DOCSLIB.ORG

Cultural Identity and Language in Post-World War II Puerto Rico Joanna Marie Camacho Escobar University of Texas at El Paso, [email protected]

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cultural Identity and Language in Post-World War II Puerto Rico Joanna Marie Camacho Escobar University of Texas at El Paso, Jmcamachoescobar@Gmail.Com University of Texas at El Paso DigitalCommons@UTEP Open Access Theses & Dissertations 2017-01-01 Aquí se habla español: Cultural Identity and Language in Post-World War II Puerto Rico Joanna Marie Camacho Escobar University of Texas at El Paso, [email protected] Follow this and additional works at: https://digitalcommons.utep.edu/open_etd Part of the Latin American History Commons, Latin American Languages and Societies Commons, Latin American Studies Commons, Other French and Francophone Language and Literature Commons, and the United States History Commons Recommended Citation Camacho Escobar, Joanna Marie, "Aquí se habla español: Cultural Identity and Language in Post-World War II Puerto Rico" (2017). Open Access Theses & Dissertations. 417. https://digitalcommons.utep.edu/open_etd/417 This is brought to you for free and open access by DigitalCommons@UTEP. It has been accepted for inclusion in Open Access Theses & Dissertations by an authorized administrator of DigitalCommons@UTEP. For more information, please contact [email protected]. AQUÍ SE HABLA ESPAÑOL: CULTURAL IDENTITY AND LANGUAGE IN POST-WORLD WAR II PUERTO RICO JOANNA MARIE CAMACHO ESCOBAR Doctoral Program in Borderlands History APPROVED: Sandra McGee-Deutsch, Ph.D., Chair Jeffrey P. Shepherd, Ph.D. Brad Cartwright, Ph.D. Cynthia Bejarano, Ph.D. Charles Ambler, Ph.D. Dean of the Graduate School Copyright © by Joanna Marie Camacho Escobar 2017 Dedication I dedicate this work to my grandparents and great grandparents, José, Providencia, Fernando, Priscilla, and Leon, Felicita, Ignacio, Luisa, and those who passed too young for me to meet them. Our past was obscured by poverty, I only hope to shed some light into your lives. Your grateful and proud granddaughter. AQUÍ SE HABLA ESPAÑOL: CULTURAL IDENTITY AND LANGUAGE IN POST-WORLD WAR II PUERTO RICO by JOANNA MARIE CAMACHO ESCOBAR, B.A., M.A. DISSERTATION Presented to the Faculty of the Graduate School of The University of Texas at El Paso in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Department of History THE UNIVERSITY OF TEXAS AT EL PASO May 2017 Acknowledgements Firstly, I would like to acknowledge my dissertation committee, Dr. Jeffrey Shepherd, Dr. Brad Cartwright, Dr. Cynthia Bejarano, and especially committee chair and my intellectual champion Dr. Sandra McGee-Deutsch, for their guidance and support. The UTEP Department of History, I couldn’t have asked for a more encouraging, and supporting faculty and staff. I am a historian and teacher because these professionals created the academic environment that fostered my curiosity and my growth as a scholar. I especially acknowledge Dr. Cheryl Martin, Dr. Charles Martin, Dr. Samuel Brunk, Dr. Yolanda Leyva, Dr. Ernesto Chavez, Dr. Adam Arenson, and Dr. Charles Ambler. I admire your scholarship and dedication to your students, I will always be proud to count all of you as my teachers and mentors. The staff that made all the academic bureaucratic steps a bit easier, thank you Edith Yañez, Alma Acosta, and Clara Giroux. The financial support of the Department and the UTEP Graduate School was vital for this working-class Puerto Rican woman to achieve this most prestigious goal. Secondly, my friends and colleagues were an essential support system to get me through this rigorous journey in academia. Very especially, I thank my fellow sisters and 2011 cohort members Carolina Monsiváis, Jessica Bergen, and Cynthia Renteria. Mujeres bravas, we have shared more than scholarship, we shared our lives. Also, my fellow grad school friends and colleagues, J. Aaron Waggoner, Jaime Ruíz, Aaron Margolis, Eloy García, Cecilia Venable, Juan Carlos Varela, Timothy Nelson, Aurelio Saldaña, Michael Herrera, Rebecca Prado, Stephanie Parham, and Sandra Enríquez wherever our careers and lives take us, we have bonded and I will always cheer you on. Thirdly, my dearest and longtime friends, who encouraged me en la distancia, Sylma, Gretchen, Mariangelís, Dianellys, and Sergie. Finally, my family is my compass and the fuel that feeds my passion for history. My parents Juan and Joanne, your love is my guiding post. My sister Diana and brother Jonathan, we are each other’s rocks, best friends, harshest critics, and strongest allies. Josué and Anaid, you make me a proud Titi, and my great nephew Ariel, is the breath of fresh air in my life, looking forward to see v you grow. All of this work comes out of one brain, but it takes a village to support that brain, I acknowledge every one of those that passed through this period of my life and in any way supported and cared for me. I am grateful. vi Table of Contents Acknowledgements ..................................................................................................v Table of Contents .................................................................................................. vii List of Illustrations ................................................................................................. ix Introduction ..............................................................................................................1 Theoretical Framework and Literature Review ..............................................3 Research Questions .......................................................................................16 Methodology .................................................................................................17 Summary of chapters ....................................................................................18 Chapter 1: Política Cultural ...................................................................................23 Americanizando Language ...........................................................................24 1930s Culture and Identity Debate ...............................................................29 The PPD in Power .........................................................................................39 Proposing Operación Serenidad ....................................................................47 Conclusion ....................................................................................................58 Chapter 2: Operación Serenidad ............................................................................61 La Universidad ..............................................................................................62 Departamento de Instrucción Pública, DivEdCo, and WIPR .......................66 El Instituto de Cultura Puertorriqueña ..........................................................79 Academia Puertorriqueña de la Lengua Española ........................................85 Conclusion ....................................................................................................88 Chapter 3: Somos Puertorriqueños ........................................................................92 The Political Context of the 1960s................................................................93 Teaching English in the 1960s ......................................................................96 Identity in the 1960s....................................................................................100 The Instituto de Cultura Puertorriqueña in the 1960s .................................105 The Status Question and Identity ................................................................111 Conclusion ..................................................................................................113 Chapter 4: Politically Divided, Culturally United ...............................................118 Ferré’s Path to La Fortaleza ........................................................................119 vii Ferré and his Nueva Vida ...........................................................................123 Cultural Policies under Nueva Vida ...........................................................128 The new PPD and Hernández Colón ..........................................................136 Culture under RHC’s “Un Nuevo Puerto Rico” .........................................138 1976: “La estadidad es para los pobres” pero… .........................................143 The ICP vs. AFAC ......................................................................................147 Conclusion ..................................................................................................149 Chapter 5: De Puerto Rico para el mundo... ........................................................151 Romero Barceló’s Second Term .................................................................152 Cultural Policies under Romero ..................................................................155 RHC Returns to La Fortaleza ......................................................................157 Cultura as Priority .......................................................................................158 The Festivities .............................................................................................160 El Pabellón ..................................................................................................165 Regatta Columbus 92 ..................................................................................170 Language Debate ........................................................................................174 Language and La Madre Patria Revisited ...................................................179 Opinions ......................................................................................................184
Load more

Recommended publications
  • 9No Encuentro De Investigadores De Arqueología Y Etnohistoria 9 Ricardo E
    EN HOMENAJE A RICARDO ALEGRÍA no encuentro9 de investigadores de arqueología y etnohistoria Programa de Arqueología y Etnohistoria Instituto de Cultura Puertorriqueña no encuentro9 de investigadores de arqueología y etnohistoria EN HOMENAJE A RICARDO ALEGRÍA Programa de Arqueología y Etnohistoria Instituto de Cultura Puertorriqueña San Juan, Puerto Rico INST I TUTO de CULTURA PUERTORR I QUEÑA Agradecimientos Programa de Arqueología y Etnohistoria Carlos A. Pérez Merced Glorilyn Olivencia Emeric Juan Rivera Fontán Belford Matías Maldonado Arqueólogos Rebecca Montañez Díaz Secretaria Administrativa Vivian Ortiz Pérez Oficinista Todos los derechos reservados. La adaptación, repro- ducción total o parcial, por cualquier medio, queda estrictamente prohibida sin autorización previa del autor o del Instituto de Cultura Puertorriqueña. El material contenido en esta publicación puede ser citado siempre que se dé el crédito correspondiente. El contenido y estilo de los artículos es responsabilidad de sus autores. No significa que el Instituto de Cultura Puertorriqueña se solidariza con los puntos de vista expuestos por el autor. © 2011 Instituto de Cultura Puertorriqueña Créditos JUNTA DE DIRECTORES ProducciÓN Editorial Instituto de Cultura Puertorriqueña Arqla. Laura Del Olmo Frese Dr. Rafael Colón Olivieri Editora y coordinadora de la Presidente publicación Dr. Rodolfo Lugo Ferrer Dr. Carlos A. Pérez Merced, Arql. Vice-Presidente Coordinador del 9no Encuentro de Investigadores de Arqueología Dr. Lucas Mattei Rodríguez y Etnohistoria Secretario Edna Isabel Acosta Dr. Gonzalo Córdova Diseño y Diagramación Sub-Secretario Dr. José Alberty Monroig Prof. Manuel Alvarez Lezama Ing. Rafael Angel Torrens Salvá Dra. Raquel Rosario Rivera Junta de Directores Prof. Mercedes Gómez Marrero Directora Ejecutiva Arqla. Laura Del Olmo Frese Directora del Programa de Arqueología y Etnohistoria Contenido 9 Mensaje ARQL A .
    [Show full text]
  • Libros Que Nos Había Prometido
    OBRAS COMPLETAS • IDIOMA i ELADIO RODRÍGUEZ OTERO OBRAS COMPLETAS ii ELADIO RODRÍGUEZ OTERO OBRAS COMPLETAS • IDIOMA iii ELADIO RODRÍGUEZ OTERO OBRAS COMPLETAS I • IDIOMA II • POLÍTICA III • RELIGIÓN Y MORAL IV • ATENEO SAN JUAN DE PUERTO RICO 2008 iii iv ELADIO RODRÍGUEZ OTERO Eladio Rodríguez Otero, Obras Completas, Idioma © Primera Edición: 2008 Editores: Sucesores de Eladio Rodríguez Otero © Directores: Josefina Marxuach de la Cuétara Vda. de Rodríguez Otero Eladio Rodríguez Marxuach Diagramación: Marcos R. Pastrana Fuentes Dirección postal: Miguel Juan Rodríguez Marxuach Apartado 16636 San Juan, Puerto Rico 00908-6636 Correo electrónico: [email protected] Página web: eladiorodriguezotero.com Composición fotográfica de la portada, fotografías de la mascarilla y mano: Josefina Rodríguez Marxuach Reservados todos los derechos. La reproducción parcial o total queda rigurosamente prohibida por cualquier medio o procedimiento. Que- dan autorizadas citas breves siempre que se reconozca al autor y la obra. Cualquier otro uso requiere el consentimiento por escrito de los Editores. Obras completas (Tomos I al IV) ISBN-13: 978-0-9795080-1-1 ISBN-10: 0-9795080-1-0 Idioma (Tomo I) ISBN-13: 978-0-9795080-2-8 ISBN-10: 0-9795080-2-9 Rodríguez Otero, Eladio Eladio Rodríguez Otero, Obras Completas, Idioma 1. Puerto Rico – Ateneo Puertorriqueño, Cultura, Historia, Idioma, Iglesia Católica, Independencia, Moral, Nacionalismo, Obispos ca- tólicos, Patriotas, Política, Próceres, Religión. 2. Estados Unidos- Colonialismo, Política Exterior. 3. Colonialismo-Estados Unidos, Puerto Rico. 4. Imperialismo-Estados Unidos Impreso en Colombia-Printed in Colombia Por D’vinni OBRAS COMPLETAS • IDIOMA v AGRADECIMIENTOS Los Editores agradecen primeramente al Creador de todas las Patrias terrenales el haber sostenido nuestros trabajos editoria- les hasta la culminación de esta obra; además, agradecen a Ro- berto Beascochea Lota los conceptos iniciales relacionados con el ordenamiento de los documentos, a Isis B.
    [Show full text]
  • Yo Soy Boricua”: Tapping Into the Strength of the Puerto Rican Community to Reclaim Control Over Its Political, Social, and Economic Future*
    “YO SOY BORICUA”: TAPPING INTO THE STRENGTH OF THE PUERTO RICAN COMMUNITY TO RECLAIM CONTROL OVER ITS POLITICAL, SOCIAL, AND ECONOMIC FUTURE* ARTICLE EAMON J.P. RILEY,** DAVID J. YOVANOFF,*** JONATHAN J. REYES COLÓN**** Introduction – The Perfect Storm............................................................................ 973 I. Maria Reveals the Harsh Reality of Puerto Rico’s Second Class Status ................................................................................................................... 975 II. Puerto Rico’s Political Heritage ....................................................................... 976 A. The Colonial Era Under American Rule .................................................... 976 B. Creation of the Commonwealth ................................................................. 979 C. Puerto Rico on the International Political Stage ....................................... 981 III. PROMESA’s Neocolonial Tendencies .............................................................. 982 A. Key Aspects and Powers of PROMESA ....................................................... 983 B. Amending PROMESA to Protect Puerto Rico’s Municipal Power ............................................................................................................ 986 IV. Homegrown Economy for Puerto Rico: Using the Community Economic Development Model to Localize Necessary Economic Goods .................................................................................................................. 988 * This article
    [Show full text]
  • Chap6 Information Sector
    ECONOMIC DEVELOPMENT PLAN FOR THE INFORMATION SECTOR Chapter 6 First Draft ECONOMIC DEVELOPMENT FOR THE INFORMATION SECTOR Heidi Calero * * Affi liation: H. Calero Consulting Group ඘ඝඍකග඗ කඑඋ඗ ඘ඔඉඖඖඑඖඏ ඊ඗ඉකඌ 1 ECONOMIC DEVELOPMENT PLAN FOR THE INFORMATION SECTOR ඘ඝඍකග඗ කඑඋ඗ ඘ඔඉඖඖඑඖඏ ඊ඗ඉකඌ 2 ECONOMIC DEVELOPMENT PLAN FOR THE INFORMATION SECTOR TABLE OF CONTENTS CHAPTER Page I INTRODUCTION Objectives .......................................................................................................................................... 1 Source of information......................................................................................................................... 1 Organization ...................................................................................................................................... 1 II THE INFORMATION SECTOR AND OVERALL TRENDS Defi nition of the Information Sector ................................................................................................... 1 Overall market trends ........................................................................................................................ 2 III PUERTO RICO’s INFORMATION SECTOR Overview of the Information Sector in PR’s Economy .......................................................................5 Comparative Analysis ...................................................................................................................... 20 Relevance of the Information Sector ..............................................................................................
    [Show full text]
  • Introduction and Will Be Subject to Additions and Corrections the Early History of El Museo Del Barrio Is Complex
    This timeline and exhibition chronology is in process INTRODUCTION and will be subject to additions and corrections The early history of El Museo del Barrio is complex. as more information comes to light. All artists’ It is intertwined with popular struggles in New York names have been input directly from brochures, City over access to, and control of, educational and catalogues, or other existing archival documentation. cultural resources. Part and parcel of the national We apologize for any oversights, misspellings, or Civil Rights movement, public demonstrations, inconsistencies. A careful reader will note names strikes, boycotts, and sit-ins were held in New York that shift between the Spanish and the Anglicized City between 1966 and 1969. African American and versions. Names have been kept, for the most part, Puerto Rican parents, teachers and community as they are in the original documents. However, these activists in Central and East Harlem demanded variations, in themselves, reveal much about identity that their children— who, by 1967, composed the and cultural awareness during these decades. majority of the public school population—receive an education that acknowledged and addressed their We are grateful for any documentation that can diverse cultural heritages. In 1969, these community- be brought to our attention by the public at large. based groups attained their goal of decentralizing This timeline focuses on the defining institutional the Board of Education. They began to participate landmarks, as well as the major visual arts in structuring school curricula, and directed financial exhibitions. There are numerous events that still resources towards ethnic-specific didactic programs need to be documented and included, such as public that enriched their children’s education.
    [Show full text]
  • Public Involvement Plan
    Defense Environmental Restoration Program for Formerly Used Defense Sites Military Munitions Response Program Property Number I02PR0068 CULEBRA - Puerto Rico Public Involvement Plan Prepared by: U.S. Army Corps of Engineers Jacksonville District August 18, 2005 Culebra – Puerto Rico Defense Environmental Restoration Program Contents Abbreviations & Acronyms .............................................................................................................. iii 1.0 Overview ......................................................................................................................... 1-1 2.0 Site Description ............................................................................................................. 2-1 2.1 Location and Physical Description ............................................................................ 2-1 2.2 Culebra and the United States Military ..................................................................... 2-1 2.2.1 Historic Overview ............................................................................................................................ 2-1 2.2.2 Historic Milestones ......................................................................................................................... 2-2 2.2.3 Previous USACE Involvement ........................................................................................................ 2-3 3.0 Community Background ............................................................................................... 3-1 3.1
    [Show full text]
  • Redalyc.MOBILIZATION, PARTISANSHIP, and POLITICAL
    Caribbean Studies ISSN: 0008-6533 [email protected] Instituto de Estudios del Caribe Puerto Rico Wright, Micah MOBILIZATION, PARTISANSHIP, AND POLITICAL PARTY DYNAMICS IN PUERTO RICO, 1917-1920s Caribbean Studies, vol. 42, núm. 2, julio-diciembre, 2014, pp. 41-70 Instituto de Estudios del Caribe San Juan, Puerto Rico Available in: http://www.redalyc.org/articulo.oa?id=39240402002 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative MOBILIZATION, PARTISANSHIP, AND POLITICAL PARTY DYNAMICS... 41 MOBILIzATION, PARTISANShIP, AND POLITICAL PARTy DyNAMICS IN PUERTO RICO, 1917-1920s Micah Wright ABSTRACT This article posits the significance of Selective Service and WWI for reshaping colonial administration and political party dynamics in Puerto Rico. It examines the aspirations of significant political groups on the island and details how each attempted to use the draft to further their agendas. During the war each of the three major political parties in Puerto Rico—Unionists, Republicans, and Socialists—struggled to claim the U.S. cause as their own in order to attract Washington’s support for both a specific party and its favored solution to the status question. At the same time, the colonial administration and metropoli- tan authorities used the war to reshape the colonial relationship—but in contradictory ways. Rather than following the trend in the recent historiography that stresses the essential continuity in political practice after the war, this article highlights the changes that set the stage for the political and social upheaval of the 1920s.
    [Show full text]
  • An Inconceivable Indigeneity: the Historical, Cultural, and Interactional Dimensions of Puerto Rican Taíno Activism
    An Inconceivable Indigeneity: The Historical, Cultural, and Interactional Dimensions of Puerto Rican Taíno Activism by Sherina Feliciano-Santos A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Anthropology) in the University of Michigan 2011 Doctoral Committee: Associate Professor Barbra A. Meek, Chair Professor Bruce Mannheim Professor Judith T. Irvine Professor Ruth Behar Associate Professor Lawrence M. La Fountain-Stokes © Sherina Feliciano-Santos 2011 DEDICATION Para Mami y Daddy Por el apoyo incondicional y por siempre creer en mi, aún cuando a mi misma se me hacía díficil. Por ser modelos de humanidad e integridad. Por ser mis padres, los quiero. También a Abuelito, Porque fuiste ejemplo y siempre te llevaré conmigo. ii ACKNOWLEDGEMENTS Five years ago, in a meeting to talk about my final paper proposal on Jibaridad in Puerto Rico, Tom Trautmann asked if there were any indigenous movements in the Island. After a responding with a resolute ―NO,‖ I thought about it and remembered that the prior summer I had read an article in a newspaper about a group of people claiming to be Taíno protesting the management of the Caguana ceremonial site in Utuado, PR. It was this question and my own response to it, which led to the questions that would ultimately inform this dissertation project. For asking that initial question, I want to thank Tom Trautmann. Barb Meek has been an exceptional teacher, mentor, advisor, and friend. During my many years at Michigan, Barb guided me in thinking about language, indigeneity, field methods, and analysis. I feel deeply fortunate to have had her exceptional input and her unwavering support throughout my graduate student career.
    [Show full text]
  • The Individual and Collective Effect of Us Colonialism In
    THE INDIVIDUAL AND COLLECTIVE EFFECT OF US COLONIALISM IN PUERTO RICO: A SCALE CONSTRUCTION AND VALIDATION, WITH IMPLICATIONS FOR SOCIAL WORK EDUCATION AND PRACTICE by MARÍA DE LOURDES MARTÍNEZ AVILÉS Presented to the Faculty of the Graduate School of The University of Texas at Arlington and Universidad Autónoma de Nuevo León in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY THE UNIVERSITY OF TEXAS AT ARLINGTON and UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN December 2011 Copyright © by María de Lourdes Martínez Avilés 2011 All Rights Reserved DEDICATION To Carmen Rivera de Alvarado, doña Isabelita Rosado, and Gloria Gerena, three inspirational Puerto Rican social workers who understood the link between colonialism and social work, and were committed to an emancipating practice. To my nephews Pedro Hommy and Kelvin, and my niece Sugeily, three examples of the Puerto Rican Diaspora. ACKNOWLEDGMENTS Special thanks go to my mother, who instilled in me the importance of education, hard work and honesty. My deepest appreciation to my daughter Attabeira del Mar, and my husband José E. Rodríguez Sellas, who helped me start and gave me the strengths to continue this long journey. To my extended but intimate family, especially my sister Maribel and her husband Pedro Maldonado; my cousins Awilda Berríos and the recently deceased Jossie Rojas. To my friends and colleagues who went through the Ph.D. binational program with me: Max Ramos, Dheeshana Jayasandura, Jesús Acevedo Agosto, Sachi Ando, Candy Madrigal, Miora Diaconou, Yasoda Sharma, Chloe Corbett, and Jamila Woods, My success would not be possible without you! To Dr.
    [Show full text]
  • Caribbean Studies
    Caribbean Studies: Bibliographic Access and Resources for the Past, Present, and Future @ Estudios caribeños: acceso y recursos bibliográficos para el pasado, presente y futuro SEMINAR ON THE ACQUISITION OF LATIN AMERICAN i LIBRARY MATERIALS XLIII HAROLD B. I r:.^i,,,^^f BRIGHAM YOUNG UMVERSTff PROVO, UTAH Caribbean Studies/Estudios caribeños SALALM Secretariat Benson Latin American Collection The General Libraries The University of Texas at Austin Caribbean Studies: Bibliographic Access and Resources for the Past, Present, and Future Estudios caribeños: acceso y recursos bibhográficos para el pasado, presente y futuro Papers of the Forty-Third Annual Meeting of the SEMINAR ON THE ACQUISITION OF LATIN AMERICAN LIBRARY MATERIALS San Juan, Puerto Rico May 23-27, 1998 Gayle Ann Williams Editor SALALM Secretariat Benson Latin American Collection The General Libraries The University of Texas at Austin ISBN: 0-917617-64-9 Copyright © 2002 by SALALM. Inc. All rights reserved Printed in the United States of America LTBRAWT HAROLD B. LEE _.^ BRIGHAM YOUNG UN1VI.B SITT' PROVO,UTAH Contents PREFACE Vil I. Cuba: Collections, Publishing, and Research 1. Situación actual de las publicaciones seriadas cubanas Alina Calzada Bobak 3 2. The Femando Ortiz Archive: 500 Years of Transculturation in Cuba María del Rosario Díaz Rodríguez 20 3. Libros y editoriales de Cuba vistos desde el Uruguay Luis A. Retía 28 4. Preservation Needs of Collections in Cuba: An Island Apart Ann Russell 34 5. Research in Cuba: A Scholar's Notebook Pamela Smorkaloff 40 6. Panorama de la información científico técnica para las ciencias sociales Iris L. Suárez Jiménez 46 II. Documents 7.
    [Show full text]
  • International Agenda Vol
    with the A student from the Univ. of New England is engrossed by her up‐close learning in the small island nation of Dominica. Inside, Professor Thomas Klak shares lessons from the experience (p. 14). See pages 10-35 for coverage of Schoolcraft College’s year-long Focus Caribbean project. p. 3 Schoolcraft College International Institute International Agenda Vol. 13, No. 2 Fall 2014 International Institute (SCII) Published once per semester by Schoolcraft College the International Institute (SCII) 18600 Haggerty Road Livonia, MI 48152-2696 Editorial Committee: http://www.schoolcraft.edu/department-areas/ Chair: Randy K. Schwartz (Mathematics Dept.) international-institute/ Sumita Chaudhery (English Dept.) Helen Ditouras (English Dept.) The mission of the Schoolcraft College International Kim Dyer (History Dept.) Institute is to coordinate cross-cultural learning Mark Huston (Philosophy Dept.) opportunities for students, faculty, staff, and the Josselyn Moore (Anthropology/ Sociology Depts.) community. The Institute strives to enhance the Suzanne Stichler (Spanish Dept.) international content of coursework, programs, and other Yovana P. Veerasamy (French Dept.) College activities so participants better appreciate both the diversities and commonalities among world cultures, and e-mail: [email protected] better understand the global forces shaping people’s lives. voice: 734-462-4400 ext. 5290 fax: 734-462-4531 SCII Administrative Director: Cheryl Hawkins (Dean of Liberal Arts and Sciences) Material contained in International Agenda
    [Show full text]
  • Comite Noviembre Comite
    Digital Design by Maria Dominguez 2016 © Digital Design by Maria Dominguez 2016 © 2016 2016 CALENDAR JOURNAL CALENDAR JOURNAL COMITÉ NOVIEMBRE NOVIEMBRE COMITÉ COMITÉ NOVIEMBRE NOVIEMBRE COMITÉ CALENDAR JOURNAL CALENDAR PUERTO RICAN HERITAGE MONTH RICAN HERITAGE PUERTO PUERTO RICAN HERITAGE MONTH RICAN HERITAGE PUERTO “irty years of impact on the Puerto Rican Community... “irty of impact on the Puerto years “irty years of impact on the Puerto Rican Community... “irty of impact on the Puerto years mes de la herencia puertorriqueña mes de la herencia Treinta años de impacto a la comunidad puertorriqueña...” Treinta comite noviembre comite mes de la herencia puertorriqueña mes de la herencia Treinta años de impacto a la comunidad puertorriqueña...” Treinta comite noviembre comite 30th Anniversary 30th Anniversary Congratulations to Comite Noviembre on the 30th Anniversary of Puerto Rican Heritage Month! Thank you for your work supporting our children and families. To schedule a free dental van visit in your community, or to learn more about the Colgate® Bright Smiles, Bright Futures™ program, visit our website at www.colgatebsbf.com. COMITÉ NOVIEMBRE Would Like To Extend Its Sincerest Gratitude To The Sponsors And Supporters Of Puerto Rican Heritage Month 2016 City University of New York Hispanic Federation Colgate-Palmolive Company Borough of Manhattan Community College, CUNY Bronx Lebanon Hospital Center Bronx Community College, CUNY The Nieves Gunn Charitable Fund Brooklyn College, CUNY 32BJ SEIU Compañia de Turismo de Puerto Rico United Federation of Teachers Rums of Puerto Rico Hostos Community College, CUNY Shape Magazine Catholic Charities of New York Centro de Estudios Puertorriqueños, Hunter College, CUNY Mr.
    [Show full text]