LACS, the Latin American and Caribbean Studies Program
of the University of Michigan

List of Courses, Fall 1997

To see a course description, you may click on the department in which it is being offered, or simply scroll down:

The figures in parenthesis are rough estimates of the percentage of the content of the course that will be dedicated to Latin American and Caribbean issues. For more accurate information consult the course instructor. Courses numbered 300 and higher can be applied toward LACS undergraduate concentration requirements. For more information, contact the LACS advisor at 763-0553.

AFROAMERICAN AND AFRICAN STUDIES (CAAS)

303. Race and Ethnic Relations. (25%) See Sociology 303. (Almaguer)

442 (Film 442). Third World Cinema. Laboratory fee ($35) required. (50%)
This course surveys the cinematic practices of the Third World, a term which, under United Nations parlance, is commonly used to describe the developing nations of Africa, Asia, Latin America and the Middle East. This filmic practice, at once revolutionary and ideological, has not only produced some of the world's most striking filmic innovations, but is now recognized as having initiated a new phase and expanded definitions of the art of cinema. Despite this accomplishment, such films remain virtually unknown in the United States. Our purpose will be to study some of these rarely seen narrative/fictional and documentary films in order to provide a historical, theoretical, and comparable analysis of a wide variety of styles and themes found in contemporary Third World cinema. The issues to be addressed include: the development of a national cinema, the commonalities and differences in modes of production, the relationship of film to the society's values and cultures (ideology), the impact of politics on film style and the role of cinema as a mediation of history. The films to be screened include: Courage of the People (Bolivia), Rodrigo D: No Future (Columbia), Coffee Colored Children (Nigeria), La vie est belle (Life Is Rosy) (Zaire), and How Tasty Was My Little Frenchman (Brazil). Screenings, readings, journals and final paper required. (Ukadike)

444. Introduction to Caribbean Society and Cultures. (100%) See Anthropology 414. (Owusu)

458.001. Slavery and Abolition in Brazil: Current Themes in Comparative Perspective. See History 478.001. (Machado)

464/564. Music of the Caribbean. (100%) See Music History 464/564. (McDaniel)

470 (Film 470). Cultural Issues in Cinema. Laboratory fee ($35) required. (35%)
This course is designed to explore developments in the cross-cultural use of media - from Hollywood feature films to ethnographic documentaries, from Caribbean liberationist literature to African allegories of colonialism, from indigenous use of film and video to Black Diasporan "oppositional" film practice. This course, at once theoretical, historical, and metacritical in its focus, is divided into two parts. The first deals with dominant Western paradigms (Hollywood and ethnographic films) and the representation of ethnic minorities and other cultures, while the second part will profile Black film productions revealing counterimages that call into question many of the assumptions that shape conventional film history. We will foreground recent debates concerning Afrocentrism, Eurocentrism, multi-culturism, racism, sexism, and class bias as reflected in films and discourse about films. Some of the films screened include: Imitation of Life, The Searchers, Passion of Remembrance, Sankofa, She's Gotta Have It, and Nice Colored Girls. Readings, screening, and written assignments required. Cost:4 WL:3,4 (Ukadike)

630. Latin American History – Gender and Occidentalism. See History 666. (Coronil)

AMERICAN CULTURE

213. Introduction to Latino Studies - Social Science. (25%)
This course will serve as an introduction to the study of the historical situation of Latino/a cultures within the United States. Basic questions of cultural conflict, identity, labor, migrations and immigrations, and social movements will be analyzed through various media, including the short story, novel, poetry/performance, music, film, painting, murals, autobiography, and fashion. Emphasis will be upon issues of race, gender, class, and sexuality as they inform the making of a Latino/a identity. WL:1 (Gonzalez)

304. American Immigration. (25%) See Sociology 304. (Pedraza)

310.001. Cuba and Its Diaspora. (100%) See Anthropology 356.001. (Behar)

311.001. Topics in Ethnic Studies - Dances of Latinas/Latinos. (100%)
This course will examine contemporary dance and performance art as a transformative form beyond the body. Through an analysis of selected choreography and performance, we will establish a dialogue that recreates the historical-political-cultural background and context of works about Puerto Rico, New York, and Latino America. The choreography presented will focus on factors such as race, class, gender, and sexuality. We will examine choreography and other artistic collaborative efforts (i.e., music/composers, installation, performer, literature, and visual art) within the issues of cultural identity and how this affects process, movement, and the dance aesthetics. Students are required to participate through movement, discussion, observation, analysis, and performance. Other requirements include: related readings of text and articles, journal entries, one critical essay, written critiques, and complete participation in discussions, workshops and attendance to performances. This course is part of the Theme Semester sponsored by the Institute for Research on Women and Gender. (Puerto Rican Choreographer / Performance Artist / Asst Prof of Dance Vélez Aguayo)

311.002. Topics in Ethnic Studies - The Writings of Latinas: Texts of the Borderlands. See RC Humanities 317.001. (Moya-Raggio)

327. Latino/Latina Literature of the U.S. See English 387. (Gonzalez)

401.001. Comparative Processes of Racialization in the Americas. (100%)
This course will examine the development of categories of race and the institutionalization of racism in Brazil, Puerto Rico, the U.S., and Mexico from an interdisciplinary perspective. Departing from the idea that race has never been biologically fixed but rather culturally embedded, we will critically read anthropological, historical, and literary works which address themes such as: the connection between various gendered and racialist regimes, the role of science in racialization, the historical links between slavery, violence, and racism, and finally, imperialism and colonialism as processes central to the making of modern racialist discourse and practices especially in terms of U.S.-Latin American relations. This historical inquiry will be accompanied with critical attention to contemporary representations of race including popular culture/music, debates about human intelligence, and the multiple meanings of multiculturalism. (Koreck)

410.001. Hispanics in the U.S. - Crossing Borders-Latino Migration to U.S. (25%) See RC Social Science 460.002. (Rouse)

410.002. Hispanics in the U.S. - Women in Prison: Gender and Crime Among Blacks and Latinas. (25%)

In this course you will learn about women in prison. This course will focus on the oppression that these women experience before, during, and after incarceration. Interviews will be scheduled with women at the prison which will be the basis for a final paper. The approach for these papers will utilize the Human Science perspective. As we study the experiences of these women as they participate in their existence we will use abstract categories and scientific constructs to analyze their experiences. Requirements: (a) midterm and final paper; (b) class participation; (c) reaction papers; and (d) class presentation. (Jose-Kampfner)

ANTHROPOLOGY

222. The Comparative Study of Cultures (25%)
This course explores non-western and western societies and the methods, poetics, and politics of representing of cultural difference and historical change. We will examine the significance of conceptions of time and space, the role of fieldwork and archives in the formation of knowledge, the procedures that distinguish between factual and fictional accounts, and the effects of power in the formation of societies in the context of colonizing and globalizing processes. Our goal is to develop a historical anthropological perspective that will enable us to appreciate the richness of human diversity and the human potential for transformation. Our texts will include anthropological and historical works, fiction, films, visual art, and travel accounts. Classes will involve lectures and discussions. Course requirements include class participation and presentations, quizzes, and several papers and/or take-home examinations. (Coronil)

319. Latin American Society and Culture. (100%).
In this course we will examine the cultures and societies of contemporary Latin America both as they exist "at home" and as they have come to be redefined in this "other America." We will do this with an eye to appreciating the particularities of local cultures while searching out the shared themes and histories which in some ways unify them. Some of the themes we will cover are indigenous societies, religion, colonialism, economic development, agrarian reform and the state, race and ethnicity, language, and the politics of identity. This year we will focus primarily on two of the many and diverse regions of Latin America: Mexico and the Caribbean. Students will be expected to keep up with the reading, which will be heavy at times, to participate actively in class discussions, and to do independent research for a final project. (Frye)

333. Non-Western Legal Systems I. (20%)
The nature, function and development of law, law and society, and problems of social control: why is law obeyed in societies without courts and in societies with courts. Dispute settlement procedures and the judicial process; civil and criminal law; principles of liability for legal wrongs; women, class and community; the impact of Western law on customary, tribal, or aboriginal law. Case studies from Africa, Middle East, Asia, Europe, the Americas. A good introduction to comparative law from an anthropological perspective. Requirements: four 3-5 page papers, or three 6-8 page student papers. Lecture/discussion format. (Owusu)

356.001 (AC 310.001). Cuba and Its Diaspora.(100%)
This course examines Cuban history, literature, and culture since the Revolution both on the island and in the United States diaspora. In political and cultural essays, in personal narratives, in fiction, poetry, drama, visual artworks, and film, we will seek a comprehensive and diverse view of how Cubans and Cuban-Americans understand their situation as people of the same nation divided for thirty-five years by an iron wall of political differences. Topics to be considered include Afrocuban culture, changing gender conceptions, everyday life under communism, and the construction of exile identity. We will read works by Alejo Carpentier, Fidel Castro, Roberto Fernández Retamar, Louis Perez, Oscar Hijuelos, Reinaldo Arenas, Lourdes Casal, Nancy Morejón, Coco Fusco, Margaret Randall, and Cristina Garcia, among others. There are no prerequisites for this course. Students will be expected to participate actively in class discussions and to do independent research for a final essay. (Behar)

414 (CAAS 444). Introduction to Caribbean Societies and Cultures, I. (100%)
This course provides an introduction to the peoples and cultures of the Caribbean. Topics covered include: the historical origins of the social structure and social organization of contemporary Caribbean states; family and kinship; religion, race, class, ethnicity, and national identity; Caribbean immigration; politics and policies of socioeconomic change. The course is open to both anthropology concentrators and non-concentrators. Films and videos on the Caribbean will be shown when available. Requirements: Four 3-5 page typewritten papers, which ask students to synthesize reading and lecture materials; participation in class discussions; regular class attendance. (Owusu)

416. Latin America: The Colonial Period. See History 476. (Monteiro)

489. Maya and Central American Archaeology. (100%)
This course emphasizes the cultural evolution of the ancient Maya, whose civilization once extended from eastern Mexico through Guatemala and Belize into El Salvador and Honduras. Stages of development include hunters and gatherers, egalitarian villagers, emerging rank, and the state. Topics include religion, social organization, architecture, political hierarchies, subsistence strategies, settlement patterns, exchange systems, and hieroglyphic writing. The last part of the class covers other tribes and chiefdoms that occupied lower Central America. The grade is based on a paper (midterm) and on the in-class final exam. (Marcus)

617. Latin American Ethnohistory. (100%) (Marcus)

658.001. Gender and Occidentalism. See History 666. (Coronil)

676. Quechua. Tuesdays noon to 1:00 (additional hours TBA). (Mannheim)

ECONOMICS

407. Marxist Economics. (25%)
This course provides a critical introduction to Marxian economic analyses of capitalist society in general, of contemporary U.S. capitalism in particular, and of historical and potential alternative economic systems. The first part of the course examines "classical" Marxian theory, based on readings of Marx and Engels as well as recent interpreters. The second part of the course focuses on contemporary political economy examined within a variety of broadly Marxian frameworks. Substantial class discussion is devoted to application of economic theory to social practice. A very broad range of topics is open for the course term paper. (Thompson)

461. The Economics of Development I. (20%)
If the economy is globalized, what does development mean? This course explores the economic issues related to development in a globalized economy. What is of economic relevance to developing and emerging nations? This course is structured as alternating lectures and discussion groups set up to explore such topics as emerging export economies, NAFTA and North America, population and economic issues, poverty and income inequality, the changing role of international migration, gender issues in development, micro-lending and exploratory policies, and restructuring and the World Bank. (Kossoudji)

ENGLISH

387.001 (AC 327). Latino/Latina Literature of the U.S. - Chicano/a Narratives. (25%)
This course will consider the relationship between Chicana/o literary productions and the social conditions and possibilities of its production since the early '60s. Topics will include: cultural nationalism as a response to structural racism, the articulations of literary form and cultural nationalism during the Chicano Renaissance and after, the fate of both texts and their producers within various institutions, the gendered division of literary labor and the feminist critique of nationalist aesthetics, and queer transformations of the Chicano/a literary landscape. This course meets the New Traditions and American Literature requirements for English concentrators. (Gonzalez)

417.003. Senior Seminar - Shakespeare in Asia, Africa, and Latin America. (35%)
Here are some of the texts that we will be reading in this class: From India, Caliban and Gandhi, a novel by Mulkh Raj Anand; Season of Migration to the North, a novel by the Sudanese Tayeb Salih; A Tempest, a play by the Martinican Aimé Césaire. There will also be selections from other narratives, poems, and essays - all involving Shakespeare - by Argentina's Jorge Luis Borges ("Everything and Nothing"); by the Cuban Roberto Fernández Retamar (Caliban); the Uruguayan Jose Enrique Rodo (Ariel); the Nigerian Wole Soyinka, ("Shakespeare and the Living Dramatist"); so, too, the Puerto Rican Rosario Ferré, and the Barbadian George Lamming. Any number of Shakespeare's plays are involved here. Why? What kinds of transformation result? Are their societies present in Shakespeare? If so, how? Are we engaged here in translation? "payback" time? Sub/version? We will read, write collective class reports, and, I hope, gain some insight into how "master" texts get mastered outside their cultures of origin. This course meets the New Traditions requirement for English concentrators. (Johnson)

FILM – VIDEO

442. Third World Cinema. (50%) See CAAS 442. (Ukadike)

470. Cultural Issues in Cinema (50%) See CAAS 470. (Ukadike)

See also Romance Languages - Spanish 485 Section 003.

HISTORY

225. Europe and the New World. (50%).
The first European observers of America saw a world populated alternatively by savages or by angels, they saw peoples apparently without laws, religion, rulers, or indeed clothes. Yet much of what they saw was conditioned by what they expected to see. This course will set out to explore the social and intellectual world(s) of those who first came to the Americas. It will follow these explorers, conquerors and chroniclers on their journeys from the Old World to the New, and will analyze not simply their impact on the New World - e.g., "the narrative of the conquest" - but how the experience of this New World interacted with and fundamentally changed the way these "Europeans" thought about themselves. (Wintroub)

476 (Anth 416). Latin America: The Colonial Period (100%)
This course will examine the colonial period in Latin American history from the initial Spanish and Portuguese contact and conquest to the nineteenth-century wars of independence. It will focus on the process of interaction between Indians and Europeans, tracing the evolution of a range of colonial societies in the New World. Thus we will examine the indigenous background to conquest as well as the nature of the settler community. We will also look at the shifting uses of land and labor, and at the importance of class, race, gender, and ethnicity. The method of instruction is lecture and discussion. Each student will write a short critical review and a final paper of approximately 10 to 12 pages. There will be a midterm and a final. Readings may include works by Inga Clendinnen, Nancy Farris, Karen Spalding and Charles Gibson, as well as primary materials from Aztec and Spanish sources. (Prof. John Monteiro)

Section 004 - Language Across the Curriculum Section. Students who enroll in this section should also enroll in University Course 490.001, a one-credit course which will count towards a certificate in advanced second-language competence. Students will complete extra reading and writing assignments in Spanish and discussion will be conducted in both Spanish and English. Please note meeting time for this section is longer. This is for undergraduates. Students should have 4th term Spanish competency.

478.001 (CAAS 458.001). Slavery and Abolition in Brazil: A Comparative Perspective. (100%)
Abolished little over a century ago, slavery has left deep marks on contemporary Brazilian society and culture. Along with the issues of race, miscegenation and national character, the burden of a slave past has remained a central theme for successive generations of historians and social thinkers. This seminar examines recent trends in the historical and anthropological literature daling with slavery and abolition in Brazil. Covering a wide range of questions over a broad time span, the seminar brings into focus the difficult task of projecting slaves as significant historical agents. This involves a critical re-evaluation of concepts such as resistance, accommodation, acculturation, and autonomy, among others. Selected readings on runaway slave communities, slave provision grounds, local exchange networks, family and kinship structures, Afro-Brazilian religion and culture, and the slaves' role in the destruction of slavery provide a rich base for discussion. (T, Th, 2:30-4, room TBA) (Maria Helena Machado, Visiting Professor in CAAS and History from the University of São Paulo, Brazil)

589.001 (Soc 595.001 / WS 698.002). Gender and Social Transformations in Europe and the Americas. (35%)
The course explores how gender distinctions and relations both shaped and were shaped by significant socio-economic, cultural, and political changes. The course focuses on the intersections of gender, race, and class from the late 18th to the late 20th centuries. It considers the social and political revolutions in France, Haiti, and the U.S., and Latin American revolutionary movements. We will also investigate the role of gender in the development of industrial capitalism in European and American societies, and current "post-Fordist" economic transformations. (Rose and Caulfield)

666.001 (CAAS 630, Anth 658.001, WS 666.001). Gender and Occidentalism: Engendering Power. (50%)
This course seeks to relate the fields of gender and postcolonial studies. The aim is to explore th intersection of gender and political power and thus to see not only how empires, states, and nations have been gendered, but how gender itself is constructed in fields of geopolitical power. Readings will include Said, Fanon, Buttler, Sommers, Steedman, Kincaid. (Latin America will be a strong but not exclusive presence in our readings). (Coronil)

791. Seminar in Hispanic-American History – Race, Nation and Ethnicity in Latin America and the Caribbean. (100%)
This is a research seminar designed for graduate students undertaking advanced independent research on topics in Latin American history. It will begin with a series of readings focused on the nineteenth century, and then move to case studies that bear on questions of ethnicity, race, and nationality in Latin America. In the second half of the term, we will shift to a focus on the specific research projects of the participating students. There will be required and supplementary readings on the Andean region, Mexico, Brazil, and the Hispanohpone Caribbean, with possible additional works on other areas under study by course participants. (W 1-3, 1029 Tisch.) (R. Scott)

LATIN AMERICAN & CARIBBEAN STUDIES (LACS)

399. Senior Thesis. This course, a requirement for the LACS concentration, is normally taken in the final semester of the senior year. It will meet as a biweekly writing seminar in the Winter term.

MUSIC

464/564 (CAAS 464/564). Music of the Caribbean. (100%) (McDaniel)

RESIDENTIAL COLLEGE

RC • CORE

324.001 Readings in Spanish - El cuento latinoamericano. (100%)
El cuento, como género literario, ha gozado de enorme popularidad en América Latina; incluídos en periódicos y revistas, en diferentes antologías y collecciones, los cuentos son leídos profusamente por el público en general y por los especialistas en particular. Esta clase presenta una selección de algunos de los cuentos más conocidos de famosos escritores latinoamericanos. La clase también presenta una breve historia del desarrollo del cuento, así como ideas sobre el cuento de diferentes escritores. La idea de Julio Cortázar de que el cuento es el resultado de la lucha entre la vida y la expresión escrita de esa vida, una síntesis viviente así como una vida sintetizada, sirve de centro en la exploración de los textos. Los cuentos leídos en esta clase llevan a los lectores, más allá de la mera anécdota, hacia el descubrimiento de un mundo nuevo y diferente. Entre los autores leídos están: Gabriel García Márquez, Juan Rulfo, José Donoso, Julio Cortázar, Elena Poniatowski, y Marta Lynch, entre otros. (Moya-Raggio)

324.002. Readings in Spanish - Writing from the Border: The Politization of the Home and the Homeland. (100%)
This course addresses the evolving representation of women in Latin American women's fiction throughout the twentieth century. We will explore the conventional definitions of "home" and "family" as spaces to which women are culturally relegated under essentialist environments of exploration and self-recognition. This process, which triggers a need to cross the border of the private sphere, portrays women as part of a social realm with its confined own limits in terms of labor and education: the "new" professional woman becomes confined again in a set of socially approved expectations while she is demonized as endangering traditional family values. Under the political turmoil generated by the dictatorial regimes of the seventies and eighties, which produce a generation of broken families with disappeared members, fiction depicts the redefinition of women as political bodies in the public sphere, who expand the traditional concept of motherhood through solidarity, and thus create an imaginary homeland of inclusion and acceptance that challenges the repressive discourse of the official systems. (Lopez-Cotin)

RC • HUMANITIES

317.001 (AC 311.002). The Writings of Latinas: Texts of the Borderlands. (100%)
This course brings to the forefront the abundant literary production of Latinas in the United States. The core of the work will comprise reading and discussion of works (essays, poems, narrative fiction) of the Chicana writers, as well as women writers from Puerto Rico, Cuba, Central America, the Caribbean, and South America. Among the authors to be studied are Julia Alvarez, Sandra Cisneros, Cristina Garcia, Judith Ortiz Coffer, Gloria Anzaldúa, Helena Maria Viramontes, Elena Castedo, and Alicia Partnoy. Films and visual art by Latinas will supplement the literature in the course. The works selected are richly textured, filled with cultural content, and embued with nostalgic evocation of what has been lost. Representing a broad range of Latina experience, they confront such issues as colonial domination and political and/or economic exile. All of the texts relate to the history of the Americas, and address the position of women within their own cultural/ethnic/racial group as well as within a dominant culture. Students will be expected to keep a journal of their reactions to the works read or viewed and to write three substantial papers which reflect their ability in critical reading of the texts. They will also prepare and deliver seminar presentations on selected poetry in the course. Tentative readings: Alvarez, Julia, In the Time of the Butterflies (Algonguin Books of Chapel Hill, 1994); Anzaldúa, Gloria, Borderlands/LaFrontera (Aunt Lute, 1987); Castedo, Elena, Paradise*; Cisneros, Sandra, The House on Mango Street (Vintage, 1989); Coffer, Judith Ortiz, Silent Dancing (Arte Público, 1990); Garcia, Cristina, Dreaming in Cuban* (Ballantine, 1992); Partnoy, Alicia, The Little School (Cleis Press, 1986). (Moya-Raggio)

RC • NATURAL SCIENCE

250. Ecology, Development, and Conservation in Latin America (100%)
This course will address problems of environmental conservation and social development for Third World nations, especially in the Tropics of Latin America. The focus will be on the ecological and socio-political dimensions of conservation, with special attention to the effects of South-North interactions. The course introduces students to the concepts and principles of biogeography and of natural and agricultural ecology. There will be special emphasis on ideas and methods for ecological restoration of degraded ecosystems in the topics. The course lectures will be given primarily in Spanish, with bi-lingual discussions when necessary. Guest lectures will be given in English and Spanish. The Spanish-language component of the course will be designed to fit the average proficiency of the students enrolled. Students will be required to write 2-3 short essays during the course, in the format of a text review, in addition to a final paper, which will involve some research, whether a literature review, a survey, an experiment or a project/simulation design. Prerequisite: reading proficiency in Spanish; high-school biology or environmental science, or permission of instructor. (de la Cerda)

RC • SOCIAL SCIENCE

460.001. Social Science Senior Seminar - Culture as Environment: Worldviews and Cultural Agendas of Native American Nations. (25%)
This course gives you the opportunity to learn intensively about a particular Native American group in the context of the long and continuing struggles of Native communities on Turtle Island (as the Americas were called) to survive during the onslaught of European and Euro-American conquest and settlement. We will investigate various groups' origin stories, spiritual world views, resource ecology, land struggles, and cultural agendas. We will use a comparative geographical research method, that of ethnically-sensitive human ecological analysis framed by world view comparison. We will also employ a writing style which includes writing about the data found, the research process, and one's personal engagement with the research. You will be responsible for writing two research papers about a Native American group of your own choosing as well as for participating effectively in class sessions. The course will be taught using collaborative pedagogical methods. This course meets the RC Social Science Concentration research requirement. (Larimore)

460.002 (AC 410.001). Social Science Senior Seminar - Crossing Borders: Latino Migration to the U.S. (25%)
This course ranges between anthropology and its neighboring disciplines in an attempt to understand what life is like for Latinos involved in migration to and from the United States. Focusing on people from Mexico, the Spanish-speaking Caribbean, and Central America, it examines their experiences in relation to issues such as the changing character of capitalism as an international system, the organizing role of networks and families, changing patterns of gender relations, the emergence of a second generation, and the cultural politics of class formation. Organized as a seminar, it makes a close reading of required texts with detailed classroom discussion. The final grade is based on contributions to these discussions and on three papers that expand on issues raised by the readings. (Rouse)

ROMANCE LANGUAGES AND LITERATURES

RLL • FRENCH

363.001 Caribbean Studies - Desiring Across Borders: Métissage, Gender, and Identity in the French Caribbean. (In French; 100%)
Many Caribbean theorists have used the concept of métissage (racial mixing) to describe not only Caribbean racial identity but also the cultural and historical trends that came/come together in the Caribbean to produce Caribbean identities and societies. In this course we shall examine the themes of cross-racial and cross-cultural desire as metaphors and/or allegories of identity as a form of métissage in literary, political, and other cultural discourses. Whereas many discussions of métissage often take a celebratory tone, we shall consider the beginnings of métissage as a practice forced on slaves brought to the Caribbean from Africa, a practice whose weight remains present in contemporary literature. We shall also consider the positive possibilities of a politics of identity as métissage in contrast with an identity politics of purity, which might define communities through exclusion. There will be two papers, a journal, and class presentations. Since this course is offered in conjunction with the Theme Semester on Genders, Bodies, and Borders, students will be asked to attend several events organized in conjunction with the theme term. Texts: Mayotte Capécia, Je suis martiniquaise; Frantz Fanon, Peau noire, masques blancs (selections); Maryse Condé, Moi, Tituba, sorcière noire de Salem; Dany Laferrière, Comment faire l'amour avec un nègre sans se fatiguer; Dany Laferrière, Cette grenade dans la main d'un jeune nègre, est-elle un fruit ou une arme (selections); Simone Schwartz-Bart, Ti Jean l'Horizon; Myriam Warner-Vieyra, uletane. Films: La rue Cases-Nègres, and others. (Hayes)

RLL • SPANISH

332. Short Narrative in Latin America/Spain. (50%)
Narrative, as a mode of thought and as a cultural practice, imposes designs upon human experience. In literature and in life, narrative makes experience in time meaningful, by shaping, ordering, and linking disparate events. Narrative also "has designs" on its participants and its readers - instilling in us the desire for coherent identities, logical explanations, and satisfying resolutions. In this course, as we examine narrative designs, we will also explore the possibilities for creative freedom within (and without) these designs. Primary readings include recent fiction from Spain and Latin America (including Brazil). Major assignments include two exams, two analytic-interpretive papers (5-8 pages each), and an original narrative (either fictional or autobiographical). Evaluation will be based on written assignments, as well as class participation. Discussions will be conducted in Spanish. (Highfill)

341. Introduction to Latin American Cultures. (100%)
This course examines a variety of Latin American popular and elite cultural artifacts. Cinema, soap operas, literature, visual arts, performance arts and music will drawn from different historical periods and cultural traditions, from the pre-Columbian period to contemporary U.S. Latinos. Students write in Spanish on a daily basis and are required to give oral presentations in Spanish on a regular basis. Special times are allotted for discussions in English.

381. Survey of Latin American Literature, I. (100%)
An introduction to the main currents of Latin American literature from the 16th to the 20th centuries through the study of its major figures. Lectures, reading, reports. (Herrero-Olaizola)

470. Latin-American Literature, Sixteenth to Nineteenth Centuries. (100%)
Poesía épica, poesía satírica y edificante en los périodos virreinal y nacional. This course will deal with the long poem in Spanish American Literature from the Renaissance Period to the Twentieth Century. Readings will include: Alonso de Ercilla, La Araucana, Mateo Rosas de Oquendo, Satira a las cosas que pasan en el Perú. Año de 1598. Sor Juana Inés de la Cruz, El Sueño, Andrés Bello, A la agricultura de la zona tórrida, José Hernández, Martín Fierro, Rubén Darío, Los centauros, Gabriela Mistral, Cordillera. Problems of literary history, genre, narrative, rhetoric and poetic structure will be addressed. The class format will be lecture and discussion; active participation is encouraged. Evaluation will consider: (1) participation: 10%, (2) assignments: 20%, (3) Midterm Paper: 30%, and (4) Final Paper: 40%. (Goic)

485.002. Case Studies in Latin American Literature. (100%)
(No title available). This course considers, in detail, specific problems, figures, movements, works or literary genres in Hispanic literature. (Herrero-Olaizola)

485.003. Case Studies - Latin American Cinema, History, and Society. (100%)
This course will provide a critical and interdisciplinary perspective on the development of Latin American cinema from the early sixties to the present. The history of Latin American cinema in the past forty years is intertwined with sociopolitical, cultural and literary transformations. The analysis will focus on the relationship between cinema and society, as shown in the various filmic styles that have evolved in each country. The course will cover the "New Latin American Cinema," the "social documentary," the "cinema novo," the industries of Mexico, Argentina, and Brazil, and the more recent productions in countries where cinematic production has recently flourished. We will analyze the impact of technology, culture, literature, international production, and political transformation on the films made in Latin America. We will look at all genres of films from documentaries and experimental to musicals and epics. Besides screening and analyzing films, the course will also center on the theories postulated by Latin Americans, in search for a definition of their specific styles and genres, as "cinema novo," "imperfect cinema," or "third cinema." The course will have two 1.5 hours of meeting time plus two showings of the same film per week. Films and texts will be in translation (subtitled). Written assignments, midterm and a final project / paper required. One additional credit for the Language Across the Curriculum weekly 1-hour discussion, conducted completely in Spanish to discuss the films presented in the main course; students in this section will also have a course pack with some readings in Spanish and a glossary of the appropriate film terms. Limit of 20-25 students in this section in order to enforce complete student participation in the discussions. (De la Vega-Hurtado)

488.002 Topics in Hispanic Literatures and Cultures - La literatura de la mujer hispánica. (50%)
Este curso está destinado al estudio de un tópico particular: la mujer hispánica a través de la literatura. Introducción a la comprensíon histórica de la mujer española: teorías filosófica psicológicas y médicas sobre la mujer, que pudieron ejercer influencia. La mujer en la literatura: Escritora. Grandes escritoras femeninas en España y América desde el siglo XVI hasta el XIX: Santa Teresa, María de Zayas, Sor Juana Inés de la Cruz, Rosalía de Castro, Emilia Pardo Bazán. Se leerán fragmentos representativos de cada uno de ellas. La mujer como protagonista literaria: Libro de Apolonio, las protagonistas femeninas en Cervantes, La tribuna de Emilia Pardo Bazán. La mujer en la poesía amorosa, en boca del varón y en boca de la mujer. La mujer marginada en el Siglo de oro. La galera famenina. La mujer en las jácaras de Quevedo. Cada estudiante hará un trabajo de investigación durante el curso, que comprenda al mismo tiempo problemática teórica y análisis literario. (Lopez-Grigera)

675. Modes of the 19th & 20th Century Novel. (Goic)

870. Hispanic Literature, 19th and 20th Centuries. (Anderson)

878. Latin American Short Story, 20th Century. (Colas)

SOCIOLOGY

303 (CAAS 303). Race and Ethnic Relations (25%)
This course introduces students to selected historical and sociological literature on race and ethnic relations in the United States. The first few weeks of the term explore the historical structuring of a racial and ethnic hierarchy in this country that has privileged "white" European American ethnic groups. In examining both the structural and ideological dimensions of this racial stratification system, we give considerable attention to carefully delineating its social-cultural, political, and economic foundations. We then turn our main attention to comparatively surveying the impact of "white supremacy" on the historical experiences of African Americans in the Northern and Southern regions of the country and Mexican American in the Far West. We will also give some attention in lecture to the historical experiences of Native Americans, Asian Americans, and other Latino populations and, theory, add yet another comparative dimension to this course. Moreover, we shall devote special consideration throughout the term to the gendered and class dimensions of the racial subordination of people of color in this country. Differences in the relationship of men and women of color to the dominant culture, and of individuals in various class locations, is a central feature of our historical-sociological inquiry. (Almaguer)

304 (AC 304). American Immigration (25%)
That America is a nation of immigrants is one of the most common place, yet truest of statements. In this course we will survey a vast range of the American immigrant experience: that of the Irish, Germans, Jews, Italians, Chinese, Japanese, Blacks, Puerto Ricans, Cubans and Mexicans. Immigration to American can be broadly understood as consisting of four major waves; the first one, that which consisted of Northwest Europeans who immigrated up to the mid-19th century; the second one, that which consisted of Southern and East Europeans at the end of the 19th century and beginning of the 20th; the third one, the movement from the south to the north of Black Americans and Mexicans precipitated by the two world wars; and the fourth one, from 1965 on, is still ongoing in the present, of immigrants mostly from Latin America and Asia. At all times, our effort is to understand the immigrant past of these ethnic groups, both for what it tells us about the past as well as their present and possible future. The written requirements for this course consist of two exams. Both will be in-class tests, consisting of short answer questions that will draw from the lectures and our discussion of the readings. Each exam will be worth 50 percent. (Pedraza)

STUDY ABROAD

Please contact the Office of International Programs (Dr. Carol W. Dickerman, Director), G513 Michigan Union, 764-4311, for more information about U-M Study Abroad programs or for questions on academic credit for study abroad. Most courses taken in these programs will count toward the LACS concentration.
Students who enroll directly at foreign universities may, upon their return, petition for academic credit. Students are expected to provide documentation concerning the nature and amount of work completed as well as official evaluations of academic performance. Students who anticipate petitioning for credit for foreign study should contact the Office of International Programs and the Office of Undergraduate Admissions in advance of enrolling in a foreign university. Students planning to study abroad in any program not sponsored by the University of Michigan must complete a Statement of Intent to Study Abroad, obtainable from the Office of International Programs, G513 Michigan Union.

Academic Year in Santiago, Chile. Jointly sponsored with the University of Wisconsin-Madison, the program enrolls students in the Universidad Católica in Santiago. Students may elect courses from the full range of offerings at the Universidad. Because the seasons are reversed in Chile, the academic year begins in March and continues through December. Students may attend for a full year or the term beginning in March. Competence in Spanish is essential; five terms of college-level Spanish or the equivalent are required. Application deadline: October 13, 1997.

Academic Year in Quito, Ecuador. Students from U- M and the University of Wisconsin at Madison enroll in classes at the Pontificia Universidad Católica in Quito, choosing from among the full range of course offerings at that university. The academic year runs from October to June. Application deadline: January 23, 1998.

Comparative Andean Study. By choosing to spend the first semester in Quito, Ecuador, (October-January) and second semester in Santiago, Chile, (February-July) students may study in two Latin American countries and thus gain a comparative perspective on the national identities and cultures that have emerged since colonial times. Application deadline: January 23, 1998.

UNIVERSITY COURSES

151.006. First-Year Social Science Seminar - Race and Power in the Americas. First-year students (50%)
How do concepts of race vary across the Americas? How have social identities been racialized in different colonial and national contexts? How has race acquired political and cultural significance in changing social and historical conditions? In exploring these questions, this course examines race as a system of classification intimately linked to hierarchies based on class, ethnicity, gender, and nationality. The course focuses on accounts of the lives of people in racially stratified societies, such as the U.S., Bolivia and Guatemala, as depicted in testimonial, fiction, ethnography, and film. Rather than assuming "white" as the norm, it examines how whiteness is constructed and lived. It pays particular attention to the part power plays in the cultural representation and social organization of racial boundaries, and to the internal differentiation and social agency of groups that are often viewed stereotypically. Through these accounts the class will examine how multiple forms of power intersect, are understood and are acted upon by distinct social agents. In this light, students will be encouraged to examine their own conceptions and experiences and the cultural assumptions on which they are based. Authors include Stuart Hall, Bell Hooks, Zora Neal Hurston, Jamaica Kincaid, and Rigoberta Menchu. The format of the class emphasizes the close reading of texts and students' active participation in discussion as well as in classroom presentations. Students will link the class to contemporary events and debates and to representations of race in popular culture; this may involve group projects and presentations. Students will write several short commentaries on the readings and two papers. They will have ample feedback on their work and opportunity to meet with the instructor. (Skurski)

WOMEN'S STUDIES

483.001. Women in Prison: Gender and Crime Among Blacks and Latinas. See American Culture 410.002. (Jose-Kampfner)

666.001. Gender and Occidentalism. (see Coronil)

SCHOOL OF BUSINESS

International Business 742. Doing Business in Latin America. (100%)
This course will provide you with information on the most important issues faced by those who do business in Latin America. You will gain an understanding of the economic and political environment. We will review the financial, trade and investment policies and institutions which affect business in the region. You will learn about what barriers (if any) exist for foreign direct investment in each country. Then we will confront some of the problems faced by managers in the region in the areas of international competition, finance, and labor management. (Terrell)

SCHOOL OF NATURAL RESOURCES AND ENVIRONMENT

301. Ecological Issues. No Pass/Fail Option. (25%)
Covers the ecological principles and concepts underlying the management and use of natural resources. Topics covered include biodiversity, tropical deforestation, agriculture, environmental racism, air and water pollution, energy use, and the role of politics and economics in environmental issues. (Perfecto)

303 (Study Abroad 303). Studies in Sustainable Development in Costa Rica. (4 - 16 credits)
Course is held in Costa Rica and limited to 2 to 3 students per term. Contact Jane Leu, SNRE, for permission to register. The study of Costa Rica's effort to protect its environment and to deal with the challenges of sustainable development will be presented as a series of case studies on particular issues and problems. Specific cases will then be used to address the broader issues of sustainable development in developing countries.