spring 2013 | volume xliv | issue 2 in this issue
Debates Education in Latin America: Advances and Challenges by Gabriel Ondetti and Indira Palacios-Valladares La educación primaria y secundaria en América Latina: Balance y desafíos por Néstor López Education and Social Mobility in Latin America by Christian Daude Affirmative Action in Brazil by Edward Telles and Marcelo Paixão Educación y equidad de género por María del Carmen Feijoó Financiamiento de la educación superior en América Latina: Viejas y nuevas prácticas por José Joaquín Brunner President Evelyne Huber University of North Carolina [email protected]
Vice President Merilee Grindle Harvard University
Past President Maria Hermínia Tavares de Almeida Table of Contents Universidade de São Paulo Treasurer Cristina Eguizábal Florida International University
1 Peter H. Smith | Recipient of the Kalman Silvert Award for 2013 Executive Council For term ending May 2013 3 From the President | by Evelyne Huber Rosalva Aída Hernández Castillo, Centro de Investigaciones y Estudios Superiores en Antropología Social Debates Maxine Molyneux, University of London Gioconda Herrera, FLACSO/Ecuador 4 Education in Latin America: Advances and Challenges For term ending May 2014: by Gabriel Ondetti and Indira Palacios-Valladares Graciela Montaldo, Columbia University María Clemencia Ramírez, Instituto Colombiano 5 La educación primaria y secundaria en América Latina: Balance y desafíos de Antropología e Historia por Néstor López Catalina Romero, Pontificia Universidad Católica del Perú Ex Officio 7 Education and Social Mobility in Latin America | by Christian Daude Gwen Kirkpatrick, Georgetown University 10 Affirmative Action in Brazil | by Edward Telles and Marcelo Paixão Kenneth M. Roberts, Cornell University Milagros Pereyra-Rojas, University of Pittsburgh 12 Educación y equidad de género | por María del Carmen Feijoó Philip Oxhorn, McGill University
15 Financiamiento de la educación superior en América Latina: Viejas y nuevas Forum Editorial Committee prácticas | por José Joaquín Brunner Editor Evelyne Huber, University of North Carolina On LASA2013 Managing Editor Milagros Pereyra-Rojas, University of Pittsburgh 18 Report from the Program Chairs | by Gwen Kirkpatrick and Kenneth M. Roberts Guest Associate Editors 19 LASA2013 Film Festival | por Claudia Ferman Gabriel Ondetti, Missouri State University 21 On Washington, DC Indira Palacios-Valladares, Missouri State University
LASA Staff lasa’s 50th Anniversary Special Projects Coordinator María Soledad Cabezas, University of Pittsburgh 23 Kalman Silvert and LASA’s Fiftieth Anniversary | by Martin Weinstein Assistant Director for Institutional Advancement 24 Kal’s Gift | by Louis W. Goodman Sandra Klinzing, University of Pittsburgh
Communications Specialist Section News Sara Lickey, University of Pittsburgh Executive Director 28 LASA Pre-Conference Session Milagros Pereyra-Rojas, University of Pittsburgh 28 Film Studies Membership Coordinator Israel R. Perlov, University of Pittsburgh 29 III Jornadas de la Sección de Estudios Venezolanos de la Asociación de Estudios Operations Manager – Congress Coordinator Latinoamericanos LASA Pilar Rodriguez Blanco, University of Pittsburgh
The LASA Forum is published four times a year. It is the official vehicle for conveying news about the Latin American Studies Association to its members. Articles appearing in the On the Profession and Debates sections of the Forum are commissioned by the Editorial Committee and deal with selected themes. The Committee welcomes responses to any material published in the Forum.
Opinions expressed herein are those of individual authors and do not necessarily reflect the view of the Latin American Studies Association or its officers.
ISSN 0890-7218 Peter H. Smith Recipient of the Kalman Silvert Award for 2013
Autobiographical Statement science, initially by auditing courses at the University of California, Berkeley. With the My academic career has followed a encouragement of Kalman Silvert, I serendipitous path. It has been marked by determined to acquire a working command abundant opportunity, generous of quantitative methodology. This linkage encouragement, unstinting intellectual of history and political science would support—and exceedingly good luck. define a core concern of my scholarly old man, I can assure you!—and produced efforts: to analyze long-term patterns of a book entitled Labyrinths of Power The journey began many years ago when I political change in Latin America through (1979). One significant by-product of this yearned to take a summer trip to Europe, the judicious application of cutting-edge effort was a roll-call analysis of voting as many of my college classmates did at the methods in political science. patterns in Mexico’s constitutional time. The problem was a lack of funds, so convention of 1917. I set out on a less expensive venture: a bus This bifocal approach to history and ride from New York City to Mexico City. I political science had its occasional In the mid-1980s I received an invitation knew no Spanish, no Mexican history, no downsides. Sometimes I felt that I fit into from the Ford Foundation to serve as Latin American politics, nothing. Talk neither discipline, somewhere on an empty co–staff director (along with Rosario about a tabula rasa! borderland with no one else in sight. Said Green) of a major project on U.S.-Mexican one friend about this dilemma: “Isn’t that relations. Headed by a blue-ribbon That trip changed my life. Mexico was exactly where you want to be?” bilateral commission, the program was vivacious, energetic, exuberant, still in its intended to improve understanding, design postrevolutionary phase. I was utterly My first corpus of research focused on practical initiatives, and rejuvenate a captivated. I witnessed student protests, Argentina and resulted in two books: relationship that was under considerable listened to expositions about all sorts of Politics and Beef in Argentina (1969), pressure at the time. This brought me political values, and heard discussions (and which examined political struggles over a face-to-face with two additional diatribes) about Fidel Castro and U.S. key sector of the national economy from dimensions of analysis: international imperialism. Most of all, I observed silent the 1880s to the 1940s, and Argentina and relations and public policy. The project dignity in the face of social injustice. the Failure of Democracy (1974), based on produced a book-length study titled The Ashamed of my own ignorance, I became a statistical analysis of roll-call votes in the Challenge of Interdependence (1988), led troubled by the historic roles of the United Chamber of Deputies from 1904 through to encounters with presidents and States. I cast my lot with los de abajo. My 1955. The latter book suffered from dignitaries in both countries, and resulted self-appointed mission would be to ferret methodological asphyxiation at the time, in the publication of five volumes of out the truth. but it seems to have caught a second wind background papers. We think the project in light of recent interest in legislative did some good; at the very least, it did no Fortunately I enrolled for graduate study in behavior in a democratizing Latin America. harm. (One spin-off for me was a history at Columbia University in 1961, These efforts also resulted in a book subsequent volume on drug trafficking in just in time for the inauguration of its chapter on the breakdown of Argentine the Americas.) renowned Institute of Latin American democracy in 1930. Studies. I was able to study with such Scholarly work since the 1990s has luminaries as Albert O. Hirschman, Juan J. I then turned to Mexico and sought to consisted primarily of synthesis. Wary of Linz, Frank Tannenbaum, and the unravel the political logic of its the triumphalist tone of American indefatigable Lewis Hanke. My student authoritarian regime. After some commentary after the end of the Cold War cohort was itself remarkable— deliberation I decided to examine the (and inspired by a quote from Mark knowledgeable, accomplished, intelligent, structure and transformation of the Twain), I could not resist the temptation to and unceasingly supportive. nation’s political elite from 1900 through write Talons of the Eagle: Latin America, the 1970s. I gathered and computerized the United States, and the World (1996), In subsequent years I embarked upon a data on the political biographies of more now in its fourth edition. Also unhappy program of self-education in political than 6,000 officeholders—not a task for an with bland and blasé assessments of
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patterns of democratization around the Teaching has been one of my great world, I managed to compose a book pleasures. I learn from every class I give. I entitled Democracy in Latin America: take every session as an opportunity to Political Change in Comparative convince students about the importance of Perspective (2005), now in its second the subject matter—its moral significance, edition. The goal of this volume was to not just its analytical relevance—and to combine historical, institutional, and demonstrate my commitment to the behavioral elements of political conduct endeavor. Not surprisingly, this focus has into a holistic and coherent interpretation strengthened my resolve to help make of democratic transformation. This from Modern Latin America the best book that someone who had devoted so much effort it can be. There is ego in this activity. In to the study of authoritarian regimes! addition, I have drawn special satisfaction from teaching students in other countries— In the meantime my colleague Thomas Argentina, Brazil, China, Ecuador, Mexico, Skidmore and I worked on the textbook Spain, and elsewhere. These young people entitled Modern Latin America, first do not have to be convinced to care. Often published in 1984 with numerous laboring under subpar conditions, they subsequent editions (including an eighth strive to do the best—and learn the edition, now in press, with the most—that they can. I have treasured collaboration of James N. Green). This has them. posed serious challenges. It is not just a chronological recounting of events and All this work has allowed me to do an personalities: we tried from the start to unexpected variety of things. I have construct a conceptual framework, apply it traveled to most parts of the world; with consistency, and tell meaningful exchanged thoughts and ideas with public human stories. figures, prominent colleagues, and ordinary citizens; been the moderator for a Over the years I have edited or coedited monthly TV show; and expressed my more than a dozen anthologies on subjects opinions through op-eds and columns in ranging from historiography and national and international newspapers. methodology to regional economic I have even served as president of LASA. integration, Mexican politics, U.S.-Mexican relations, drug trafficking, Latin America– This career has been a privilege. It has East Asia relations, and women’s roles in been a responsibility as well. My Asia and Latin America. These projects profession has been my passion (and vice have continually expanded my intellectual versa). I have relished the challenges, horizons, brought me into close contact accepted the setbacks, and savored the with a large number of colleagues, and satisfactions. To borrow a phrase from allowed me to support the work of Maya Angelou, “wouldn’t take nothing for promising young scholars around the my journey now.” world. I have benefited greatly from these collaborations.
2 From the President by Evelyne Huber | University of North Carolina at Chapel Hill | [email protected]
LASA2013, our 31st International on site childcare option. Based on the least Congress, is about to take place in expensive bid, an enrollment of at least 25 Washington, DC. We are looking forward children would have been necessary to to an intellectually exciting event—and to make the operation financially viable. seeing lots of old friends and making new Accepted Congress participants were ones. LASA Congresses have always served offered the option to sign up and prepay the dual function of promoting scholarly for on-site childcare. Since fewer than 25 at least $10,000 to the LASA endowment, exchange and nurturing social networks. children were signed up, the plans for will be officially inaugurated at the Our Congress will start with an opening on-site childcare had to be cancelled; Washington Congress. The endowment ceremony that includes official recognition instead, the old LASA policy of subsidizing fund is crucial for LASA’s operations as it of winners of LASA awards, followed by a childcare expenses for Congress constitutes the main source of travel grants welcoming reception, both at Georgetown participants is in effect again. Details to LASA Congresses. It also supports many University. We greatly appreciate about the policy can be found at the LASA special projects undertaken by LASA. Georgetown’s hospitality. Secretary- website at http://lasa.international.pitt.edu/ We need donors to the endowment in order General of the Organization of American eng/congress/childcare.asp. to ensure LASA’s capacity to support States, José Miguel Insulza, will honor us scholarship on Latin America by future with his presence and offer opening In response to an incident at the San generations. For further information and remarks. For more information on planned Francisco Congress, where aggressive to join the Kalman Silvert Society, please activities before and during the Congress, media representatives disrupted a panel, the contact Cynthia McClintock
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debates
Education in Latin America: Advances and Challenges
by Gabriel Ondetti, Associate Editor | Missouri State University | [email protected] and Indira Palacios-Valladares, Associate Editor | Missouri State University | [email protected] schools along with differential access to In recent decades educational enrollment in interventions in health, nutrition, and postsecondary education remain serious Latin America has increased greatly, education. issues to be addressed. Financial resources especially among women and the poor. At for private and public education of course the primary level it is now close to The article by Edward Telles and Marcelo play a key role for access and quality at all universal. Since education has long been Paixão explores one of the more surprising levels. The contributors to our Debates viewed as a tool for achieving social trends in tertiary education in recent years: section take up these issues, outlining mobility, national integration, and the rapid rise of affirmative action in problems and sketching some proposals economic progress, this is undoubtedly a Brazilian university admissions. Since for solutions. They provide an excellent positive development. Nevertheless, rather 2001, a society that once resolutely denied entry into related debates that will be than allaying concerns about education, the existence of racial discrimination has pursued at the Congress about more and increased enrollment has only served to seen the majority of its federal and state less promising avenues towards new focus them on a number of unresolved universities adopt quota systems aimed at social contracts. issues. Do existing educational practices increasing the number of poorer and adequately serve an increasingly diverse darker-skinned students. María del student population? How can learning Carmen Feijoó examines how educational outcomes be improved in order to bring systems have treated another group that students closer to international standards? has traditionally faced discrimination, Should universities base their admissions women. While acknowledging the decisions purely on merit, or should they importance of the major increase in female favor disadvantaged groups? Should public educational enrollment in Latin America in universities charge tuition, or should the recent decades, Feijoó stresses the state guarantee a free college education to persistence of a wide array of formal and all who are admitted? informal practices that hold women back from pursuing the most prestigious and The articles featured in this Debates section remunerative career tracks. address these and other questions. Néstor López examines the evolution of Latin Finally, José Joaquín Brunner delves into America’s primary and secondary schools the increasingly contentious question of over the past 20 years. He stresses the how to finance public universities. He rapid gains in enrollment in the 1990s and surveys the different approaches in the the subsequent slowdown in the last region, ranging from the entirely public decade. López argues that poverty poses a formula in Cuba to the predominantly key obstacle to the achievement of private one in Chile, where tuition universal education, but he points out that payments have contributed to massive school practices that “deny the identity” of students protests. In the coming years, he an increasingly diverse student body also says, rising university enrollments will only impede retention, especially at the intensify the dilemma faced by policy secondary level. Christian Daude’s makers, forcing them to make the difficult contribution examines intergenerational choice between increasing the financial educational mobility, or the extent to which burden on students and their families and people tend to surpass the educational level seeking new sources of revenue. achieved by their parents. He paints a relatively somber picture, presenting evidence that Latin America lags behind other regions on this variable. At the same time he offers suggestions for increasing mobility, including early childhood
4 debates
La educación primaria y secundaria en América Latina: Balance y desafíos por Néstor López | IIPE-UNESCO Buenos Aires | [email protected]
Un análisis de la situación educativa en través de la sanción de nuevas leyes de afrodescendientes, los sectores más pobres América Latina nos confronta con la educación. o los rurales. Como consecuencia de ello, evidencia de que la región está viviendo, los grandes ganadores de la intensa desde hace ya dos décadas, un clima de Ampliación de los años de obligatoriedad, expansión educativa de la década de los intenso debate, profundos cambios, avances programas de becas para los sectores más años 90 han sido estos grupos significativos y complejos desafíos. En los postergados o diferentes políticas históricamente más postergados. últimos 20 años se verificaron importantes compensatorias conformaron, entre otras, transformaciones en la institucionalidad el espectro de acciones de políticas que El panorama cambia con el inicio del nuevo que regula y da lugar a las prácticas comenzaron a implementarse, teniendo siglo. El agotamiento de las economías de educativas, y que permitieron, entre otras como uno de los principales resultados una mercado en muchos de los países de la cosas, avances claros en la búsqueda de la inclusión masiva de niños, adolescentes y región instala un clima político que da universalización del acceso al jóvenes a las escuelas. Según se destaca en lugar a un nuevo debate sobre su modelo conocimiento. Al mismo tiempo, la el Informe de Tendencias Sociales y de desarrollo, y en consecuencia del lugar irrupción de las tecnologías de la Educativas del SITEAL (Sistema de de la educación en la sociedad. Una nueva información y comunicación o la creciente Información de Tendencias Educativas en ola de reformas se inicia, fortaleciendo la y manifiesta diversidad identitaria y América Latina) publicado en el año 2010, concepción de la educación como derecho, cultural de los estudiantes —en especial en durante la década de los años 90 el y ampliando en varios casos el ciclo el nivel medio— imponen desafíos frente a incremento anual de las tasas específicas de obligatorio hasta el final del nivel medio, los cuales las respuestas son aún escolarización de la región fue de 1.7 por llevando así a un ciclo de entre 12 y 13 insuficientes. El presente artículo apunta a ciento. Esto es, año a año las tasas de años de educación obligatoria. Pero hacia hacer un ligero balance de la situación escolarización crecieron a ese ritmo, lo cual finales de esta primera década el balance actual de la educación en la región, y da para el conjunto de la década un instala alertas que definen claramente el esbozar algunos de los principales desafíos incremento acumulado que se acerca al 20 debate actual en la región. El hecho más que se presentan hacia el futuro inmediato. por ciento. En aquellas edades en que el contundente es, tal vez, la constatación de proceso de expansión estaba menos que se estaría ante la amenaza del fin de la Las transformaciones de los sistemas generalizado, como lo son las expansión educativa. El mismo informe de educativos que se inician a comienzos de la correspondientes al nivel inicial o al SITEAL antes mencionado muestra que en década de los años 90 en la región tienen secundario, el ritmo fue aún mayor: la este período el incremento anual de las como punto de partida un hecho escolarización de los niños de 5 años creció tasas de escolarización para la primera fundamentalmente político. En el esfuerzo a un 4.7 por ciento anual, lo cual da para década de este siglo decayó sensiblemente. por promover en la región un modelo de la década un total cercano al 50 por ciento, La global se redujo de 1.7 por ciento a 0.6 desarrollo centrado en economías de y entre los adolescentes de 15 a 17 años la por ciento, sufriendo así una caída del 65 mercado, se concibe a la educación como la expansión se dio a un 2.8 por ciento anual, por ciento; a este ritmo, el crecimiento principal política social que debe ser poco más del 30 por ciento para el decenio acumulado para una década no llega al 7 llevada a cabo por los Estados. Es a través (SITEAL 2010). Los procesos de expansión por ciento. El ritmo de expansión de la de la formación de las nuevas generaciones educativa favorecen habitualmente a los escolarización entre adolescentes se redujo que se ofrece a todos los recursos básicos sectores más postergados en cada uno de en un 70 por ciento, quedando en un 0.9 necesarios para integrarse al mercado de los países, reduciendo las disparidades por ciento; la que menos decreció es la de trabajo, y así participar de la producción y internas. Ello se debe a que los grupos más los niños de 5 años de edad, un 44 por distribución de la riqueza de cada sociedad. privilegiados (en especial los niños y ciento. Esto es, en esta última década los En consecuencia, la década se inicia con un adolescentes blancos de familias urbanas de avances han sido mucho menos intenso clima de debate sobre qué clase media y alta) ya tienen un acceso casi significativos, y esto no responde, como educación necesita cada país para universal a la educación desde hace ya podría esperarse, a que ya se está llegando integrarse productivamente en un mundo varias décadas. En consecuencia, si las a la meta de universalización. Por el ya globalizado, y como resultado de ello tasas de escolarización de un país crecen contrario, ocurre cuando aún queda mucho varios países iniciaron sus reformas ello se debe fundamentalmente a la por avanzar. En el caso de los adolescentes, educativas, en la mayoría de los casos a inclusión educativa de los indígenas, los
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por ejemplo, aún hay un 25 por ciento de sus habitantes viviendo en condiciones vínculo que permita generar un clima desescolarizados. de pobreza. adecuado para las prácticas educativas (SITEAL 2008). Un artículo recientemente publicado La escolarización de los niños y analiza el fenómeno de la expansión adolescentes representa un gran esfuerzo Los niños y adolescentes de hoy poco educativa en el nivel medio, y con datos para sus familias. Para que puedan tienen que ver con quienes lo eran hace dos publicados por el SITEAL llega a la completar una educación de 12 o 13 años o tres décadas. La creciente diversidad siguiente conclusión: “el proceso de es necesario que puedan responder a las identitaria y cultural de los estudiantes en incorporación de adolescentes a las escuelas exigencias diarias que implica la las aulas es tal vez el mayor desafío que se encuentra hoy con un techo que está en escolarización, afrontar los gastos que ello enfrentan hoy las instituciones, y frente al el 86.7%. ¿Qué nos quiere decir esto? El acarrea, estar saludables y quedar librados cual las respuestas aún son escasas. Lejos comportamiento de los datos permite de las responsabilidades que se desprenden de promover vínculos basados en el respeto predecir que hoy —tal como están las de las tareas productivas y reproductivas y el reconocimiento del otro, aún cosas— no es posible llegar al 100% de del hogar. La educación escolarizada prevalecen en la mayoría de las escuelas escolarización de los adolescentes en la presupone una base de bienestar que no prácticas que tienden a negar la identidad región. [...] Pareciera entonces que la está garantizada para una parte importante de sus alumnos desencadenando un universalización del acceso a la escuela por de las familias de cada uno de los países de complejo entramado de pequeñas acciones parte de los adolescentes no está siendo la región. Muchos de los niños y discriminatorias que terminan siendo posible. Hay aproximadamente un 13% de adolescentes que dejan la escuela lo hacen expulsivas para una parte importante de adolescentes frente a los cuales actualmente porque no pueden responder a estas ellos. Al desafío de la desigualdad se suma no se cuenta con políticas o prácticas que exigencias, o porque las urgencias así el de la diversidad. permitan retenerlos o reinsertarlos a las económicas del hogar los llevan a aulas” (López 2012). De consolidarse esta involucrarse tempranamente en el mundo La amenaza del fin de la expansión tendencia, quienes han sido los grandes del trabajo o en las tareas de cuidado en el educativa lleva a la necesidad de avanzar en beneficiados de la expansión de la década hogar. La meta de garantizar una políticas sociales y educativas que articulen anterior serán quienes se verán más educación de calidad para todos requiere de un modo innovador acciones de afectados por el fin de la expansión: los sin dudas de una profundización del debate redistribución, que apunten a garantizar la indígenas, los afrodescendientes, los sobre el modelo de desarrollo que debe base de bienestar necesaria para que las sectores más pobres o los rurales. La adoptar cada país. Hoy los mismos prácticas educativas sean posibles, con mayoría de los países de la región, desde Estados que se asumen como garantes del otras de reconocimiento, que promuevan sus particularidades y su historia, se derecho a la educación muestran escasa en el aula vínculos basados en el respeto a enfrenta hoy con el dilema de cómo capacidad de orientar los procesos la identidad y la no discriminación. Esta avanzar en la escolarización de sus niñas, económicos y sociales necesarios para que compleja tarea es la que define hoy algunos niños y adolescentes, y garantizar así una este compromiso se haga efectivo. de los principales ejes del debate educativo educación de calidad para todos. en la región. Sin embargo, un informe publicado por el ¿Dónde está el origen de los límites a la SITEAL en el año 2008 muestra que casi la expansión educativa? Una primera causa mitad de los adolescentes desescolarizados puede encontrarse en las profundas no son pobres, señalando así que al menos desigualdades económicas que caracterizan para el caso del nivel medio de educación la a los países de la región. Si bien la última pobreza explica la mitad del problema. década muestra leves mejoras en la ¿Por qué se van estos jóvenes de la escuela? distribución de la riqueza, América Latina Una hipótesis muy fuerte de trabajo aquí es concentra las mayores desigualdades que lo hacen como consecuencia de la económicas del planeta. Aun cuando la violencia que ejercen sobre ellos las gran mayoría de sus países no son pobres, instituciones escolares en su dificultad de cada uno de ellos tiene una alta proporción establecer con las nuevas generaciones un
6 debates
Education and Social Mobility in Latin America
by Christian Daude | OECD Development Centre | [email protected]
Referencias Latin America has witnessed an important education, are also relevant. (For an expansion in educational coverage over the interesting case study of Chile, see Torche López, Néstor last two decades. On average, enrollment 2005.) In what follows, I focus on 2012. “Adolescentes en las aulas: La irrupción de rates in primary (net) and secondary educational mobility in terms of how la diferencia y el fin de la expansión education (gross) increased from 85.9 parental education and family background educativa”. Educação & Sociedade percent and 49.6 percent in 1980 to around affect educational attainment and (Campinas) 33 (120): 869–889. 94.0 percent and 89.7 percent in 2011, achievement. This focus has an important SITEAL respectively. Many countries in the region practical advantage: relatively good-quality are on track to meet or have already and comparable data for these variables are 2008. Informe de Tendencias Sociales y attained the Millennium Development Goal available for a significant number of Educativas 2008: La escuela y los (MDG) in this dimension. Furthermore, countries in Latin America. adolescentes. Buenos Aires: IIPE-UNESCO- Organización de Estados Iberoamericanos this increase in educational coverage has OEI). been identified as an important driver of Several studies have addressed the issue of the observed reduction in earning how family background affects educational 2010. “Metas educativas 2021: Desafíos y inequality in the region (López-Calva and outcomes of the next generation in Latin oportunidades”. Informes sobre tendencias sociales y educativas 2010. Buenos Aires: Lustig 2010), at a time when income America. Behrman, Gaviria, and Székely IIPE-UNESCO-OEI. inequality is rising within many developed (2001) present several alternative measures and developing countries all over the world of educational and social mobility in Latin (see OECD 2011a and 2011b). America and find that intergenerational mobility is much lower in Latin America Despite this important progress, many compared to the United States. This challenges remain. In this note, I highlight finding is also confirmed by Daude (2011; two interrelated issues: 1) intergenerational 2012) and Gaviria (2007), considering the mobility continues to be low; and 2) the correlation between parental and child quality of education is low, with significant education outcomes using alternative data differences across social classes in the sources. Furthermore, in terms of opportunities of accessing high-quality correlation—that is, how much of the education. Next, I will briefly discuss the variation in the child’s education is empirical evidence relevant to each issue explained by the variation in parental and outline some policies that could education—there are no significant changes address these challenges. over time (Daude 2011). In addition, a study of a large number of developing countries also shows that Latin American Low Intergenerational Educational countries rank poorly compared to other Mobility regions in terms of these measures of intergenerational mobility in education Social mobility is a multidimensional (Hertz et al. 2007). However, other studies concept. Economists (e.g., Solon 1992) find a recent improvement in mobility using have traditionally focused on alternative measures (Conconi et al. 2008). intergenerational income mobility, i.e., the For example, they find that the importance link between a person’s permanent income of family background in explaining the level and that of his or her parents, based “schooling gap”—defined as the difference on the stream of income a person or between the years of education completed household receives stripped of short-term and the hypothetical years the child should fluctuations. Yet it is clear that other have completed in the absence of repeating dimensions such as social status, often grades or dropping out—for children related to type of job or level of formal currently of compulsory enrollment age has
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declined between the mid-1990s and achievement outcomes. However, problems poor go to the same schools as the poor, mid-2000s in several Latin American in terms of performance and inequality of while the rich gather only with the rich. countries. In particular, they rely on a opportunities are still prevalent. (See also Interestingly, the aggregate evidence shows Fields decomposition (1996, 2003) Ferreira et al. 2012 regarding the evolution that there is no trade-off between having proposed by Andersen (2001) that takes of social mobility and inequality of socially mixed education systems and into account the household’s income per opportunities in Latin America.) attaining high levels of educational capita and the highest level of education achievement (OECD 2010a). Thus, between the mother and the father. Another interesting empirical fact from the education systems in the region continue to However, these measures of mobility do PISA surveys is related to the social mix be an instrument for reproducing the not take into account differences in the within schools. If one decomposes the current social order rather than a way to quality of education, which are large in variation in the index of socioeconomic facilitate social mobility and opportunities Latin America. status indicator and separates variation for the poor. between and within schools, some OECD school systems (such as Finland) show that Low Quality of Education most of the variance comes from within Conclusions and Policy Discussion schools, while for Latin America most of Considering education achievement the variance is between schools. This The evidence shows that Latin America is measures such as the OECD’s Program for means that schools in Latin America are not only the most unequal region in the International Student Assessment (PISA) socioeconomically very homogeneous. The world in terms of income distribution but scores, Latin American education systems tend to score poorly on two dimensions. First, the average achievement in terms of Figure 1: Distribution of test scores in PISA reading tests according to socioeconomic and testable knowledge is low. For example, cultural household background quartiles, 2009* while on average within the OECD less than 20 percent of 14- to 15-year-old students do not reach a minimum level of reading comprehension, in Latin America it is almost 50 percent. Second, the relationship between performance and socioeconomic background is much stronger in Latin America than in the OECD (Figure 1). This shows that external circumstances—such as the household’s income level, parental education, gender, or geographical location—are key to student performance (Brunori, Ferreira, and Peragine 2013). In part, the lower levels of average achievement are due to a composition effect: as more poor students with lower performance reach higher levels of schooling and stay for more time within the system (expanding coverage), in the short run performance falls. Some *The distribution by performance levels in Latin America and OECD refers to the simple mean of attainment level weighted at the countries such as Brazil, Chile, and Mexico national level for participating countries in PISA 2009. Level 1 or below means that students are not able to make simple have shown significant improvements over connections and inferences from reading a text. On the other end, Level 6 represents students able to “deal with unfamiliar ideas, the past decade in reducing the importance in the presence of prominent competing information, and to generate abstract categories for interpretations” (OECD, 2010b). of family background in educational Source: OECD-ECLAC (2011) based on data from PISA 2009.
8 that it also exhibits very low levels of References Gaviria, Alejandro intergenerational mobility. Of course, more Andersen, Lykke E. 2007. “Social Mobility and Preferences for research into the particular transmission Redistribution in Latin America,” Economía 8 mechanisms are needed at the country level 2001. “Social Mobility in Latin America: Links (1): 55–96. to establish policy priorities. However, with Adolescent Schooling.” Research some policies seem instrumental in Network Working Paper R-433. Washington, Hertz, Tom, Tamara Jayasundera, Patrizio reducing the influence of family D.C.: Inter-American Development Bank. Piraino, Sibel Selcuk, Nicole Smith, and Alina Verashchagina background and exogenous circumstances Behrman, Jere R., Alejandro Gaviria, and on educational outcomes. Research on Miguel Székely 2007. “The Inheritance of Educational early childhood programs shows that Inequality: International Comparisons and investments in health, nutrition, and 2001. “Intergenerational Mobility in Latin Fifty-Year Trends.” B.E. Journal of Economic America.” Economía 2 (1): 1–44. Analysis and Policy 7 (2): 1–45. education in the early stages of life can significantly reduce inequality of Brunori, Paolo, Francisco H. G. Ferreira, and López-Calva, Luis F., and Nora Lustig, eds. opportunities for the poor (see Doyle et al. Vito Peragine 2009). In combination with conditional 2010. Declining Inequatlity in Latin America: A 2013. “Inequality of Opportunity, Income Decade of Progress? Washington, D.C.: cash transfers, such support can create the Inequality and Economic Mobility: Some Brookings Institution Press. right incentives and relax some constraints International Comparisons.” Policy Research on familial investment in education. Working Paper WPS6304. Washington, D.C.: OECD Furthermore, policy makers in the region World Bank. 2010a. Latin American Economic Outlook have to think about how to increase 2011: How Middle-Class Is Latin America? opportunities for students from less favored Conconi, Adriana, Guillermo Cruces, Sergio Olivieri, and Raúl Sánchez Paris: OECD. backgrounds to access high-quality schools. When schools can freely chose their 2008. “E pur si muove? Movilidad, desigualdad 2010b. PISA 2009 at a Glance. Paris: OECD. students—and students are assessed only y pobreza en América Latina.” Económica (La 2011a. Divided We Stand: Why Inequality Keeps by standardized tests—they tend to admit Plata) 54 (1–2): 121–159. Rising. Paris: OECD. mainly people from the same social Daude, Christian 2011b. Perspectives on Global Development background. Furthermore, in Latin 2012: Social Cohesion in a Shifting World. America private schools are an important 2011. “Ascendance by Descendants? On Paris: OECD. Intergenerational Education Mobility in Latin part of the system. Therefore, mechanisms America.” OECD Development Centre OECD-ECLAC that give parents some choice and help Working Paper No. 297. Paris: OECD. them to make informed decisions are 2011. Latin American Economic Outlook 2012: needed. Financial support through grants 2012. “Educación, clase media y mobilidad Transforming the State for Development. social en América Latina.” Pensamiento and student loans are also useful tools to Paris: OECD. Iberoamericano 10: 29–48. facilitate access, especially to higher Solon, Gary education. Doyle, Orla, Colm P. Harmon, James J. Heckman, and Richard E. Tremblay 1992. “Intergenerational Income Mobility in the Finally, it is important to point out that in United States.” American Economic Review 82 2009. “Investing in Early Human Development: (3): 393–408. some countries in the region, expected Timing and Economic Efficiency.” Economics returns on education for minorities or and Human Biology 7 (1): 1–6. Torche, Florencia women are still low due to discrimination in the labor market. In these Ferreira, Francisco H. G., Julian Messina, Jamele 2005. “Unequal but Fluid: Social Mobility in circumstances, education policies have to Rigolini, Luis-Felipe López-Calva, María Ana Chile in Comparative Perspective.” American Lugo, and Renos Vakis Sociological Review 70 (3): 422–450. be complemented with policies that reduce discrimination. 2012. Economic Mobility and the Rise of the Latin American Middle Class. Washington, D.C.: World Bank.
9 lasaforum spring 2013 : volume xliv : issue 2 debates
Affirmative Action in Brazil by Edward Telles | Princeton University | [email protected] and Marcelo Paixão | Federal University of Rio de Janeiro, Princeton University | [email protected]
The sudden announcement in 2001 of the private secondary schools that Brazil’s Educacionais Anisio Teixeira (INEP), 49 of affirmative action programs in Brazil would privileged classes attend. On the other 95 federal and state universities had quota have been surprising to just about anyone hand, most Brazilians attend the poorly systems (unfortunately such information is at that time. The very idea of affirmative resourced public schools, and those who not collected for universities that use the action, which largely sought to increase the graduate and go on to college point system). In terms of the number of number of nonwhite students at Brazilian predominately go to private universities, students affected, 45 thousand students universities, was widely considered as which account for 70 percent of higher were beneficiaries of affirmative action in anathema to Brazilians’ long-established education students in Brazil (Paixão and 2010, comprising 11 percent of all students idea of their country as a racial democracy. Carvano 2008). Thus, attendance at public in public higher education (LAESER 2012). Although significant race-based policy secondary schools is an indicator of low However, a 2012 law approved by the initiatives had been taken in a few socioeconomic status in Brazil and has National Congress (Quota Law) requires municipalities, these were the first become an important class-based criterion that by 2016 all federal higher education implemented on a large scale and at the in Brazil’s new affirmative action policies in institutions implement quotas on the basis federal level. Implementation of affirmative public universities. of attendance at public high school; family action was seen as a top-down policy, income; or being indigenous, black, or although it was brought on by pressure Quota systems have become the default brown. We project that after four years of from the black movement and Brazil’s affirmative action program, especially implementation the number of quota international commitments, particularly at because they fit well with the Brazilian students in Brazilian higher education will the U.N. Conference Against Racism in system of university admissions, which tend increase by roughly three times its current 2001 (Telles 2004). Since then, affirmative to be based entirely on an entrance exam. amount (calculation by Marcelo Paixão action has progressively expanded to many Quota-based programs guarantee a certain using data from LAESER 2012 and the public universities, and federal law now percentage of university admission slots to 2010 Census of Higher Education). requires it at all federal universities. students on the basis of race and/or class. Moreover, affirmative action has A few universities like the State University engendered much discussion about race of Campinas and Federal University of Class- versus Race-Based Policies and racism, including lively debate about Minas Gerais have begun to use point affirmative action, whereas public systems instead, which give additional Although there is some opposition to discussion of race and racism was rare “points” to the applications of those from quotas or affirmative action of any kind, prior to 2001 (Telles 2004). disadvantaged class, schooling, or race class criteria have become more acceptable backgrounds. Unlike the quota system, the than race for redressing Brazil’s enormous The progressive nature of university point system does not guarantee a number social and racial inequalities. Data from councils has made universities especially of beneficiaries. the 2010 INEP show that class quotas have fertile grounds for affirmative action, and become more common than race quotas, Brazil’s most competitive universities tend Affirmative action grew from its even though the debate has been almost to be public. As a result, the vast majority implementation at the State University of entirely about race quotas. The most of affirmative action programs are located Rio de Janeiro in 2002 and spread to a common class criterion is attendance in in public universities. Moreover, the large number of higher education public secondary schools, which accounts general expansion of university slots in institutions. Today, a majority of Brazil’s for fully 74 percent of all quota students. Brazilian universities has prevented federal and state universities, which are A few universities use a combination of affirmative action from being a zero-sum attended by about 80 percent of Brazilian class and race quotas, and as of 2012, policy, further increasing its popularity. students in public higher education, have when the University of Brasília began to some kind of quota system, while less than also use class-based criteria, none Paradoxically, public universities, which are one-third of the remaining institutions exclusively use race quotas. completely free of charge, tend to be (municipal universities, isolated public superior to private universities, so that the college-level courses, and technical schools) Until recently, opposition to affirmative students who are enrolled in public do. According to data compiled in 2010 by action was especially strong because of the universities disproportionately come from the Instituto de Estudos e Pesquisas use of race/ethnic criteria. This largely
10 reflects the resistance of Brazilian society to issue of racial ambiguity, which was average education of Brazilians or less, recognizing racism’s role in creating originally seen as an impediment to while improving access to higher-status educational disadvantages and thus affirmative action policies in Brazil, comes jobs for negros, if the country is to adopting race-based policies to redress up occasionally, as might be expected experience significant reductions in racial them. (Francis and Tannari-Pianto 2012), but not inequality. A disproportionate number of as often as many opponents would have informal-sector workers are Afro- expected. At the extreme, a handful of descendants. Minimum-wage laws directly Public and Legal Support universities have created commissions to help those in the formal sector and decide if candidates could use racial quotas. indirectly those in the informal sector, Although the issue of racial quotas where blacks predominate. Nevertheless, continues to be very polemical in Brazil, The emergence of a racial awareness in there has been very little affirmative action most Brazilians actually support them. The Brazil, largely around the quotas debate, in the labor market. Governments have most recent poll in 2008 produced by has also led to changes in racial identity in been very timid in labor market affirmative Instituto Datafolha showed that 44 percent Brazilian society. Certainly, it could have action. A few large enterprises have of the population strongly agreed and been expected that university applicants, voluntarily adopted affirmative action, but another 18 percent agreed in part that especially those who had previously these scattered initiatives appear to have quotas for blacks and browns (negros) are identified as white but who have some gained little traction. fundamental to improve the access of all African or indigenous ancestry, might begin persons to education. However, most to identify as nonwhite to take advantage opposition is from the middle class and of the racial quotas. White, just like any Final Comments sectors like the media, especially the racial category, never required that it be principal newspapers and news magazines. ancestrally pure as in the United States. The unexpected implementation of racial Indeed, a rigorous study of applicants at quotas occurred despite a near absence of At the beginning of affirmative action, the University of Brasília revealed discussion about them, catching policy many persons alleged that affirmative systematic reclassification toward nonwhite analysts and public opinion off guard. action and quotas were unconstitutional. with the quota system (Francis and However, without their sudden imposition, However, in 2012, the 11-member Brazilian Tannuri-Pianto 2012). More surprising is serious discussion about race in Brazilian Supreme Court unanimously upheld the that there has been a general tendency society and policies to redress racism constitutionality of both class- and toward identity as nonwhite, as Guimarães probably would never have occurred. race-based quotas. Article 3 states that the (2010) has documented and as reflected in Regardless of the design or potential Federal Republic of Brazil “fundamentally” the changing racial composition of Brazil benefits of these policies, their seeks to create a free, just, and undivided (LAESER 2012). implementation has projected the issue of society; eradicate poverty and race and racism to a level never before seen marginalization; reduce social and regional in modern Brazilian history. In particular, inequalities; and provide special incentives Affirmative Action in the Labor Market it broke with several decades of a strongly to protect women in the labor market. The held racial democracy ideology. Although article goes as far as suggesting the use of Though important for many symbolic and there is much discussion about the affirmative action for women and the material reasons, affirmative action in the appropriate policy solutions, Brazilians physically disabled. university affects a small proportion of the now largely agree that racism exists and black population. So the issue of what to that racial inequality is high, thus arguing do in the general labor market is very that something must be done to alleviate Racial Classification and Quotas important. Since most of the Brazilian these problems. population and the vast majority of the Brazil is known to have much more racial negro population are in working-class jobs, Large-scale reductions in racial inequality ambiguity than the United States, where ideally Brazil should seek to expand are possible in Brazil, but this will be a long there were clear rules about who was black employment in sectors where there are process, and the reductions are likely to and intermarriage was forbidden. The plentiful jobs that require the nine years of materialize only if Brazil makes serious
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debates
Educación y equidad de género
por María del Carmen Feijoó | IIPE-UNESCO Buenos Aires
policy attempts to include its large Afro- La situación educativa en América Latina se extendió desde fines del siglo XIX hasta descendant population at all levels of desde la perspectiva de la equidad de la fecha. society. This will require utilizing not only género ya no responde a la caracterización affirmative action but other policy de la exclusión lisa y llana de las mujeres Existe abundante información estadística al measures, whether universal, race-based, or del acceso a la educación. Pero tampoco respecto. SITEAL (2010) muestra la tasa both, that extend beyond the university. puede situarse en el marco de un neta de escolarización primaria para varios triunfalismo bobo que desconozca la países en 2011 y las diferencias en la persistencia de patrones discriminatorios cobertura de los indicadores. Veamos References que afectan a veces a las mujeres y a veces a algunos: para el nivel primario, por sexo, los hombres en contextos específicos Panamá, alcanza al 97.7 para hombres y Francis, Andrew, and Maria Tannuri-Pianto determinados, entre otros, por la etnicidad, mujeres; Guatemala, el 91.9 para hombres 2012. “Endogenous Race in Brazil: Affirmative la condición rural o urbana, y la pobreza. y 91.2 para mujeres y Argentina, 95.14 Action and the Construction of Racial Identity También, deben tenerse en cuenta los para hombres y 94.8 para mujeres. Los among Young Adults.” Economic efectos encadenados de estas datos regionales agregados provenientes de Development and Cultural Change. discriminaciones en el desarrollo de los CEPALSTAT
12 sistema educativo, refuerzan estereotipos de educación acceden niños y niñas. De todas nivel educativo, sus carreras siguen estando género que retroalimentan los modelos de maneras, ese escenario es un avance y trae afectadas por sus responsabilidades en el división sexual del trabajo, que definen la evidencia de que ahora el proceso de hogar. como mundo propio de las mujeres lucha por la erradicación de la principalmente el doméstico, incluyendo en discriminación y por la igualdad de género Antes de dejar la escuela, hay que mirar el mismo no sólo la vida de “las familias” debe producirse dentro del sistema también las características de la vida de las sino también opciones laborales ligadas a educativo y no fuera del mismo. No se niñas y adolescentes que articulan con su la economía del cuidado. trata de luchar por entrar, sino de tener desempeño escolar, su condición de sujetos estrategias para que esa inclusión no sexuados cuyos comportamientos sexuales La cuestión de la equidad de género lucha retroalimente los modelos de y reproductivos interactúan con su con frecuencia con el tema de la “clase”. El discriminación. desempeño escolar, el ser víctimas de Anuario estadístico 2012 de CEPAL violencia, femicidio, temas como el (CEPAL 2012) brinda valiosa información Pero hay otras dimensiones. Si bien el embarazo temprano y las nuevas al respecto. Al mirar la asistencia escolar acceso a la educación es un derecho diversidades sexuales. Algunos países están en áreas urbanas por quintiles de ingreso humano, es necesario pensar su articulación generando alternativas educativas para per cápita del hogar según sexo y grupos de con el sistema productivo, donde se adolescentes con hijos en la escuela a la vez edad para el 2011, surgen interesantes concentra hoy la discriminación de las que las privan antes de sus derechos a interrogantes. Nuevamente en Guatemala, mujeres post escuela. Aun las que llegaron tomar decisiones, vedando el acceso a la país en el que las poblaciones originarias al nivel superior neutralizan esa ventaja por educación sexual y a los insumos tienen un alto peso relativo, la asistencia el tipo de orientación que eligieron —o que reproductivos. Después de la escuela, es escolar del primer quintil del grupo etario la cultura les impuso— concentrándose en necesario recomponer una mirada sobre el 7–12 es de 87.1 y la de mujeres de 85.7; en carreras más ligadas con los roles de género continuum educación-trabajo que supere la el de 13–19, de 55.7 para todos y de 45.6 tradicionales, de menor prestigio social y perspectiva de la “tasa de retorno” y para mujeres y el de 20–24, de 7.6 para menores niveles de remuneración. Ese recomponga un debate progresista sobre todos y de 5.1 para mujeres. En cambio en proceso de selección refuerza el deber ser ambos, vistos como derechos de las el quintil más alto, quinto, el grupo de de los roles tradicionales, la instalación de personas. La discusión debe incluir la 7–12 tiene 98.7 para el total y 99.7 para las la desconfianza sobre sus capacidades articulación con la familia y los temas de la mujeres, el de 13–19, 84.4 para el total y cognitivas, y la falta de estímulos para la corresponsabilidad de hombres y mujeres. 83.3 para las mujeres y en el de 20–24, potenciación de otras dimensiones de su Esto es especialmente necesario para la fase 44.5 para el total y 43.5 para las mujeres. inteligencia. Menos matemáticas, físicas, que suceda al fin de los ODM y que se Estos datos muestran los logros en la químicas y más auxiliares de laboratorio, conoce como el “post-2015”. dinámica del acceso al ingreso y el género. enfermeras, asistentes personales calificadas ¿Cuál sería en este caso la estrategia para o simples trabajadoras del servicio A pesar de estos problemas hay mejorar la equidad de género? ¿La del doméstico. Así, la concentración femenina innovaciones interesantes, entre ellas, la mejoramiento en la distribución del es más alta en actividades como la producción de libros de texto sensibles a ingreso? Podría serlo, sino tuviéramos docencia, el trabajo social, la enfermería, los comportamientos de género, los evidencia indirecta como en toda América las tareas de cuidado. Reiteremos que en la programas de capacitación para la Latina aun en los establecimientos región la tasa de actividad es menor que la identificación de las prácticas sexistas en la educativos a los que concurre el V quintil, de los hombres, la de desempleo es mayor, vida diaria de las escuelas, la mayor se mantienen en su interior las mismas el acceso a la seguridad social y al trabajo concientización sobre la discriminación, el prácticas sexistas en las que se enraíza la decente es menor, y todavía 14 de cada 100 desarrollo de institucionalidad y políticas desigualdad entre hombres y mujeres. En trabajadoras se dedican al empleo públicas para las mujeres. Sin embargo, fin, no alcanza con ingresar, aunque es doméstico. En fin, la existencia de un pequeñas trampas saturan la vida diaria de bueno por sí mismo, si a la vez no se “techo de cristal” ampliamente conocido. los sistemas. Por ejemplo, el hecho de que califica la oferta en términos igualitarios. Siguiendo este patrón, cuando las mujeres en algunos países el registro escolar No sólo hay que pensar en el derecho de se involucran en actividades como las de enumere primero a los varones que a las las niñas a la educación sino en a qué investigación, reservadas a las de más alto mujeres, incluyendo en este dispositivo una
13 lasaforum spring 2013 : volume xliv : issue 2
asignación de orden y jerarquía frente a de mujeres y hombres en sociedades más listas en las que deberían figurar solo por justas. orden alfabético sin tener en cuenta el sexo. Más recientemente, y mirando lo que pasa Referencias afuera de la escuela, es necesario prestar atención a la difusión de culturas juveniles CEPAL que confinan a las mujeres a posiciones 2012. Anuario estadístico de América Latina y el subalternas y desvalorizadas, Caribe. Santiago de Chile: Naciones Unidas; interpelándolas solo como objetos sexuales: CEPAL. véase por ejemplo, el rap y sus letras, el “perreo” como baile, la cumbia villera en el SITEAL Cono Sur y las tantas veces mencionadas 2010. Metas educativas 2021: Desafíos y telenovelas cuyos contenidos refuerzan oportunidades. Informes sobre tendencias posiciones subordinadas de las mujeres. sociales y educativas en América Latina. Aparece así un proceso en el que el espacio Buenos Aires, IIPE-UNESCO. de fuera de la escuela retroalimenta las prácticas discriminatorias de dentro de la escuela. La persistencia del lenguaje sexista, justificado por el presunto universalismo masculino, es otra pauta adicional de la resiliencia de la discriminación.
Pese a todo, los avances de las mujeres en materia de participación política colocan un escenario positivo y propositivo que muestra que la condición sexual ha dejado de ser para algunos sectores una restricción a su desarrollo. El surgimiento de una historiografía feminista también ha llevado a las aulas cierta oxigenación en materia de construcción de referentes. Sin embargo, todavía las niñas y adolescentes tienen que aprender a tener una mirada crítica sobre los espacios públicos cuyas posiciones de poder aparecen generalmente ocupadas por hombres. No es fácil imaginar un espacio que tenga más ventajas comparativas que la escuela —por su cobertura casi universal, por el número de horas que los estudiantes pasan en ella, por ser la primera agencia pública a la que todos entran después de la familia— para producir ahí estrategias de trabajo y construcción de subjetividades que puedan resistir y superar la inequidad, abriendo caminos para el desarrollo pleno
14 debates
Financiamiento de la educación superior en América Latina: Viejas y nuevas prácticas por José Joaquín Brunner | Universidad Diego Portales | [email protected]
En el mundo entero el financiamiento de la Dentro del sector de IES privadas puede públicas de la educación superior educación superior es un asunto distinguirse un subsector de instituciones mantienen un lugar importante. Primero, intensamente debatido: dentro de las confesionales, especialmente universidades las políticas gubernamentales proclaman la oficinas gubernamentales, en los católicas; un subsector de universidades importancia de la educación superior para parlamentos y al interior de los partidos privadas no confesionales de elite y un el crecimiento económico, la políticos, a nivel de los medios de amplio grupo de IES privadas universitarias competitividad internacional, la movilidad comunicación y la opinión pública, por las y no-universitarias con un carácter más social, la deliberación pública y la familias, entre expertos y, ahora también, marcadamente vocacional-laboral, con baja preservación de las identidades nacionales. en las calles, donde es objeto de o nula selectividad académica, intensivas en Segundo, en la mayoría de los países de la manifestaciones y protestas. Durante los el uso de docentes-por-hora, y que en región los Estados son la principal fuente últimos años, América Latina en particular conjunto impulsan la masificación de la de financiamiento de la educación superior ha presenciado intensas luchas en torno al matrícula atendiendo a alumnos y las actividades de investigación y financiamiento de las instituciones de provenientes de los grupos medio-bajos y desarrollo (I+D). Tercero, el Estado educación superior (IES), con amplias bajos de la sociedad. justifica esta inversión subrayando el movilizaciones estudiantiles en Chile, carácter de bien público de la educación Colombia y México por ejemplo, junto con La coordinación de los sistemas descansa superior, sus beneficios sociales y el impacto apasionadas discusiones sobre gratuidad, en medida importante en mecanismos de del capital humano y el conocimiento aranceles, costos, becas y créditos, subsidios mercado. Hay competencia entre avanzado sobre el desarrollo de las regiones e impuestos específicos en prácticamente instituciones, un mercado para docentes de y los países. Cuarto, las universidades todos los países de la región. educación terciaria y una mayoría de insignias (flagship universities) continúan estudiantes paga directamente su siendo todas ellas instituciones públicas, educación. Por lo general los gobiernos como la U de São Paulo, la UNAM, la U de Regímenes mixtos: Provisión y tienen escasa influencia sobre las IES Buenos Aires, la U de Chile y la U de Costa coordinación privadas de sus países y, bajo el concepto Rica. Asimismo, son estatales las tradicional de autonomía universitaria universidades más antiguas del continente Tres son los rasgos característicos de la prevaleciente en la región, que en la (v.gr., la Autónoma de Santo Domingo y educación superior o terciaria práctica equivale a una autarquía, tampoco San Marcos en Lima) y aquellas que latinoamericana: (i) la mayoría de los inciden mayormente sobre las producen el 90 por ciento de los artículos estudiantes de pregrado se matricula en universidades estatales, nacionales o científicos y técnicos publicados en revistas instituciones de educación superior (IES) federales. Sin embargo, los gobiernos registradas de corriente principal. privadas; (ii) la mayoría de las IES latinoamericanos se preocupan actualmente existentes son privadas, y (iii) una de guiar y regular las fuerzas del mercado, En cuanto al financiamiento de las IES, dos proporción de los recursos para la garantizar estándares de calidad, proteger a modelos ocupan hoy los extremos del eje educación superior proviene de fuentes los estudiantes del fraude y regular la estatal-privado según las fuentes de origen privadas (para las estadísticas de base provisión en función de prioridades del de los recursos. En un extremo se sitúa puede consultarse Brunner y Ferrada 2011; desarrollo nacional y de objetivos de Cuba, donde 100 por ciento del Levy 2011 y OECD 2012). Lo anterior equidad social y competitividad económica. financiamiento es estatal y, en el otro, Chile significa que los países latinoamericanos Últimamente, los gobiernos de Brasil, Chile, donde la proporción de financiamiento con pocas excepciones poseen sistemas Colombia, Costa Rica, Ecuador, Perú y privado representa un 60 por ciento del mixtos (público-privados) de provisión de República Dominicana impulsan políticas gasto total. Los demás países se educación terciaria, donde coexisten IES que apuntan en esas direcciones. distribuyen a lo largo de este eje según la estatales y privadas sin subsidio estatal, ratio de gasto fiscal (contribuyentes) y gasto además de una franja intermedia de IES El peso gravitante de los factores privados privado (estudiantes y sus familias). Brasil privadas subsidiadas directa o no significa que los sistemas se hayan ocupa justo el punto medio de este eje, con indirectamente por el Estado. privatizado por completo o se encuentren una ratio 1:1. Uruguay, Argentina, México sometidos exclusivamente a las dinámicas y Colombia ocupan posiciones a lo largo del mercado. Al contrario, las dimensiones del segmento izquierdo del eje, entre Cuba
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y Brasil. Y Paraguay, República estas dos modalidades no hay costos Finalmente se discute cuáles modalidades e Dominicana y Perú se hallan situados al compartidos. instrumentos debería utilizar el Estado para lado derecho, entre Brasil y Chile, con un entregar recursos del presupuesto nacional peso relativo mayor de recursos privados En cambio, allí donde las IES estatales a las IES: si mecanismos destinados a que públicos. cobran un arancel por una parte subsidiar preferentemente la oferta (o sea significativa del costo por estudiante, o las instituciones, especialmente estatales), o El modelo imperante en cada país es donde las IES privadas reciben un subsidio bien la demanda (es decir, los estudiantes, producto del desarrollo histórico de los directo o indirecto del Estado, puede incluso aquellos matriculados en IES distintos sistemas nacionales y de las hablarse efectivamente de costos privadas). estrategias empleadas por los gobiernos compartidos y de una diversificación de las para masificar la educación superior. fuentes de ingreso. En América Latina predomina sin Ciertamente, Cuba y Chile optaron por contrapeso el subsidio a la oferta, con estrategias diametralmente opuestas. Cuba Chile posee un régimen de financiamiento excepción de Chile. Esto lleva de aumentó la oferta a través de IES estatales; de este último tipo. Las universidades inmediato a la siguiente pregunta: ¿cuáles Chile mediante la creación de un mercado estatales financian en promedio alrededor mecanismos conviene utilizar para para el desarrollo de la provisión privada. de la mitad de su presupuesto anual subsidiar la oferta (i.e., IES públicas)? Si De hecho, la mayoría de los gobiernos mediante ingresos provenientes de acaso mecanismos de tipo block grant, no latinoamericanos privatizó la masificación, aranceles y de la venta de servicios. A su vinculados a metas, condiciones, concentrando sus recursos en un número vez, hay un grupo de IES privadas que desempeño o resultados, o bien limitado de universidades públicas. reciben un subsidio directo del presupuesto mecanismos basados en el desempeño, Típicamente esta fue la estrategia seguida nacional, el cual financia una parte vinculados a resultados, como fondos por Brasil, Chile y Perú, por ejemplo. significativa de sus gastos operacionales y competitivos y otros arreglos de Otros países siguieron un camino distinto, de inversión. Las demás IES privadas cuasimercado? En América Latina los otorgando un rol activo a las IES estatales reciben financiamiento indirecto del Estado países usan block grants para financiar a las en la masificación, incluso creando a través de los aranceles pagados por los universidades públicas, cuyo monto se fijó numerosas (nuevas) instituciones estatales, estudiantes que, en gran número, gozan de en el pasado y se repite inercialmente cada como sucedió en Argentina y México. becas y/o de préstamos para este efecto, los año. Como estos fondos se entregan cuales tienen implícito un subsidio a través independientemente de la performance y de la tasa de interés y la parte no pagada resultados de las instituciones, suele decirse ¿Costos compartidos? del crédito que es asumida por el Estado al que no las estimulan para mejorar la momento de cumplirse el plazo de su calidad y la pertinencia de sus programas y Una cuestión decisiva es la medida en que devolución. Además existen costos la eficiencia de su gestión. los diferentes países aplican una estrategia compartidos en la mayoría de los de costos compartidos (cost sharing); es programas de posgrado (especialmente de Sin embargo, un número creciente de países decir, la medida en que el costo (siempre en maestría) de las universidades públicas —como Argentina, Chile, Colombia y ascenso) de la educación superior es latinoamericanas, pues allí los alumnos México, por ejemplo— ha introducido compartido entre el Estado y los privados, pagan aranceles cuyo valor se aproxima mecanismos del tipo fondos competitivos en especial los estudiantes mediante el pago al costo unitario del programa. También para iniciativas de calidad, convenios de de aranceles (fees). En la mayoría de los las universidades públicas de ciertos desempeño, financiamiento basado en países de la región, los estudios de pregrado países —como Colombia y México, por fórmulas y financiamiento por proyectos son pagados en su totalidad, o casi, ya bien ejemplo— cobran aranceles en los cursos para transferir recursos adicionales al block por el Estado (contribuyentes) en el caso de de pregrado, los cuales generan ingresos grant, con el fin de impulsar objetivos de las IES públicas o bien por los propios que pueden llegar a representar entre política pública, innovaciones pedagógicas estudiantes y sus familias en el caso de las 5 y 15 por ciento del presupuesto anual y actividades de I+D. IES privadas donde los aranceles cubren un de la institución. 100 por ciento del costo del servicio. Bajo
16 A medida que se extienden los esquemas de promover y favorecer políticas de costos costo compartido y se ensancha la parte de compartidos o encontrar vías alternativas la educación superior que opera en el para incrementar el gasto público en este mercado, el Estado necesita extender sector. No habrá por consiguiente una también su protección a los estudiantes y solución fácil que perseguir. sus familias, quienes se hallan expuestos al riesgo de fraude o engaño por efecto de asimetrías de información y el precario Referencias autocontrol ético de muchas instituciones Brunner, José Joaquín, y Rocío Ferrada (privadas y públicas). Para esto son Hurtado, eds. imprescindibles reglas exigentes de accountability institucional y órganos 2011. Educación superior en Iberoamérica – públicos especializados que supervisen con Informe 2011. Santiago de Chile: CINDA y Universia. independencia y profesionialismo la administración económico-financiera de las Levy, Daniel universidades y demás IES. En efecto, el monto de recursos gestionados anualmente 2011. “Las múltiples formas de educación superior privada: Un análisis global”. En El por esta “industria” es cuantioso, pudiendo conflicto de las universidades: Entre lo público estimarse en más de 85 mil millones de y lo privado, editado por José Joaquín dólares (internacionales, valor PPC). Más Brunner, Carlos Peña y Raúl Atria. Santiago de de la mitad de estos recursos proviene de Chile: Ediciones Universidad Diego Portales. los contribuyentes y el resto de los estudiantes y sus familias. Hay por tanto OECD un interés público directo comprometido 2012. Education at a Glance 2012. Paris: en la manera como estos recursos son OECD. usados y gastados. A su turno, la mayoría de las IES son empresas sin fines de lucro (públicas o privadas), que generan excedentes cuyo destino debe ayudar a reforzar las dimensiones de bien público de la educación superior. Corresponde al Estado asegurarse de que sean utilizados con ese fin.
En los años que vienen, las IES latinoamericanas y los sistemas nacionales se verán tensionados por la continua expansión de la cobertura y los mayores costos de las funciones docentes, de investigación, transferencia y extensión. A su vez, los gobiernos tendrán que hacer enormes esfuerzos para siquiera mantener o incrementar marginalmente el subsidio a la educación terciaria, mientras se ven forzados a focalizar el gasto público en los niveles preescolar y de la enseñanza obligatoria. Necesitarán por lo mismo
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Report from the Program Chairs by Gwen Kirkpatrick | Georgetown University | [email protected] and Kenneth M. Roberts | Cornell University | [email protected]
With the 31st International Congress of We are deeply grateful to those 47 track An impressive range of presidential panels, LASA just days away, we are pleased to chairs and co-chairs, who read, evaluated, special theme-related panels, and special provide a final preview of the program that and ranked over 1,500 separate proposals. invitation panels is also scheduled for the awaits your arrival in Washington, DC. The track chairs came from the United three main days of the Congress from Our conference theme, “Latin America: States, Canada, and numerous countries in Thursday through Saturday. LASA Towards a New Social Contract?,” Europe and Latin America; we were very President Evelyne Huber teamed up with encourages scholarly reflection on the fortunate to have such a diverse, Cynthia Arnson, Director of the Latin public policy dimensions of social, distinguished, and conscientious group of American Program at the Woodrow Wilson economic, and cultural relationships and reviewers. Although we regret that the International Center for Scholars, to highlights the entry of new social actors final program could not include everyone organize a presidential panel on “U.S.-Latin and new configurations of influence in who submitted a paper proposal, we are American Relations.” This panel will Latin America. We have worked closely confident that the program incorporates a feature the Honorable José Miguel Insulza, with LASA President Evelyne Huber, the wide and pluralistic range of voices from Secretary-General of the Organization of LASA Secretariat in Pittsburgh, and 47 diverse countries and different fields of American States, along with other track chairs to organize a program that scholarship. ambassadors from the region. Other encourages in-depth analysis of policy presidential panels include “Basic questions, while still reflecting the We would like to thank the Department of Universalism—the Way Forward or a Dead multidisciplinary richness of scholarship Spanish and Portuguese and the Center for End? Or, What Kind of Social Policy in the and artistic production in the Latin Latin American Studies at Georgetown New Social Contract?,” and “Parties and American field. University for helping to organize the the New Social Contract—Creators or Welcoming Reception on Wednesday Followers?” As noted in our last report, we received a evening, May 29, on the beautiful campus strong response to the call for papers for of Georgetown University. Prior to the Special theme-related panels will include the Washington Congress, despite LASA’s Welcoming Reception, we will continue the “Social Movements and the New Social shift from an 18-month to a 12-month LASA tradition of sponsoring pre-Congress Contract,” “The Future of Studies of Latin cycle. As expected, this shorter conference workshops on Wednesday afternoon. American Political Economy” (organized cycle led to a drop in the total number of These workshops are designed to enhance by Juan Pablo Luna and Andrew Schrank), proposals, from 2,382 last year in San the professional development of the LASA and a two-part session on the Project on Francisco to 1,524 proposals for 2013 membership, particularly young scholars, Ethnicity and Race in Latin America in Washington. This latter figure, however, and they typically generate an enthusiastic (PERLA), led by Edward Telles. Special- still is higher than the 1,407 proposals response. Back by popular demand, LARR invitation panels and events will include an received for the Toronto Congress in 2010. editor Philip Oxhorn will once again lead address by Alicia Bárcena, Executive Proposals this year were submitted across two workshops titled “Exploring the Ins Secretary of CEPAL, “Structural Change 33 different program tracks, and nearly 40 and Outs of Academic Publishing” for for Equality in Latin America and the percent of them were for completed panels journals and monographs. A third Caribbean”; “Contemporary Latin rather than individual paper submissions. workshop on databases on Latin American American Literature,” led by the We are confident that this healthy number political institutions will be led by Michael distinguished Mexican writer Jorge Volpi; a of complete panel proposals will enhance Coppedge and Gerardo Munck. The panel titled “How to Write an Application the intellectual coherence and coordination fourth workshop will explore Latin for a Research Grant from the National of panel presentations. We are also pleased American resources on-site at the Library Endowment for the Humanities,” led by that we were able to accept a higher of Congress, and led by Georgette Dorn, Mark Silver of the National Endowment percentage of paper and panel proposals Director of the Library’s Hispanic Division. for the Humanities; and a three-panel series than in other recent LASA congresses, due titled “The Economy and the Social to the decline in the number of proposals Contract,” organized by Augusto de la and our relatively large number of meeting Torre, Chief Economist for Latin America spaces in our host hotel, the Washington and the Caribbean of the World Bank. Marriott Wardman Park.
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LASA2013 Film Festival
por Claudia Ferman | University of Richmond | [email protected]
No LASA Congress could be complete El Festival de LASA se propone como un La educación constituye hoy un área de without the Gran Baile, to be held on foro más dentro del Congreso, es decir, un intenso debate en todos sus niveles, y es, Friday night starting at 10:00 pm in the espacio de actualización de debates, de por supuesto una cuestión que involucra Marriott; nor without the Film Festival, presentación de materiales de investigación directamente a los miembros de LASA. Las directed by Claudia Ferman, which will be en estadio avanzado, pero también como películas que hemos seleccionado presentan ongoing throughout the Congress dates. un espacio en el que se exploran nuevas algunas temáticas medulares más allá de las ideas y nuevas formas de expresión de esas cuestiones presupuestarias que sin duda Thanks to the generosity of LASA, its ideas. Se propone también como una también se reflejan en estos filmes: las members, the Open Society Institute, the fuente de recursos, es decir, como un abundantes conexiones entre las formas de Tinker Foundation, and the Inter-American inventario al que los miembros de LASA participación estudiantil y los espacios Foundation, we have been able to offer 278 pueden acudir en busca de materiales tanto políticos tradicionales del ámbito travel grants to members residing in Latin para su investigación como para sus clases. latinoamericano, en El estudiante (ficción) America and the Caribbean and three to Por ello, el festival busca atender distintos y Escuela Normal; la multiculturalidad, el members in China, including 52 grants to intereses en relación con las distintas áreas plurilingüismo y la familia como sitios de graduate students. LASA is deeply de trabajo de los miembros de LASA. Esto formación educativa, en El Etnógrafo; el committed to broad participation by its constituye un enorme desafío para un peligro de la marginación educativa que membership in international meetings, festival de cine, y redefine indudablemente sufren los latinos, desplazados y jóvenes and we express our gratitude to the la naturaleza misma de lo que se entiende madres, en EEUU, en contraste con la organizations and individuals that have por un festival. El festival de LASA es un educación por el arte como una helped us provide financial assistance to festival de cine, pero también se ocupa de herramienta liberadora (en el sentido scholars from the Latin American region. cuestiones que no son el cine, porque “Freireano”), en Baby Mama High e interpreta que el cine es un lenguaje Inocente; la colosal tergiversación de Last year the introduction of the app for privilegiado en el que la complejidad valores y contenidos en la educación bajo the electronic program was a resounding cultural e histórica de comunidades, gobiernos militares, en El premio (ficción); success, and it will be offered again this naciones, individuos y sociedades encuentra y por último, los inmensos desafíos que se year with the same provider, ATIV. expresión. Y si esto fue cierto desde el presentan en el cuidado y la educación de propio inicio del cine, hoy la revolución niños en situaciones de crisis sociales y This LASA Congress continues a long digital obliga a revalorar e interpretar la familiares en Journey to Hope, una película tradition of personal interaction among producción en este lenguaje. Los objetivos que también pertenece al grupo de películas scholars and actors of Latin America who expuestos exigen que la selección de sobre Las Antillas que describimos a are energized by these experiences. It will materiales se realice más allá de los continuación. certainly be a site of dialogue, learning, acotados y poco académicos catálogos de meeting new colleagues, and renewing los distribuidores de los EEUU y Europa, y La repetida ausencia del registro friendships from years past. We anticipate obligan a un verdadero rastreo para cinematográfico del Caribe Antillano that this Congress, “Latin America: encontrar los materiales audiovisuales que (salvo, claro está, en el caso de Cuba) nos Towards a New Social Contract?,” will se están produciendo en Latinoamérica y el llevó a trabajar con el Festival de Trinidad open new areas of inquiry, foment dialogue, mundo que constituyan voces poderosas y Tobago para presentar un grupo de and provide inspiration for individual and que interese escuchar. películas de y sobre la región. La muestra collaborative projects. We look forward to incursiona en la gastrocrítica (historia y joining the discussion with you in LASA2013 pone el énfasis en el tema análisis del alimento humano), la Washington, DC. EDUCACION; en la producción preservación del ambiente, y el comercio cinematográfica de MÉXICO; y en la justo, en Nothing Like Chocolate; presenta región del CARIBE ANTILLANO, tanto en el DanceHall jamaiquino y la sociedad y la cuanto a su producción cinematográfica cultura con que esta música está asociada, como en cuanto a los debates de la región. en Hit Me with Music; investiga el duelo de los haitianos después del terremoto y del conocido fracaso de la ayuda a los
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damnificados en Goudougoudou, una de presa clandestina, en Confesiones. De LASA, y muy especialmente a Milagros las recientes películas que se han producido Brasil, dos filmes que tocan desde dos Pereyra, su Directora Ejecutiva, por el sobre el tema; expone una escalofriante ángulos muy distintos el debate sobre apoyo decidido a este festival; sin él, este visión de la colonialidad en Curaçao; y, por la violencia y el control de armas: el esfuerzo sería absolutamente irrealizable. último, se muestra cómo en Cuba, una de documental Armados, y la ficción O Som Por último, agradecemos a la Universidad las infinitas actividades económicas ao Redor. Asimismo, presentamos una de Richmond, institución a la que alternativas de la isla dio lugar a la contribución al debate sobre la legalización pertenezco, por brindarnos infraestructura; excelencia en la edición de libros, en de las drogas que en este momento está y a Susana Miranda, quien ha Ediciones Vigía: Poéticas visuales. cobrando vigencia en Latinoamérica, con la acompañado, ya por varias ediciones, los película británica Cocaine Unwrapped; y ritmos muchas veces desenfrenados que Uno de los países pioneros de la industria una contribución a la historia del cine conlleva la producción de este festival. cinematográfica, México, a pesar de las mundial y del cine chileno en particular, A todas y a todos, muchas gracias. cíclicas crisis que ha atravesado, se presenta con el sorprendente documental chileno hoy con una producción cinematográfica Marker 72. de enorme vitalidad y calidad. Nuestra selección no hace verdadero honor a la Muchas de estas películas han recibido gran madurez y potencialidad mexicana en premios y distinciones. Por razones de el cine; solo presenta un breve muestrario espacio no hemos podido incorporar esta de su enorme versatilidad, y de su información al programa, pero ésta puede capacidad para examinarse y examinar encontrarse en hoja suplementaria en el Latinoamérica. La muestra que incluimos libro del programa. Por las limitaciones de revisa precisamente una parte de la historia tiempo (solo tres días de congreso), de la industria del cine en México, en películas admirables han quedado fuera de Perdida; debate una de sus recientes crisis la selección. Con mucho dolor, hemos políticas, en 0.56%; presenta un tenido que dejarlas a un lado para priorizar extraordinario testimonio de vida que la coherencia y la diversidad académica y involucra el activismo político, la formal del festival. discapacidad y los debates de género, en Morir de pie; investiga El Salvador y la La presentación de El Etnógrafo está supervivencia de su pueblo en El lugar más acompañada por la presentación de una pequeño; y como se dijo más arriba, se muestra fotográfica organizada por la ocupa de la educación bajo las dictaduras asociación civil Rumbo Sur (Argentina), en la película ya citada, El premio (ficción). bajo el título “Viaje al Chaco Central”, que se exhibe en la sala del festival, El festival no se acaba aquí. De Bolivia, se Maryland A. presenta la tala indiscriminada y el trabajo forzado, en Habilito: Debt for Life; y la LASA2013 quiere agradecer muy supervivencia de culturas africanas, en especialmente el decidido apoyo de Saya: Dance and Survival in an Afro- IMCINE, el Instituto Mexicano de Bolivian Village. De Colombia, la lucha de Cinematografía de México, en la persona las mujeres indígenas que batallan entre de Iván Gutiérrez Araico; y del Festival de dos fuegos, en We, Women Warriors. De Trinidad y Tobago, en las personas de Perú, un extraordinario testimonio de la Jonathan Ali y Bruce Paddington. Por viuda de José María Arguedas, en Sibila. segundo año consecutivo, el Global Film De Argentina, un escalofriante testimonio Initiative nos ha permitido exhibir una de sobre un individuo de las fuerzas de las películas que distribuye. También inteligencia de la dictadura pasada, y una debemos agradecer a las autoridades de
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On Washington, DC by Gwen Kirkpatrick | Georgetown University
LASA is happy to welcome you to Peruvian restaurants are joining more and Space Museum airandspace.si.edu on Washington, District of Columbia, the established Salvadoran, Mexican, and the National Mall, both with free nation’s capital city. The LASA Congress at Nicaraguan offerings, along with Cuban admission. (For hard-core air and space the Marriott Wardman Park is in one of the and Brazilian restaurants. In addition, fans, the Steven F. Udvar-Hazy Center near city’s most pleasant locations, the Woodley several decades of African immigration, Washington Dulles International Airport is Park neighborhood, with the Metro just especially from Ethiopia and Eritrea, has the companion facility to the museum on steps away and with easy access to shops contributed to the city’s cultural mix. For the Mall.) Another family favorite is the and restaurants. The National Zoo, a American cuisine, the U Street corridor and Museum of Natural History on the Mall beautiful space for people of any age, is a other neighborhoods offer notable soul (mnh.si.edu). short walk from the hotel. The weather in food restaurants. late May is usually free from the notorious For those who haven’t visited Washington heat and humidity of July and August, and Transportation in DC: Traffic in DC is for a while, an extraordinary and beautiful the lovely late spring days often extend into usually heavy and drivers are aggressive, museum constructed less than a decade ago mid-June. but public transportation is quite efficient. is the American Indian Museum, “home to Find maps, directions, and schedules for one of the largest and most diverse As the nation’s capital, Washington has buses and the Metro on wmata.com. You collections of Native art and historical and changed in recent years to become a can purchase tickets online. The Metro cultural objects; exhibitions are designed in vibrant, multilingual, and multicultural city, stations display instructions for buying collaboration with Native communities with notably improved local government tickets, but they are not always easy for from across the hemisphere” (nmai.si.edu). and municipal financial stability. The city newcomers to comprehend. Station Latin Americanists interested in indigenous has escaped the worst of the recession, attendants or veteran passengers can cultures throughout the Americas will find although its neighborhoods still offer stark usually answer questions. Credit cards as historical displays as well as an important contrasts in economic disparity, and well as cash can be used at many locations. presence of contemporary indigenous attempts to reform and improve its schools Washingtonians are generally hospitable, cultures. The emphasis on contemporary have gained national attention. but they are unforgiving about Metro cultures distinguishes the museum from Washington’s overall increase in prosperity escalators: stand on the right and walk on most museums devoted to indigenous and the entry of many new businesses into the left. If you prefer to bicycle, the District cultures. On the Mall near the Capitol, the the city have created debates about of Columbia’s Department of building itself is a beautiful structure of gentrification and how it pushes long- Transportation and Arlington County in sandstone with curving walls meant to standing low-income residents farther out Virginia launched Capital Bikeshare in evoke flowing water. (Its interior design into the suburbs in Maryland and Virginia, 2010 to help decrease car emissions and has not received the same acclaim.) The a debate familiar to cities undergoing increase healthy activity. The number of museum’s cafeteria, specializing in growth. bicycle stations is constantly increasing American foods, is rated as the best on the because the service is very popular. For Mall. The Latino community is an important membership, pricing, and station locations, force in the area. In the 1970s and 1980s visit Capital Bikeshare at capitalbikeshare. The Smithsonian Latino Center latino.si. refugees and immigrants from Central com. edu/aboutus/ promotes a wide variety of America, especially El Salvador, developed cultural programs, often in collaboration into an important cultural and political Tourism: A useful website for visitors is with other museums. force. In the past few decades the growing washington.org/find-dc-listings/attractions. presence of a wide range of Latin There you can order free guides and search For art lovers, museums on the Mall with Americans in the larger Washington area for attractions, transportation, restaurants, free admission include the National Gallery has transformed neighborhoods, schools, tours, and events. of Art nga.gov/, the Freer and Sackler sports, cuisine, and government. The Galleries asia.si.edu, the African Art Bolivian community is so numerous that Family favorites in Washington are the Museum, and other art museums. A full Arlington, Virginia, is nicknamed National Zoo nationalzoo.si.edu (near the list is at si.edu/Museums. (For the National “Cochabambina” because of their presence. Marriott Wardman Park Hotel) and the Air Gallery, the Gallery Place Metro stop is
21 lasaforum spring 2013 : volume xliv : issue 2
closer than the Smithsonian stop.) Two Dumbarton Gardens should be very universities: the University of Maryland important art museums that charge rewarding in late May. The Georgetown and George Mason University, as well as admission are the extraordinary Phillips Waterfront (on the Potomac River) has many other institutions. Collection near Dupont Circle and the undergone a transformation. There is a Corcoran Gallery of Art on 18th Street boardwalk, restaurants, a nearby park, and Baltimore, Philadelphia, New York, near the Mall. The National Museum of bicycle trails. For those who like to shop, Boston? You’ll have plenty to do in Women in the Arts is near the Metro Wisconsin Avenue and M Street are the Washington, but just in case…. In addition Center metro stop. core areas in Georgetown. to air travel, trains depart from Union Station (Metro Red Line). Buses are a For researchers, on Wednesday, May 29, Just outside of DC and accessible by much less expensive alternative, as low as from 2 p.m. to 5 p.m., a LASA Congress Metro, Arlington Cemetery $20 to New York. The Greyhound pre-conference program will introduce the (arlingtoncemetery.mil) receives many terminal is near Union Station; other resources of the Library of Congress and its visitors each year. A bit farther out, a short companies pick up at various sites around Hispanic Reading Room and Maps trip by bus or car to George Washington’s the city. Division. For those who don’t attend the Mount Vernon (mountvernon.org) offers a workshop, the Library of Congress beautiful drive near the river. We hope you will enjoy your stay in building has been magnificently restored Washington and take extra time to explore and merits a tour. Its Reading Room is Old Town Alexandria is accessible by boat the city! Combining an exciting LASA known as the most beautiful room in or by Metro. Boats leave from Georgetown Congress with Washington’s many cultural Washington. (The library is very near a and other locations. Although not as fast offerings will make your experience Metro stop or you can walk from Union as the Metro, the boat gives you a chance memorable. Station.) The National Archives building, to get your bearings geographically, and it’s also an important research site, faces the just nice to be on the water. Historically Mall. dense and easily walkable, Alexandria offers architecture from the colonial period A stunning nighttime tour is a visit to the and a lesson in American history from its monuments, especially the Lincoln and streets and museums. It also includes Jefferson Monuments. (You will need an shopping areas, art galleries, antiques, organized tour or your own clothing shops, and restaurants. transportation.) At any time of day, the Vietnam Memorial is a powerful tribute to The past decade has seen an upsurge in those lost in that war. Recently constructed theater activity in the area. There are are the monuments to World War II several area theaters devoted to Spanish- veterans and to Korean War veterans. The language productions. The Washington most recent addition is the memorial to Dr. Post washingtonpost.com has up–to–date Martin Luther King. The Holocaust information. Museum is just off the Mall. The Washington Monument is closed for Washington is rich in universities: in DC repairs after the earthquake of August are American University, Catholic 2011. University, Gallaudet University, George Washington University, Georgetown The historic core of Georgetown is easily University, Howard University, Trinity walkable. Also in Georgetown, the Washington University, and the University Dumbarton Oaks Research Library and of the District of Columbia. There are also Collection (doaks.org) specializes in many specialized educational institutions antiquities, especially pre-Columbian. A such as the Corcoran College of Art and visit to the extensive and beautiful Design. Just outside of DC are two major
22 lasa’s 50th anniversary
Kalman Silvert and LASA’s Fiftieth Anniversary by Martin Weinstein | Professor Emeritus, William Paterson University | [email protected]
The Martin Scorsese movie The Departed The 50th Anniversary of LASA is an opens with a monologue by the Irish mob appropriate time to recall Silvert’s boss played by Jack Nicholson who extraordinary role and contribution. declares: “I do not want to be a product of my times. I want my times to be a product Abe Lowenthal and I have been of me.” Kalman Silvert rejected this coordinating a project on Kal’s many roles braggadocio and false dichotomy in favor and contributions. We have collected, with of a vision of the future: the future of the help of others, some two dozen teaching and policy making about Latin reminiscences about Kal from former America in both the United States and the students and colleagues. We invite you to region; the future of U.S.-Latin American read the essay below by Louis Goodman relations; and the future of democracy. and, if the spirit moves you, add some thoughts of your own or submit your own Silvert accomplished his vision through the reminiscence/vignettes to the email above. creation or use of institutions such as All of the material will be published on the LASA, where he served as the LASA website in the Fiftieth year. organization’s first president; the Ford Foundation, where he was the program Respectfully submitted. advisor for the social sciences in Latin America from 1967 until his untimely death in 1976; and the university—as teacher, mentor, and institution builder— in the United States and throughout Latin America. During the darkest days in Latin America in the late 1960s and early 1970s, accompanied by the tumult and constitutional crisis in the United States, he turned his energy, intellect, and his institutional position to saving lives and institutions in Latin America, and defending democracy and strengthening democratic theory and practice throughout the Americas.
23 lasaforum spring 2013 : volume xliv : issue 2 lasa’s 50th anniversary
Kal’s Gift by Louis W. Goodman | Professor and Dean Emeritus | American University
Kalman H. Silvert left this world Frank “Pancho” Safford, the distinguished the Mexican muralist Jose Clemente prematurely after 55 intense years. He Colombianist historian, first told me about Orozco. should have been with us many decades Kal. Pancho was finishing his first year as more. As his student, mentee, grantee, a Dartmouth assistant professor and I was When I opened the door of Kal’s office that doubter, admirer, and collaborator, I was ending my sophomore year, studying Latin snowy morning in January of 1963, Kal directly and profoundly enriched by Kal for American literature, preparing to travel to was 42. To me he was physically large, the last 13 of those years. Today, 49 years Mexico to work in a rural village with the deadly serious, very mature, and highly after meeting Kalman Silvert, I continue to American Friends Service Committee intellectual. I was prepared to be in awe of be influenced by him. During that time my (AFSC) en route to a semester abroad at his erudition and insight and expected him thoughts about Kal, the nature of his the Catholic University in Lima, Peru. to be pleased with my interest in Latin influence and the character of his thinking Pancho said something like, “Things here America. What transpired was a brief, have continually changed. Had Kal been at Dartmouth will be changed when you “nice to meet you” exchange. To my with us additional decades his thinking return from Peru. We will have a new and surprise I was the newcomer, just having doubtlessly would have continued to amazing Latin America specialist who will returned to Dartmouth after six months evolve. He would have been disappointed challenge all of our thinking about the abroad, and Kal was the established senior by many things that came to pass at the region.” professor, already firmly set in his milieu. It end of the twentieth and the beginning of was an important meeting but without the the twenty-first centuries. He also would Pancho was right. For my last two years emotional impact I had expected. have been delighted and/or puzzled by at Dartmouth I had a double major, Latin many things, some of which would have American literature and Kalman Silvert. The reading list for “Theory and Methods been the same things which disappointed I made an appointment to meet Kal in his of Political Development” was like nothing him. I wonder at how additionally Reed Hall office before classes started in I had ever before encountered. There were inspired, frustrated, entertained, puzzled, January of 1963. I had signed up for his no books about Latin America per se. We enlightened, and amazed I would have been “Theory and Methods of Political were expected to read one book a week had Kal lived, as I had expected, into his Development” course and I wanted Kal to and to come to class prepared to discuss it, 80s or more. Perhaps my greatest hope is know about my six-year-old interest in sometimes to actually lead the discussion. that our relationship, which, in 1976, was Latin America. I had become fascinated We started with Max Weber’s Methodology just beginning to evolve from that of with the region in 1957 when I began high of Social Sciences. That 1949 volume teacher and student, would have deepened school Spanish in Danbury, Connecticut. translated by Edward Shils and co-edited into fuller personal friendship and Since that time I had taken every course I by Shils and Henry A. Finch is still read by affection. There is much I would have could find and had read every book I could me every year as I restart my teaching. We liked to have discussed and shared with Kal locate about Latin America. I had topped continued with books like Daniel Lerner’s since 1976. He was such an inspiring and that off with my six months in Mexico and The Passing of Traditional Society, David admired individual. Peru. At Dartmouth there were few McClelland’s The Achieving Society, Tomás students focused on Latin America, Fillol’s Social Factors in Economic Knowing Kal was complicated. He although John Fishel also went to Mexico Development, and Everett Hagen’s On the presented himself unvarnished. Few people that summer with the AFSC and Donald Theory of Social Change, published have so inspired my respect, have given me Bross and Fernando DeNecochea shared respectively in 1958, 1961, 1961, and so much guidance, have I taken so the time in Lima which had been arranged 1962. These were new books destined to seriously, or have so frustrated me as Kal. by our Spanish language professor Robert become classics. I had never before been Kal rendered things directly with all of Russell. My main Latin Americanist challenged to analyze such works in my their human complexity, with gut- companions had been Professors Safford college classes. While such teaching is wrenching humor, and with the clear and Russell and the utterly amazing commonplace today among Kal’s students intention to inspire. 3,000-square-foot “Epic of American and their academic offspring, this was new Civilization” frescos that had been painted and exciting in Cold War/post–McCarthy on the walls of the reserve corridor of era America. Dartmouth’s Baker Library in the 1930s by
24 The class discussion was equally uplifting. other than the United States. Kal also told explain that the nationalism and the During the first session Kal started talking us that he was worried about the United strangeness of developing nations need not about something I thought I understood: States, whether it would offer the same be feared and that it could produce mature institutions. But I quickly became prospects to future generations. He was responsible nations and citizens if properly confused. He was not talking about the particularly shaken by the lack of respect encouraged. He also tried to explain that Department of State or the Social Security he found U.S. policy makers showing to development is a complex, asynchronous Administration, but merely patterns of democracy through their foreign policy. process and, in particular, that social and behavior that had become regularized. As The not-so-hidden agenda of Kal’s political development had to be understood a sociologist, really understanding the true discussions of political development was together with, not derivative from, nature and place of institutions, both that the political ideals of the United States economic development. He also exposed formal and informal, later became a critical could also grow in other nations and us to a range of particular issues like part of my intellectual apparatus. More benefit humans around the world. He told education and development (examined in important, as Kal pointed out, when we us that he feared that the United States his co-authored 1961 AUFS monograph discussed Weber’s Methodology (for might not be working toward that goal in Education and the Social Meaning of weeks), concepts like “institution” are developing nations, something he had Development), the limits of modernization abstractions from presumed reality and concluded regretfully when carrying out as a process, and modernism as an merely represent attempts to communicate research for his 1954 monograph, A Study individual attribute. All of this was cutting and describe what we believe we have in Government: Guatemala. against the grain of development thinking observed. Mistaking these concepts for in the 1960s—a time when the canon was reality is to commit “the fallacy of Kal also taught us about development, Walt Rostow’s Stages of Economic Growth misplaced concreteness” (from the largely using Latin America as his and Alex Inkeles’s concept “modernism.” philosophy of Alfred North Whitehead), laboratory. Much of what he taught when something that has plagued all-too-many he began at Dartmouth can be found in the During my remaining time at Dartmouth I scholars and many politicians. These and books he published during those years: The got closer to Kal. He agreed to supervise other insights, like there is no such thing as Conflict Society (1961), Expectant Peoples “independent studies” and he advised me value-free social science, that hypotheses (1963), and Discussion at Bellagio (1964). on where and how to apply to graduate can be tested using metrics created from These works drew powerfully from his school. Kal had attracted many of the best “ideal-types,” that you can speculate about experience as associate and director of students in the Dartmouth Class of 1964, outcomes using something called a studies of the American Universities Field but I was the only one whom he “counter-factual,” were all taught to us by Staff. Founded in 1952, in its time AUFS encouraged to go on immediately in Kal in that amazing class, and taught was a cutting-edge organization designed sociology. (His other students mainly through the mind of Max Weber. I still to bring accurate knowledge about the rest applied to and were accepted by the best think about that class; I still reread of the world to the United States, especially political science doctoral programs.) Weber’s work—and I am still learning to higher education. Supported by a few My interest in poverty alleviation and about theory and method from Kal. U.S.-based universities, it employed a dozen development in Latin America was key to “experts” who lived and wrote from Kal’s advice about my future studies. I We also learned many things from Kal different parts of the world, shared their remember clearly Kal’s advice about where outside of class. If any of us took the writings through the sponsoring to apply. He said something like, “You do United States for granted, we were universities, and then spent an academic not want to get a degree from what are disabused of that orientation after exposure year visiting those universities before known as the ‘top-ranked’ departments. to Kal Silvert. Kal loved to talk about his returning for another cycle. Kal had lived There you will only get an ‘establishment’ family, his wife Frieda, his sons Hank, Ben, and worked in Argentina for AUFS; he was education.” He advised me to apply to and Alex and his parents Henry and Ida. AUFS’s leading theorist; and he and his departments that were challenging He reminded us that his family, and all of colleagues were at the forefront during establishment views, so on Kal’s advice our families, particularly those of us who, those years of respectfully depicting “the I applied to Northwestern, Tulane, and like Kal, were Jewish, would be living very other” to young Americans. Through his Washington University in Saint Louis. different lives if we were in any country books and his AUFS writings Kal tried to To hedge my bets I also applied to
25 lasaforum spring 2013 : volume xliv : issue 2
Michigan and Yale. In February 1964 I significant additional impacts on my never got the definitive approval I so was surprised to receive a phone call from career.) wanted. Leonard Reissman of Tulane’s Sociology Department offering me admission and a At Northwestern I set about trying to learn Kal continued to be my totem after full fellowship. Soon thereafter I received a discipline I had barely touched at graduate school. He was a reference when phone calls from Joseph Kahl of Dartmouth. I had taken just one sociology I landed my first academic position, in Washington University and Arnold “Akie” course as an undergraduate and it had been Yale’s Sociology Department, but he Feldman of Northwestern. From Michigan taught by Bernard “Bernie” Segal, a young surprised me when I learned from another and Yale I received March letters offering assistant professor specializing in medical source that he had left Dartmouth to go to fellowships. Reissman, Kahl, and Feldman sociology who completely changed his New York City to take a position at New were, like me, admirers of Kalman Silvert. focus to Latin America after Kal Silvert York University and to advise the Ford While I eventually decided to study with became his senior colleague. I later came Foundation. Kal had said that he had left Akie at Northwestern, I was later fortunate to spend “quality time” talking with Bernie Tulane in 1962 because he thought that at to meet and spend time with Kahl, about Kal and his magnetism when my Dartmouth he could influence generations Reissman, and many others of Kal’s wife Nancy and I arrived in Santiago, of elite individuals who would impact intellectual soulmates. I am not sure that I Chile, in August 1967 for my dissertation United States relations with Latin America agree with Kal about where one might get, fieldwork and we began our time there and the rest of the world. From what or not get, an “establishment education,” living with Bernie, his wife Anne, and their I understood, Kal was achieving that at but getting a doctorate in sociology under children. When I was 14 I had had an idea Dartmouth. The best students and the best the direction of Kal’s friend Akie Feldman that learning about Latin America would faculty were seeking him out to help frame in Northwestern’s up-and-coming be a worthwhile endeavor. Kal had their careers and their ideas about the department became the next level of the reinforced this mightily in me when I had world. I was disappointed that that would professional foundation for a career just turned 20. He had gotten Bernie not continue at a place where he seemed so initiated by the guidance of Kalman Silvert. fascinated by Latin American social successfully established, but I later structure through his impassioned analyses understood that Kal imagined he could Before heading off to the far side of the and fascinating accounts. We were two of have the best of both worlds. Living in Appalachians to commit myself to the many. When I meet any of Kal’s students, New York, teaching at NYU, advising the study of a region no one else in my family now decades after his untimely passing, we Ford Foundation and maintaining his home had ever visited and a discipline that was still talk about his impact and his vision. in Norwich, Vermont, Kal thought he could new to me, I decided to look for validation broaden his impact and maintain his from “gurus” whose work I had been In graduate school I wrote to Kal from time Dartmouth ties. introduced to by Kal and whom I held in to time hoping to get his blessing for my the highest esteem. I never made it to intellectual trajectory. I even once had him Perhaps Kal was right. That decision also Columbia to ask Frank Tannenbaum (and meet my parents and my new wife Nancy allowed me to reconnect with him. In regretfully I never met him) but I did travel so they could know the mentor whose 1972 I was invited to succeed Bryce Wood the 30 miles from Danbury to New Haven intellectual depth had so influenced me. as director of the Social Science Research during spring break and was able to meet Reengaging with Kal always inspired me Council’s Latin America Program. This with Brazilianist historian Richard Morse but it often also disappointed me. I never allowed me to work directly with scholars and Caribbeanist anthropologist Sidney could tell if I had his approval, and I like Albert Hirschman, Fernando Henrique Mintz, both of Yale University. They desperately wanted it. Kal so clearly Cardoso, and Osvaldo Sunkel, all of whom listened to my plans for my future and both articulated his thoughts about political I idolized. It also required that I write concurred that they seemed eminently development, about the value of freedom, proposals every year requesting Ford feasible, and, with Kal’s support, all the about the place of the United States in the Foundation support. The person in charge more so. (Both Richard and Sidney were world, but when I told him about my work of reviewing the annual SSRC request was still at Yale when I arrived as an assistant he simply listened. He did smile, he never none other than Kalman Silvert. My professor five years later and both had denied me an opportunity to talk, but I conversations with Kal about those proposals fell into a familiar pattern.
26 They would be approved without much creation. This was essential as we comment except for explanations about the transferred funds internationally, worked levels which Ford’s budget could support in with U.S. and other officials to obtain those years of high inflation. visas for these scholars, bargained with universities to find them employment, and In 1973 this did change. Both the SSRC helped volunteers in North America, Latin and Ford concluded that social science in America, and Europe to help them and Latin America and dialogue between North their families adjust to new circumstances, and South America could best be sustained often following harrowing experiences. by ensuring that highly capable Latin Once again Kal and I did not talk much American scholars be able to continue their about what we were doing, but the careers. This was being made increasingly resulting actions spoke for themselves. difficult (sometimes fatally) by the repression of intellectuals by Latin On October 17, 1976, I received a phone American military regimes. As a result call telling me that a memorial service Bryce Wood was asked to head an effort to would be held for Kalman Silvert in the rescue Latin American scholars whose lives Maison Française in New York near the and careers were threatened and to place Ford and SSRC offices. In disbelief I them in countries where they could learned that Kal had suffered a massive continue their work. Kal led this effort for heart attack while driving back to New Ford and I was the lead for SSRC. Given York from his home in Norwich. The next the nature of our institutions, the work had day I went to the ceremony. The room to sustain social science, not politics, so overflowed despite the short notice great care and planning needed to be required by Jewish burial tradition. I stood carried out by our offices and by the in the crowd. I listened to the eulogies. hundreds of individuals who became I offered my condolences to Frieda and her involved with the effort. I believe that sons. I was dumbfounded. I had suffered a much good social science was sustained by great loss, and the loss of many there was this effort; that many lives were sustained far greater than mine. Mine was that and physically saved; and that future Latin I would lose Kal’s counsel, his hoped-for American politics and U.S.-Latin American future friendship, and that I would never relations benefitted. Many of those rescued gain the unambiguous approval I had became political and intellectual leaders in sought from him for 13 years. Now that I their countries when it was safe to return. reflect, perhaps that denial of approval was Kal was always clear-eyed about what we intended as Kal’s gift. He let me find my were doing. He believed that cosmopolitan own way; he accompanied me on my path individuals committed to social justice were without dictating its direction; he let me be essential for improving the human myself. Thank you, Kal. condition, and he made sure that Ford understood the benefits that would result from our efforts. In the midst of the Cold War this required nuance and persistence to make sure that as many scholars as possible were rescued and that the governing boards and top leadership of Ford and SSRC understood that our work was enhancing prospects for science-based knowledge
27 lasaforum spring 2013 : volume xliv : issue 2 section news section news
LASA Pre-Conference Film Studies Session
Save the date! The LASA pre-conference The LASA Film Studies Section is devoted Workshop, Saturday, June 1, 8:30 a.m.– “Gender, Sexuality and Struggles for Justice to promoting scholarship, exhibitions, and 10:15 a.m.: “Towards a Lexicon of Radical in Latin America: Legal, Political and Social critical public dialogue (through social Aesthetics in Latin American Cinema” Dimensions” will be held May 29, 2013, media) concerning the production, from 9 a.m. to 5:30 p.m. at American distribution, and circulation of audiovisual Chair: University. texts by and about Latino Americans in Catherine L. Benamou (UC Irvine) various genres and media, from the analog Seat of various legal and administrative to the digital and electronic. With an aim Discussant: continental bodies, Washington, DC, is a to addressing the current state of the field, Gilberto Blasini (U Wisconsin-Milwaukee) strategic site from which to address the as well as fostering scholarly exchange on history and current trends in legal activism issues that affect spheres of media practice An informal breakfast reception to follow, on gender and sexuality issues in the as well as media studies, the section will co-sponsored by the Brazil Section. Americas, and their intersections with other host four sessions at this year’s LASA relations of power. Congress, from May 29 to June 1: Panel, Saturday, June 1, 10:30 a.m.– Convened by the Gender and Feminist 12:15 p.m.: “State Interventions, Studies and Sexualities Studies Sections, Section Presentation, Thursday, May 30 Community Engagement and Audiovisual and sponsored by the Center for Latin 5:00 p.m.–6:45 p.m. “Latinoamerican Representations of a New Social Contract” American and Latino Studies at American Media Archives and the Social Contract” University, this third co-organized pre- Chair: conference will bring together scholars, Chair: Clara Garavelli (Universidad Autónoma legal experts, activists, and anyone Catherine L. Benamou (UC Irvine) de Madrid) interested in learning about and debating the successes, challenges, and meanings of Participants: Panelists: the struggle for social justice. It will Dona Kercher (Assumption College); Tomás Crowder-Taraborrelli (Soka include two panels—“Legal Struggles” and Rielle Navitski (UC Berkeley) University) “Social Justice, (In)equalit(ies), and Rights Filmmaker – TBA Álvaro Baquero-Pecino (University of as Practice: Learning from Lived Alabama) Experience”—and conclude with a discussion session, “A Dialogue across Workshop, Friday, May 31, 3:00–4:45 Discussant: Differences.” p.m.: “The Role of Film Festivals in Luis Duno-Gottberg (Rice University) Funding, Producing, and Distributing The pre-conference is free and open to the Latin American Film” The Film Studies Section also will host a public. reception at its annual meeting, Friday, Chair: May 31, 7 p.m.–8:45 p.m. For more information, contact Veronica Catherine L. Benamou (UC Irvine) Schild
28 section news
III Jornadas de la Sección de Estudios Venezolanos de la Asociación de Estudios Latinoamericanos LASA
Caracas, Universidad Católica Andrés Bello, 17 y 18 de junio de 2013.
A cinco años de la exitosa realización de Fecha y Lugar de la Reunión Idiomas las II Jornadas de la Sección de Estudios Venezolanos de LASA, llevadas a cabo La Reunión de LASA Venezuela tendrá El idioma de las ponencias será en mayo de 2008 en los espacios de la como sede la Universidad Católica Andrés preferiblemente en español y en inglés. Universidad Central de Venezuela, con más Bello, en Caracas, durante los días 17 y 18 de 150 participantes y 33 ponencias, la de junio de 2013. conveniencia de una nueva reunión de este Información Hoteles tipo es tanto o más grande que entonces. Es muy importante crear espacios para Las Ponencias Estamos consolidando la información de que los integrantes de la Sección puedan hoteles cercanos a estaciones del Metro de reunirse, den a conocer sus trabajos Queriendo fomentar en Caracas el diálogo Caracas que abarquen diferentes tarifas. y entren en contacto con otros e intercambio de conocimientos, así como investigadores; sobre todo cuando la reunir y presentar la riqueza de sus atención en Venezuela por la comunidad investigaciones y reflexiones a un público Costo de Inscripción académica internacional es cada vez mayor más amplio: y la sociedad venezolana muestra una Profesionales: Bs.150,00 creciente demanda de información para • Hemos convocado a que presenten las Estudiantes: Bs. 100,00 comprenderse a sí misma y enfrentar sus ponencias aceptadas y/o presentadas en grandes retos. Hacer, por lo tanto, que los Congresos de Toronto y San Francisco Cualquier duda adicional las investigaciones presentadas en los y Washington DC. Se incluye aquí sus favor comunicarse con congresos de LASA lleguen al espectro más modificaciones y actualizaciones. Para
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Most UNC Press books are also available as E-Books. UNC Press books are now available through Books @ JSTOR and Project Muse. the university of north carolina press at bookstores or 800-848-6224 • www.uncpress.unc.edu The Latin American Studies Association (LASA) is the largest professional association in the world for individuals and institutions engaged in the study of Latin America. With over 7,500 members, thirty-five percent of whom reside outside the United States, LASA is the one association that brings together experts on Latin America from all disciplines and diverse occupational endeavors, across the globe. LASA’s mission is to foster intellectual discussion, research, and teaching on Latin America, the Caribbean, and its people throughout the Americas, promote the interests of its diverse membership, and encourage civic engagement through network building and public debate. 416 Bellefield Hall University of Pittsburgh Pittsburgh, PA 15260
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