX. My knowledge of the mechanics of gopher is minimal, ut I'll try to help. Sometimes there are difficulties that can only be solved y your local computer guru.
LEWIS HANKE FUND CONTRIBUTORS
CLAH would like to thank the following persons for their generous contributions to the Lewis Hanke Post-Doctoral Travel Award Endowment Fund.
Susan Hanke Abouhalkah Peter S. Hanke
E. Bradford Burns Robert J. Knowlton
Helen Delpar Robert A. Potash
Jonathan Hanke Jody Hanke Schwarz
The award will consist of modest grants-in-aid for research travel leading to the transformation of dissertations into publishable books. Applicants will be restricted to those who received their Ph.D. within six years of the award date. Once endowment funds are adequate, a committee appointed by the President of CLAH will evaluate proposals and make the selection, subject to approval of the General Committee. Checks should be made payable and sent to:
The Conference on Latin American History/Hanke Fund
Institute for Latin American Studies
508 College of Business
Auburn University, AL 36849
IN MEMORIAM
Warren Dean
1932 - 1994
ANNOUNCEMENTS
CLAH ANNUAL MEETING CALL FOR PAPERS The Conference on Latin American History invites the proposal of panels and topics for papers for its annual meeting in affliation with the 1996 Annual Meeting of the American Historical Association in Atlanta, GA. The Program Committee especially encourages proposals that emphasize comparative perspectives (including disciplines outside of history and areas outside Latin America), and/or cover broad themes of a theoretical or methodological nature. Include a one-page description of the panel proposal, a one-page abstract of each paper to be presented, and a selected curriculum vitae for each panel participant. Submission deadline: November 15, 1994. Please send submissions to: Ann Wightmen Department of History Wesleyan University Middleton, CT 06459 PHONE: (203) 347-9411 ext. 2332/2350 FAX: (203) 343-3918 E-MAIL: AWIGHTMAN@EAGLE.WESLEYAN.EDU
CASA DE RUI BARBOSA: A CULTURAL INSTITUTION
The House of Rui Barbosa Foundation, today one of the most important humanities and social science research institutions in our country, began in 1930 with the creation of the Museum in the old mansion of this great Brazilian, where he lived between 1895 and 1923. The house, at number 134 Rua Sao Clement, is one of the most beautiful examples of nineteenth century architecture, dating from the period of transition from Monarchy to Republic. Here, the institution took on the early, limited, task of the preservation of the invaluable historical patrimony, and later began the publication of the Patron's complete works. In 1966 it was transformed into a Foundation; its cultural activities increased considerably with the development of research and documentation centers and the creation of the Literature Archive and Museum; and so it became necessary to construct a new building, located at the back of the gardens, with an additional entrance on Rua Assun o. With four stories and a basement, and built according to the best modern architectural design, this Annex houses administrative, research, documentation and library services; prior to May 1978, they had been located within the Museum Building itself. The mansion is now restored to the way it had been when Rui Barbosa lived there with his family. Together, the nineteenth century residence surrounded by gardens landscaped in the style of that period of rising capitalism, and the Annex Building, inaugurated in the final quarter of the twentieth century (1978), and so representative of the modern school of Brazilian architecture, form a harmonious and functional whole. Modifications and adaptations were planned so that the Annex could be used efficiently in the twenty-first century, without detracting from the original appearance of Rui Barbosa's former residence, designated a historic monument by the National Institute of Historic and Artistic Heritage.
The various departments include: The Museum, Literature Archive and Museum, Research Center, Documentation center, Center for Historical Studies, Institute for the Preservation and Microreproduction of Brazilian Periodical Materials.
ADDRESS: Rua Sao Clement, 134, Botafogo CEP 22.260, Rio de Janeiro, BRASIL TELEPHONE: 55-21-246-5293/286-1297; FAX 55-21-537-1114
INTERNATIONAL SCHOLARLY RELATIONS COMMITTEE is being reconstituted. Anyone with ideas for potential projects should contact me.
Linda K. Salvucci
Department of History
CGC 220B
Trinity University
San Antonio, TX 78212
Phone: (210) 736-7628 E-MAIL: LSALVUCC@TRINITY.EDU
SUMMIT OF THE AMERICAS INTERNET GOPHER
Florida International University's Latin American and Caribbean Center (LACC, FIU) has implemented a prototype Internet Gopher server for the upcoming Summit of the Americas, an historic event which will bring the democratically elected heads of state of all the countries in the Western Hemisphere to Miami this December 9-10, 1994. The Summit will address critical issues facing the Americas, including democracy and good governance as well as trade, investment and environment.
Gopher is a dynamic and flexible "front-end" to information on the Internet, and as such, provides an ideal vehicle for presenting materials about the Summit. LACC welcomes and encourages worldwide usage of the Gopher server by individuals and institutions directly and indirectly involved with the Summit. Probable users include: US and non-US government officials, who can use the Gopher as a vehicle to disseminate official Summit documents, position papers and briefings; non-governmental organizations, which can use the gopher to ensure widespread dissemination of information briefs or position papers; journalists, who will can look upon the Gopher server as a source for both background information and late-breaking news about the countries and officials involved; academics, who can use the Gopher as a tool for research and classroom assignment about the summit and its related events; public school teachers and students, one of the fastest growing segments of the Internet community, who can make use of Gopher information in curriculum development and projects. As the Internet is becoming more readily available throughout Latin America and the Caribbean, LACC fully expects usage of the Gopher by a national and international clientele.
To serve this audience, the Summit Gopher will include, but not be limited to:
countries.
participating.
throughout the international public affairs community.
In its initial manifestation, the Summit Gopher resides as a menu item on SUMMIT.FIU.EDU. The server, to be designed and maintained by Rene Ramos of the Latin American and Caribbean Center of Florida International University, will be updated daily, with information from a variety of sources, including the US Government, reprints (with permission) from daily newspapers, and materials originating from FIU's wide range of public affairs contacts.
All information submitted for inclusion into the Summit Gopher server must be in electronic format. Text, when it is submitted by electronic mail, to SUMMIT@SERVAX.FIU.EDU, will be given priority consideration. Otherwise, ASCII or Wordperfect text, on IBM or Macintosh 3 1/2" floppies can be submitted to the following address:
Summit Gopher Latin American and Caribbean Center Florida International University DM 353 University Park, Miami, FL 33199
GEORGETTE DORN NAMED CHIEF OF HISPANIC DIVISION, LIBRARY OF CONGRESS
The Library of congress announces the appointment of Georgette Magassy Dorn as Chief, Hispanic Division.
Dr. Dorn became the Specialist in Hispanic Culture and curator of the Archive of Hispanic Literature on Tape in the Hispanic Division in 1969. Included in her duties were serving as head of reference service and as curator of the Archive of Hispanic Literature. In those capacities, she oversaw the development of comprehensive reading room service, publication of numerous bibliographies and collections guides, and recordings of nearly 400 major writers and leading figures from Latin America, the Caribbean, Spain and Portugal.
Georgette Dorn has played a principal role in organizing symposia, lectures, concerts, and other programs with members of the diplomatic community, officials of foreign governments, members of congress and their staffs, and academics and scholars in the field of Luso-Hispanic studies.
Dr. Dorn, who grew up in Spain and Argentina, was educated at the Universidad de Buenos Aires and Creighton University in Omaha, where she earned a bachelor's degree in government, and at Boston College where she earned a master's degree in history. She earned a Ph.D. in history from Georgetown University in 1981.
SOUTHWESTERN SOCIAL SCIENCE ASSOCIATION - CALL FOR PAPERS
Next year's meeting will be in Dallas, Texas, March 22-25, 1995. Deadline for receipt of submissions will be October 15, 1994. Contact Pedro Santoni, History, Cal State, San Bernadino, (909) 880-5530; FAX (909) 880-5985; Internet: psantoni@wiley.csusb.edu
FREE DATABASE TUTORIAL AND WORKSHOPS
The History Computerization Project now offers free workshops and a printed tutorial on the use of computer database management for historical research, writing, and cataloging. Those unable to attend the workshops can still obtain the 80-page workshop tutorial by mail. The workshops and tutorial give organizations and researchers a chance to see how easy it can be to build an historical database, at no cost or obligation. The project, sponsored by the Regional History Center of the University of southern California and the Los Angeles City Historical Society, is building a Regional History Information Network through which researchers and repositories can exchange information. The Los Angeles Bibliography Project has created a database of source materials and a directory of historical repositories. Both projects employ the History Database program, running on IBM PC compatible computers. The computer classroom includes 10 IBM PCs connected to a shared database. The course textbook, _Database Design: Applications of Library Cataloging Techniques_, by David L. Clark, is published by the TAB division of McGraw-Hill. For a current workshop schedule and a free copy of the tutorial contact: History Computerization Project, 24851 Piuma Road, Malibu, CA 90265. Phone: (818) HISTORY, (818) 591-9371.
WORLD SUGAR HISTORY NEWSLETTER
We are pleased to announce the revival of the World Sugar History Newsletter. We hope to have the first issue (no. 19) published this fall. We plan to follow the pattern established by Bill Albert with a collection of book reviews and announcements, research and archival news, and other notes relevant to the history of sugar. So we are looking for contributions, ideas, and suggestions.
We have Bill's mail list, but it may be out of date and probably needs revising. If you are interested in receiving the Newsletter or know someone who would be, please let us know. Also, we no longer have access to the funds that Bill was able to use so that we shall probably be forced to ask for a subscription. The details will come with the first issue.
We hope to get an e-mail address for the Newsletter that the two of us can access. For the moment, however, you'll have to contact us directly, with a copy of your message to the other.
J.H. (Jock) Galloway Peter Blanchard
galloway@geog.utoronto.ca blanchar@epas.utoronto.ca
Department of Geography Department of Geography
University of Toronto University of Toronto
Toronto, Canada M5S 1A1 Toronto, Canada M5S 1A1
416-585-4441 FAX 416-978-6729 416-978-8467 FAX 416-
978-4810
COLONIAL LATIN AMERICAN HISTORICAL REVIEW - CALL FOR PAPERS
The _Colonial Latin American Historical Review_ (CLAHR) invites the submission of manuscripts pertaining to Luso-Hispano America's colonial era (1492-1821). Essays must be original, non-published research, and may be submitted in either English or Spanish. Authors should include three hard copies of the manuscript along with a copy on disk in WordPerfect 5.1 or any other IBM compatible software. Manuscripts should not exceed thirty double-spaced typed pages, including notes and any pertinent camera-ready graphics or illustrations, and should follow the format of the _Chicago Manual of Styl_e. Please send manuscript submissions to dr. Joseph P. Sanchez, Editor, _Colonial Latin American Historical Review_, Spanish colonial Research Center, Zimmerman Library, University of New Mexico, Albuquerque, NM 87131. Tel.: (505) 766-8743. FAX: (505) 277-4603.
EXPLORATIONS IN THE POLITICAL CULTURE OF LATIN AMERICA: A SYMPOSIUM IN HONOR OF HUGH HAMILL will be held at the University of Connecticut, Storrs, CT on Nov. 4 and 5, 1994. Former students of Professor Hamill, a noted historian of colonial and early national Latin American history, who retired from the University of Connecticut, Department of History, in May, will present original papers on arange of historical topics that reflect their own research interests aswell as intellectual debts owed to their mentor. Among those presenting papers will be Lyman Johnson (University of North Carolina, Charlotte), Jacques Barbier (University of Ottawa), Thomas O'Brien (University of Houston), Jose Morales (Rutgers University), Dale Graden (University of Idaho), Eugenio Pinero (University of Wisconsin, Eau Clair), Alfonso Munera (Universidad de Cartagena), and Charlotte Gradie (Scared Heart University). In organizing this symposium, the Center for Latin American and Caribbean studies at the University of Connecticut wishes to acknowledge Hugh Hamill's many years of dedicated support for Latin American Studies at UConn as well as his contributions to the field of Latin American history. The symposium is free and open to the public. For information about the program and directions to the University of Connecticut, call the Center for Latin American and Caribbean Studies, 203- 486-4964; FAX: 203-486-2963; E-Mail: Lamsadm@uconnvm.Uconn.edu.
THE LATIN AMERICAN STUDIES CONSORTIUM OF NEW ENGLAND, which comprises the Latin American Studies programs of the University of Connecticut, Brown University and the University of Massachusetts, Amherst, has initiated its occasional papers series with the publication of "The Political Economy of Privatization in Mexico, 1983- 92," by Miguel D. Ram rez. Copies of this and subsequent papers may be obtained from the Center for Latin American and Caribbean Studies at the University of Connecticut, 843 Bolton Rd., Storrs, CT 06269-1161. Please enclose $5.00 for each copy ordered to cover printing and mailing costs.
The Consortium also solicits papers for publication in this occasional papers series. Send manuscripts to Elizabeth Mahan at the center for Latin American and Caribbean Studies at the University of Connecticut at the above address.
FOURTH CONFERENCE ON LATIN AMERICAN POPULAR CULTURE will take place at Brown University in Providence, Rhode Island on Oct. 27-29, 1994. Co-sponsored by the Centers for Latin American Studies at Brown and the University of Connecticut, the conference will bring together major Latin and Anglo-American scholars in panels that explore the development of popular culture studies in general and with specific attention to Latin America. Invited keynote panelists include N stor Garcia Canclini, Jesus Martin-Barbero, Sergio Miceli, John Fiske, Harold Hinds and Jack Santino. The conference will feature panels on comparative perspectives on popular culture, gender, ethnic and cultural identity, and the politics and poetics of public space. The registration fee for the conference is $25.00. Information on registration my be obtained from Dr. Regina Cortina, Center for Latin American Studies, Brown University, Box 1863, Providence, RI 02912; tel: 401-863-1068; FAX: 401-863-1270.
CALL FOR PAPERS ON LATIN AMERICA OR SPAIN for the 61st Annual Southern Historical Association Meeting, New Orleans, Clarion Hotel, November 8-11, 1995. We invite you to submit proposals for individual papers and sessions. Please send one-page abstracts of these, along with brief curriculum vitae to: Dr. Pamela S. Murray, Latin American Sessions Coordinator, Department of History, University of Alabama at Birmingham, UAB Station, Birmingham, Alabama 35294. Home (205) 853-5494 Office (205) 934-5634 FAX (205) 975-8360 DEADLINE OCTOBER 8, 1994 If you are willing to serve as a chairperson or commentator, please send a brief curriculum vita along with address and phone number also. For further information regarding the meeting, contact: Dr. William F. Holmes, Secretary-Treasurer, The Southern Historical Association, Department of History, University of Georgia, Athens, Georgia 30602-1602.
$500 GRADUATE STUDENT AWARD COMPETITION - The Coordinating Committee on Women in the Historical Profession, the Conference Group on Women's History, and the Berkshire Conference of Women Historians announce its annual competition for a $500 Graduate Student Award to assist in thesis work. Applicants must be women raduate students in U.S. institutions but may be in any field of history. For applications, write Professor Peggy Pascoe, Award Committee, Dept. of History, University of Utah, Salt Lake City, Utah, 84112.
THE 1995 BUSINESS HISTORY CONFERENCE will be held March 17- 19 in Ft. Lauderdale, Florida. The themes of the conference are as follows:
CALL FOR PAPERS 1996 BERKSHIRE CONFERENCE ON THE HISTORY OF WOMEN The 10th Berkshire Conference on the History of Women, "Complicating Categories: Women, Gender, and Difference," will be held on June 7-9 at the University of North Carolina in Chapel Hill, North Carolina, USA. The Program Committee welcomes proposals that address questions of identity and representation, regional and international perspectives n social difference and power, historical and historiographical authority, and changing disciplinary trends. The Conference encourages international participation.
We prefer submissions of proposals for complete panels (to include a maximum of two papers, one commentator, and a moderator) or roundtables. Individual papers will also be considered. The Program Committee may rearrange panels; submission of a proposal will be taken as agreement with this proviso. No one may appear more than once on the program in any capacity.
Please submit proposals in triplicate, postmarked by Feb. 1, 1995. Each proposal should include: panel title; title and one page abstract of each paper (or roundtable theme); and one-page vita for each participant, including current address, telephone number, and e-mail address (if available). Please include all materials relevant to the panel in a single packet, and enclose a stamped self-addressed postcard for return on receipt of the packet.
Send proposals on U.S. and Canadian topics to: Evelyn Brooks Higginbotham, Afro-American Studies Department, Harvard University, 1430 Massachusetts Ave., Cambridge, MA 02138; on other than North American Topics to: Merry Wiesner-Hanks, Center for Women's Studies, University of Wisconsin-Milwaukee, P.O. Box 413, Milwaukee, WI 3201; comparative U.S./non-U.S. topics may be sent to either Program Committee Co-Chair. Please direct all correspondence to "ATTN: Berkshire conference."
THE GETTY CENTER FOR THE HISTORY OF ART AND THE HUMANITIES THE CENTER FELLOWSHIPS The Center is dedicated to advanced research in the history of art, broadly defined as an integral part of human history and society. Its goal is to cross the traditional boundaries imposed on academic institutions by bringing together international scholars to re-examine the meaning of art and artifacts within past and present cultures and to reassess their importance within the full scope of the humanities and social sciences. The resources for scholarship, which include books, manuscripts, prints, drawings, documents, and photographs, and multidisciplinary with a particular focus on the history of visual arts in Western civilization.
The Center Fellowships provide support for predoctoral and postdoctoral scholars whose areas of research complement the programs and resources of the Center. The 1995-96 Center Fellowship committee will consider applicants whose research examines the theme of the scholar year - the nature and idea of collecting: objects and values, social and institutional practices, display and classification, and the emergence of new languages and classes of collection. Applications are welcomed from scholars in such fields of the humanities and social sciences as anthropology; cultural, intellectual, and social history; the history of art, architecture and music' literary criticism and theory; and philosophy. Scholars may apply for either a predoctoral or postdoctoral Fellowship. The Fellowship category will be determined, however, by the applicant's degree status at the beginning of the Fellowship period.
PREDOCTORAL FELLOWSHIPS Eligibility Candidates for a doctorate in the humanities or social sciences who expect to complete their dissertations during the Fellowship year, and whose research relates to the subject of the nature and idea of collecting.
Terms The Fellowship stipend is $18,000 for a nine-month period, beginning October 1, 1995, and ending June 30, 1996. Funds totaling $4,000 are also available for a relocation or housing subsidy if necessary. Photographic reproduction is offered and modest research travel funds are available by application. All Fellows spend the academic year in residence at the Center. Fellowships are not renewable.
Application Requirements ***Two copies of synopsis and sample chapter of the dissertation, including a schedule for completion and a statement of how the dissertation relates to the subject of collecting. ***Current official transcript. ***Confirmation from the academic institution that all course work has been completed and that the qualifying exams have been passed. ***Two copies of resume, including description of related studies, other projects, grants or awards, languages, work experience, and travel. ***Three confidential letters of reference sent directly by the referrers (one from a scholar outside the applicant's field of specialization).
POSTDOCTORAL FELLOWSHIPS Eligibility Recipients of a doctorate in the humanities or social sciences, awarded since December 1, 1991, who are rewriting their dissertations for publication, and whose research relates to the subject of the nature and idea of collecting.
Terms The Fellowship stipend is $22,000 for a nine-month period, beginning October 1, 1995, and ending June 30, 1996. Funds totaling $4,000 are also available for a relocation or housing subsidy if necessary. Photographic reproduction is offered and modest research travel funds are available by application. All Fellows spend the academic year in residence at the Center. Fellowships are not renewable.
Application Requirements ***Two copies of abstract and dissertation, including a statement of how the dissertation relates to the subject of collecting. ***Two copies of description of publication project, including a schedule for completion. ***Confirmation from the academic institution that the doctorate has been awarded. ***Two copies of resume, including description of related studies, other projects, grants or awards, languages, work experience, and professional activities. ***Three confidential letters of reference sent directly by the referrer (one from a scholar outside the applicant's field of specialization).
Send application, postmarked no later than December 1, 1994: Center Fellowships The Getty Center for the History of Art and the Humanities 401 Wilshire Boulevard, Suite 700 Santa Monica, California 90401-1455, U.S.A. Telephone: (310)458-9811, ext. 6000 FAX: (310)395-1515 EMAIL: KSANTINI@GETTY.EDU
MATERIALS RECEIVED AFTER DECEMBER 30 WILL NOT BE CONSIDERED. Notification Date: March 15, 1995 For information about nonresidential postdoctoral fellowships in the history of art and the humanities, please contact: The Getty Grant Program 401 Wilshire Boulevard, Suite 1000 Santa Monica, California 90401-1455, U.S.A. Telephone: (310)393-4244
SECOLAS '95 - 42nd Annual Conference hosted by The Duke-University of North Carolina Program in Latin American Studies, Chapel Hill, North Carolina, March 9-11, 1995. The South Eastern Council On Latin American Studies invites members and non-members to submit papers and complete panel proposals for the conference. Theme: Colonialism and Post- Colonialism in Latin America: Revisions and New Perspectives. Sessions on all topics are welcome. Deadline for Proposals: October 15, 1994. Please submit one-page abstracts to: Dr. John Chasteen, Institute for Latin American Studies, University of North Carolina, Hamilton Hall, CB 3205, Chapel Hill, NC 27599-3205. FAX: (919) 962-0398
LABOR HISTORY - CANADIAN AND ELSEWHERE 8/95 MONTREAL On behalf of the Canadian Committee on Labour History, I am soliciting proposals for papers and sessions on labour and working-class history for the 1995 Canadian Historical Association meetings to be held 25-27 August 1995 in Montreal. Since the CHA meetings are to be followed immediately by the International Congress of Historical Sciences (Montreal, 27 August- 3 September 1995) there is an opportunity for international visitors to take in both events and perhaps present papers at the CHA. Since deadlines are rapidly approaching -- the CHA program committee requires all proposals in their hands by late October -- paper and session proposals should be submitted to me as soon as possible. Papers on all aspects of working- class history, broadly defined, in Canada and elsewhere, will be considered. Please submit proposals to: James Naylor, Department of History, Brandon University, Brandon, Manitoba, Canada R7A 6A9 E- Mail: <Naylor@BrandonU.ca> Phone: (204) 727-9664 FAX: (204) 726-0473
LATIN AMERICANIST SCHOLARLY RESOURCES PROJECTS RECEIVE FUNDING
In June 1994 the trustees of The Andrew W. Mellon Foundation approved funding for an array of projects in the area of Latin Americanist scholarly resources. All of the proposals funded respond to the challenge of constructing a hemispheric network to facilitate the study of Latin America through better access to these diverse resources. For more information about specific projects, please contact each organization directly.
The ASSOCIATION OF RESEARCH LIBRARIES (ARL) will coordinate the development of a distributed, network-based system among North American research libraries for acquisitions and document delivery of Latin Americanist library materials. The project encompasses three specific activities: the distribution of collecting responsibilities for a significant cross-section of Mexican and Argentine serials; the digitization of selected government documents from Mexico and Argentina; and document delivery of research reports and working papers produced by independent research centers in those two countries.
The Mellon funding for the ARL "Latin American demonstration project" will be matched in part by financial contributions from research libraries with strong Latin American collections and/or libraries that would like to play a part in the further development of this distributed network.
The AMERICAN HISTORICAL ASSOCIATION (AHA) will continue work on a guide to manuscript collections in US repositories dating from or pertaining to the Spanish colonial presence in the New World, 1492-1900. The funding will also allow the AHA to make the guide available in electronic form.
The HISPANIC DIVISION of the LIBRARY OF CONGRESS was awarded funding to create an electronic version of volumes 1-49 of the HANDBOOK OF LATIN AMERICAN STUDIES. Volumes 50+ are already available in electronic form. This project is also being supported by funding from the Fundacion MAPFRE America.
The UNIVERSIDAD DE COSTA RICA will implement a new integrated library system for the university's main campus and branch campuses, and link with other libraries in Costa Rica.
The UNIVERSITY OF TEXAS AT AUSTIN, the host institution for the Latin American Network Information Center (UT-LANIC) received funding for the further development of this important gateway to databases on the Internet. The project will facilitate the use of UT-LANIC by more researchers in Latin America.
The CONSEJO LATINOAMERICANO DE CIENCIAS SOCIALES (CLACSO) in Buenos Aires plans to develop an integrated academic network for CLACSO affiliates in Latin America, and a distributed regional social sciences library.
The UNIVERSITY OF FLORIDA has initiated a project to digitize and promote scholarly use of their collection of Caribbean newspapers, beginning with LE NOUVELLISTE (Haiti), 1899-1979), and DIARIO DE LA MARINA (Cuba), 1844-1959.
At the CENTER FOR RESEARCH LIBRARIES (CRL) in Chicago, the LATIN AMERICAN MICROFORM PROJECT (LAMP) plans to digitize and promote scholarly use of national-level and provincial Brazilian government documents for the period 1830-1990.
The UNIVERSITY OF NEW MEXICO, through the LATIN AMERICAN DATA BASE (LADB), will create an on-line database of economic information from Latin American and Caribbean countries. The database will consist of the full-texts of selected print publications on economic issues produced in the region, and of tables of current and retrospective macroeconomic data on each country.
CALL FOR APPLICATIONS NEH Summer Seminar for College Teachers, 1995, ECONOMIC DEVELOPMENT AND DEMOCRATIZATION IN ARGENTINA AND LATIN AMERICA, 1890 TO THE PRESENT, June 25 to August 12, 1995, University of California, Santa Barbara. The seven week seminar will examine the transitions to democracy and the "neo-liberal" reform agenda in contemporary Latin America during the 1980s and 1990s. The 1980s marked an important political shift in many parts of Latin America from authoritarian to democratic regimes, a transition followed several nations by privatization programs and the dismantling of the interventionist state. The seminar will examine these changes, and evaluate future prospects, from an historical perspective, tying politics to economic development. Discussions and readings will explore the relationships between economic development and political change in Argentina, and examine the extent to which patterns found in Argentina recur among other large Latin American states: Brazil, Mexico, and Chile. The seminar will examine how these trends have affected particular groups including the labor movement and women. The seminar is intended for Latin American specialists from all disciplines, who will be assisted in developing personal research topics in related fields of their own choice. Twelve participants will receive stipends of $3600. Deadline for applications: March 1, 1995. For application materials and further information contact:
David Rock
Department of History
UC Santa Barbara
Santa Barbara, CA 93106
PHONE: (805) 893-3662 FAX: (805) 893-8795
E-MAIL: rock@humanitas.ucsb.edu
PUBLICATIONS AND RESEARCH
Acuna-Ortega, Victor H., (CIH-Universidad de Costa Rica), _Historia General de Centroamerica_, Tomo IV, (Editor) Madrid: Flacso-Quinto Centenario, 1993. _Genero en la informalidad. Testimonios Centroamericanos_, (co--editor con Olga Goldenberg), San Jose: Flacso, 1994.
Andreas, Carol, _Meatpackers and Beef Barons: Company Town in a Global Economy_, University Press of Colorado, 1994.
Anna, Timothy E., (University of Manitoba), "Iturbide, Congress, and Constitutional Monarchy in Mexico," in _The Political Economy of Spanish America in the Age of Revolution, 1750-1850_, edited by Kenneth J. Andrien and Lyman L. Johnson (Albuquerque: University of New Mexico Press, 1994), 17-38.
Becker, Marc, (University of Kansas), _Mariategui and Latin American Marxist Theory_, Ohio University Press, 1993.
Becker, Marjorie, (University of Southern Cal), _Setting the Virgin on Fire: Lazaro Cardenas, Michoacan Camperinos and the Redemption of the Mexican Revolution_, accepted for publication by five university presses, forthcoming, Berkeley. 1995. "Torching La Pur sima, Dancing at the Altar: The construction of Revolutionary Hegemony in Michoac n, 1934-1940," forthcoming in Gil Joseph and Daniel Nugent, eds., _Everyday Forms of State Formation: The Negotiation of Rule in Modern Mexico_. Research into two new book projects, an oral history of the Virgin of Guadalupe and a book tentatively entitled the _Masculinization of the Mexican Revolution_.
Boyer, Christopher, (University of Chicago),Dissertation theme: Popular movements and the state in Michoacan, Mexico, 1917-1934.
Buchenan, Jurgen, (Wingate College), "Counter-Intervention against Uncle Sam: Mexico's Support for Nicaraguan Nationalism, 1903-1910," _The Americas_ 50:2 (Oct. 1993), 207-32.
Camunas-Madera, Ricardo R., (Pontificia Universidad Catolica de Puerto Rico), _Hacendados y Comerciantes en Puerto Rico durante la D cada Revolucionaria de 1860_, Magaguez, Con el Auspicio de la Comision para el V Centenario del Decu brimiento de America y Puerto Rico, 1993. "La Identidad Puertorriquena and La Immigracion de la Identidad Puertorriquena" _Revista de la Universidad de America_, ano I, No. 2 (Diciembre 1993).
Carr, Barry, (LaTrobe University), "Hacia un nuevo internacionalismo obrero," _Memoria[Mexico City]_, No. 60 (November 1993), pp. 18-23. "Border Crossings: The Zapatista Uprising and the Future of Mexico," _Arena Magazine_, No. 10 (April-May 1994), pp. 38-41.
Carroll, Patrick, (Texas A & M University-Corpus Christi), _Africans in the Americas_, ed. by Michael Conniff & Thomas Davis. New York: St. Martins Press, 1994 (Contributing Author).
Ching, Erik, (University of California, Santa Barbara), co-editor, _Historical Problems of Imperial Africa_, (NY: Markus Wiener Publishing, 1994).
Combs, Jeffrey, (Our Lady of the Lake University), "The Possibility of Created Entities in Seventeenth-Century Scotism" in _The Philosophical Quarterly: Special Issue: Philosophers and Philosophies_ 43 (1993): 447- 459. "The Antichrist Necessarily will be a Being: A Modal Sophism is 16th CenturyLogic Texts" in _Sophisms in Medieval Logic and Grammar: Acts of the Ninth European Symposium for Medieval Logic and Semantics_ held at St. Andrews, June 1990 ed. by Stephen Read, Dordrecht-Boston: Kluwer Academic Publishers, 1993, pp. 319-332.
Conniff, Michael L., (Auburn University), Published reviews of several books and continued work on general history of modern Latin America and on populism in Latin America.
Ferreira, Florencia, (Universidad Nacional de Cuyo), "Lideres y Caudillos en la Historia de America. Introduccion y Compilacion". En Serie de Extension, No.6, Mendoza, Facultad de Ciencias Politicas y Sociales, 1993. 295 p. _Teor a y Realidad historica en America._ Mendoza, Editorial de la Facultad de Filosofia y Letras, U.N. Cuyo, 1994. 188 p.
Fowler, William R. (Vanderbilt University ), monograph on research, _Caluco: Historia y arqueolog a de un pueblo pipil en el siglo 16_, will soon be published by the Patronato Pro-Patrimonio Cultural in San Salvador.Guitar, Lynne, (Vanderbilt University), "Third World Road" poem published in _Journal of Geography_, Vol. 92, No. 2 March/April 1993. Research focus: Culture history of Spanish Caribbean from pre- colonial era to the present; religion, foodways, music &