AMERICAN UNIVERSITY School of International Service Washington D.C.

HNRS-302-006H : Where Two Worlds Meet Fall 2010 Wednesdays 5:30-8 p.m.

Amb. Anthony Quainton Office: SIS 200E (202) 363-2382 (h) Office Hours: Monday and (202) 885-1669 (o) Wednesday 2:00-5:00 e-mail: [email protected] and by appointment [email protected]

Research Assistant: Huy Trinh e-mail: [email protected]

Course Objectives: This course, taught by the U.S. Ambassador to Peru from 1989 to 1992, is designed to give students a broad understanding of the issues which Peru faces as it seeks to emerge into a modern 21st century state. The problems which Peru has encountered mirror those in many other Latin American societies. Hence the course is a country-specific window into the larger issues of political, economic and social development in Latin America. The course is a multi-disciplinary effort to explore the encounter in Peru of two great cultures: the indigenous pre-Columbian civilizations and the European civilization brought to the new World by the Spanish conquistadores that succeeded them. The course will look at this encounter of two worlds in a broad historical and contemporary framework. The final examination will relate course material to the larger context of the United States relationship with Peru.

Specific Course objectives:  Develop and understanding of the complexity of Peruvian history and culture  Explore the relationship between traditional indigenous culture and imported western colonial culture  Understand the challenges of modernization for Peru ( and Latin America) in the 21st century  Provide opportunities for collaborative work on salient issues/institutions in Peruvian history and culture

Learning Objectives

Students will be able to:

 Demonstrate a knowledge of the principal events in Peruvian history  Explain and analyze the tension between different cultural traditions in Peru  Compare the impact of the church, political parties and the military on Peruvian society  Describe the roles and significance of key political leaders in 20th century Peru  About the Course: Students will not only explore the original historical narrative of that encounter through the account of Prescott, but in more contemporary terms in the writings of the great Peruvian novelist Mario Vargas Llosa, the economist Hernando de Soto and others. The course will concentrate on the period after the independence of Peru in 1821 and will examine the role of the military, the private sector, democratic political parties, and the church in the evolution of modern Peru. Students will explore the challenges of economic development, the impact of demographic migration from the to the coast, the growth and economic significance of a substantial informal sector.

The course is linked to the University Honors Program Study/Travel Abroad trip planned to Peru during the break between semesters. Students can register for the course and Study/Travel Abroad trip (one credit) separately. The trip will include meetings with American Embassy officials and a range of Peruvian leaders and academics to learn firsthand the challenges that Peru faces as it seeks to overcome the profound legacy of social, political and economic inequality created in the aftermath of the encounter between two great and distinct cultures more than 400 years ago. The students will also travel to Cuzco and to see some of the greatest monuments of both Incan and colonial civilization in the Americas.

Requirements: The success of the course will depend on the commitment and hard work of the students, who will be expected to develop and lead discussions, read and understand assigned readings and discuss their written work with the class. Class time will include short lectures by the professor, class discussion and presentations, and occasional outside speakers with professional experience in Peru. There will be a short mid-term examination on October 6 designed to test students’ knowledge of the salient concepts, events and personalities in Peruvian history. Each student will also be expected to write a 10-15 page paper on some aspect of Peruvian history or institutions. That paper will be preceded by an in-class presentation on the subject of the paper. Presentation/paper topics will be assigned on the first day of class. Papers are due two weeks after the in-class presentation. General class participation and the presentation will count for 20% of the final grade. The mid-term will count for 20%, the term paper 30% and the final exam 30%. Students who elect to take the winter break trip for credit will have to produce an additional 5-6 page paper on some aspect of their experience in Peru.

Paper Requirements: All papers must meet the following minimum standards:

 Papers must be typewritten or printed double-spaced in a font size no smaller than 10 pt. The preferred font size is 12 pt. They may be printed on both sides of each sheet of paper.  There should be a title, your name and the date of submission. This should be at the top of the first page, or on a separate title page. Either form is acceptable.  Each page, except the first, needs to be numbered.  Papers should have no grammatical or spelling errors.  Citations must be in a standard format. Either footnotes or endnotes are acceptable. When an author's work is paraphrased, credit must be given to the author, preferably in the body of the paper as well as in a footnote/endnote. A quote used without quotation marks is plagiarism.

Academic Integrity: All students must adhere to the Academic Integrity Code (http://www.american.edu/provost/registrar/regulations/reg80.cfm). As the code states, "By enrolling at American University and then each semester when registering for classes, students acknowledge their commitment to the Code. As members of the academic community, students must become familiar with their rights and their responsibilities. In each course, they are responsible for knowing the requirements and restrictions regarding research and writing, examinations of whatever kind, collaborative work, the use of study aids, the appropriateness of assistance, and other issues. Students are responsible for learning the conventions of documentation and acknowledgment of sources. American University expects students to complete all examinations, tests, papers, creative projects, and assignments of any kind according to the highest ethical standards, as set forth either explicitly or implicitly in this Code or by the direction of instructors."

EMERGENCY PREPAREDNESS

In the event of an emergency American University will implement a plan for meeting the needs of all members of the university community. Should the university be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to our students. These may include altering and extending the duration of the traditional term schedule to complete essential instruction in the traditional format and/or use of distance instructional methods. Specific strategies will vary from class to class, depending on the format of the course and the timing of the emergency. Faculty will communicate class-specific information to students via AU e- mail and Blackboard, while students must inform their faculty immediately of any absence due to illness. Students are responsible for checking their AU e-mail regularly and keeping themselves informed of emergencies. In the event of a declared pandemic or other emergency, students should refer to the AU Web site ( www. prepared. american.edu ) and the AU information line at (202) 885-1100 for general university- wide information, as well as contact their faculty and/or respective dean’s office for course and school/ college-specific information.

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COURSE BOOKS :

The following books have been ordered and should be available through the campus bookstore. Assigned readings from them are listed after each week’s assignment. Students should read all of the assigned portions of these books. Additional material/articles are listed after these required readings and are posted on blackboard for each week of the course. Students are strongly encouraged to read as much of the supplementary material as possible.

Cynthia McClintock and Fabian Vallas, The United States and Peru, Routledge, 2003.

Orin Starn, Carlos Ivan Degregori and Robin Kirk, eds, The Peru Reader: History Culture and Politics

Hernando de Soto, The Other Path: The Economic Answer to Terrorism, Basic Books.

Daniel Masterson, The , Greenwood, 2009.

Mario Vargas Llosa, Death in the Andes.

Course Outline

1. August 25: Introduction: The Geography of Peru and Pre-conquest History

The following should, if possible be read before the first class, but certainly by the second

The Peru Reader, pp 13-91 William A. Prescott, The Conquest of Peru, Book I, Chapter 1

2. September 1: The Conquistadores and Spanish Colonial Rule

The Peru Reader, pp.93-172 William A. Prescott, The Conquest of Peru, Book III, Chapter 2 and Book IV, Chapter 5

3. September 8: The Period of Independence, the and the Beginning of Peruvian Democracy

The Peru Reader, pp.175-209

Jeffrey Kaliber S.J., The Catholic Church in Peru, pp 1-37, 359-363 Jeffrey Klaiber, “The Catholic Lay Movement in Peru: 1867-1959”, The Americas, vol. 40, No.2 Daniel Gleason, “Anti-Democratic Thought in Early Republican Peru: Bartolome Herrera and Liberal-Conservative Ideological Struggle,” The Americas, Vol 38, No. 2 Thomas M. Davies, Jr., “`Indian Integration in Peru,1820-1848: An Overview,” The Americas, Vol. 30, No 2. Michael J. Gonzales,” Neo-Colonialism and Indian Unrest in Southern Peru,1867- 1898,” Bulletin of Latin American Research, Vol.6, No 1.

Presentations: Peru’s Relations with and and The Church

4. September 15: The Velasco Military Government and the Military Revolution: The Institutional Role of the Militia

The Peru Reader 269-318

Cynthia McClintock, “Velasco, Officers and Citizens: The Politics of Stealth”, in The Peruvian Experiment Reconsidered, pp. 275- 308 Luis Pasara, “When the Military Dreams”, in The Peruvian Experiment Reconsidered, pp. 309-343 Jane S. Jaquette, “Revolution by Fiat: The Context of Policy-Making in Peru”, The Western Political Quarterly, Vol.25, no. 4 Guillermo Rochabrun Silva and Anibal Yanez,” Democratization and Class Struggle”, Latin American Perspectives, Vol. 15, No. 3

Presentations on the Velasco Revolution and the Institutional Role of the Military

5. September 22: Political Parties and the Failure of Democracy

The Peru Reader, pp. 441-480

Jana Morgan Kelly, “Counting on the Past or Investing in the Future? Economic and Political Accountability in Fujimori’s Peru”, The Journal of Politics, Vol65, No.3 John McMillan and Pablo Zoido, “How to Subvert Democracy: Montesinos in Peru”, The Journal of Economic Perspectives, Vol. 18, No. 4 Jo-Marie Burt, “Quien Habla es Terrorista: The Political Use of Fear in Fujimori’s Peru”, Latin American Research Review, Vol. 41, No 3

Presentation on APRA and Political Parties

6. September 29: Terrorism, Human Rights and the Breakdown of the Peruvian State

The Peru Reader , pp. 319-406 Cynthia McClintock and Fabian Vallas, The United States and Peru, pp 131-156

Orin Starn, “Maoism in the Andes: The Communist Party of Peru- Shining Path and the Refusal of History”, Journal of Latin American Studies, Vol.27, no.2 David Scott Palmer,” Rebellion in Rural Peru: The Origins and Evolution of Sendero Luminoso”, Comparative Politics, Vol. 18, No.2 Orin Starn, “To Revolt against the Revolution: War and Resistance in Peru’s Andes”, Cultural Anthropology, Vol. 10, Nov, 4 Philip Mauceri,” Military Politics and Counter-Insurgency in Peru”, Journal of Interamerican Studies and World Affairs, Vol,.33, No 4 Eduardo Gonzalez –Cueva, “ Conscription and Violence in Peru”, Latin American Perspectives, Vol. 27, No.3

Presentations on Sendero Luminoso, the MRTA and Human Rights

7. October 6: Mid Term Exam

View: The Fall of Fujimori

8. October 13: The War on Drugs

The Peru Reader, pp. 407-440 Cynthia McClintock and Fabian Vallas, The United States and Peru . pp. 111-130

Isaias Rojas, “Peru: Drug Control Policy, Human Rights and Democracy” in Coletta Youngers and Eileen Rosin, Drugs and Democracy in Latin America, pp.185-230 David Scott Palmer, “Peru, the Drug Business and Shining Path: Between Scylla and Charybdis?” Journal of Interamerican Studies and World Affairs, Vol. 34, No.3

Presentation on Drug Interdiction and Eradication

9. October 20: Peruvian Populism: Toledo and Garcia

Peru Reader pp. 353-407 McClintock, The United States and Peru, pp. 131-156

Robert R. Barr, “The Persistence of Neopopulism in Peru: From Fujimori to Toledo,” Third World Quarterly, Vol. 24, No.6 Kenneth M. Roberts, “Economic Crisis and the Demise of the Legal Left in Peru”, Comparative Politcs, Vol.29, No. 1

10. October 27: Overview of the Peruvian Economy – The Challenges of Development

Cynthia McClintock and Fabian Vallas, The United States and Peru, pp.91-110 De Soto, The Other Path, especially Chapters 1 and 5-8

Moises Arce, The sustainability of Economic Reform in a most Likely Case: Peru Michel Chossudovsky, “Under the Tutelage of IMF: The Case of Peru” Economic Weekly, Vol.27, No. 7 John Sheahan, “Effects of Liberalization Programs on Poverty and Inequality: Chile, Mexico and Peru”. Latin American Research Review, Vol.32, No 3

Presentation on the Informal Economy

11. November 3: Peruvian Culture Through the Lens of Film

Guest speaker: Professor Jeff Middents, College of Arts and Sciences

12. November 10: Modern Peruvian Culture: The Vision of Mario Vargas Llosa

Guest Speaker: Professor Robert Albro, SIS/IC

Vargas Llosa, Death in the Andes

13 November 17: US Foreign Policy and Peru

Cynthia McClintock and Fabian Vallas, The United States and Peru, pp. 1-90 and 157-169

Colleta Youngers, “The Collateral Damage of the U.S. War on Drugs: Conclusions and Recommendations”, in Drugs and Democracy in Latin America: the Impact of U.S. Policy, pp339-365

14. December 1: Summing Up: The Peruvian Experience and Latin America.

15. December 13: Final Examination