Redalyc.Latin American Culture and the Challenge of Globalization
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Twentieth-Century Latin American Literary Studies and Cultural Autonomy
Studies in 20th Century Literature Volume 19 Issue 2 Article 5 6-1-1995 Twentieth-Century Latin American Literary Studies and Cultural Autonomy Naomi Lindstrom University of Texas at Austin Follow this and additional works at: https://newprairiepress.org/sttcl Part of the Latin American Literature Commons, and the Modern Literature Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Lindstrom, Naomi (1995) "Twentieth-Century Latin American Literary Studies and Cultural Autonomy," Studies in 20th Century Literature: Vol. 19: Iss. 2, Article 5. https://doi.org/10.4148/2334-4415.1371 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Studies in 20th Century Literature by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Twentieth-Century Latin American Literary Studies and Cultural Autonomy Abstract Since the 1920s, when scholars first began ot specialize in Latin American writing, the subject of Latin American literary studies has grown from a small subset of Spanish and Portuguese literary research and teaching to become the largest field within Hispanism and a significant esencepr in comparative literature. The expansion of their place in the academic world has often prompted students of Latin American literature to wonder whether, in being swept into the mainstream, their field has not left out of account the historical situations of Latin American nations. These reflections lead critics back ot a problem that has troubled Latin American thinkers since Independence: the achievement, or erosion, of cultural autonomy. -
Who Is Afro-Latin@? Examining the Social Construction of Race and Négritude in Latin America and the Caribbean
Social Education 81(1), pp 37–42 ©2017 National Council for the Social Studies Teaching and Learning African American History Who is Afro-Latin@? Examining the Social Construction of Race and Négritude in Latin America and the Caribbean Christopher L. Busey and Bárbara C. Cruz By the 1930s the négritude ideological movement, which fostered a pride and conscious- The rejection of négritude is not a ness of African heritage, gained prominence and acceptance among black intellectuals phenomenon unique to the Dominican in Europe, Africa, and the Americas. While embraced by many, some of African Republic, as many Latin American coun- descent rejected the philosophy, despite evident historical and cultural markers. Such tries and their respective social and polit- was the case of Rafael Trujillo, who had assumed power in the Dominican Republic ical institutions grapple with issues of in 1930. Trujillo, a dark-skinned Dominican whose grandmother was Haitian, used race and racism.5 For example, in Mexico, light-colored pancake make-up to appear whiter. He literally had his family history African descended Mexicans are socially rewritten and “whitewashed,” once he took power of the island nation. Beyond efforts isolated and negatively depicted in main- to alter his personal appearance and recast his own history, Trujillo also took extreme stream media, while socio-politically, for measures to erase blackness in Dominican society during his 31 years of dictatorial the first time in the country’s history the rule. On a national level, Trujillo promoted -
Afro-Descendants, Discrimination and Economic Exclusion in Latin America by Margarita Sanchez and Maurice Bryan, with MRG Partners
macro study Afro-descendants, Discrimination and Economic Exclusion in Latin America By Margarita Sanchez and Maurice Bryan, with MRG partners Executive summary Also, Afro-descendants do not have a significant voice in the This macro study addresses the economic exclusion of people planning, design or implementation of the policies and activi- of African descent (Afro-descendants) in Latin America. It ties that directly affect their lives and regions. This is an aims to examine how and why race and ethnicity contribute to important omission; while Afro-descendant populations may the disproportionately high levels of poverty and economic dis- be materially poor, they have a rich cultural heritage and access crimination in most Afro-descendant communities, and how to key natural resources. Development strategies need to recog- to promote change. nize the historical, social and cultural complexity of There are clear links between Afro-descendant communi- Afro-descendants’ poverty and consult them on the most cul- ties and poverty, however there is a need for disaggregated data turally appropriate means of achieving positive change. to provide a more precise picture, and to enable better plan- The views of Afro-descendants are central to much of the ning and financing of development programmes for this highly information used in this study, which uses a rights-based marginalized group. approach. The study explains some of the causes and conse- A prime cause for the lack of quantitative material, is that quences of Afro-descendants’ exclusion, and offers donors and governments have only recently begun to acknowl- recommendations for a more inclusive minority rights-based edge Afro-descendant populations’ existence. -
Latin@ Identity Politics in Higher Education: Unveiling Representations of Whiteness in Latin@ Culture Michael Benitez Jr
Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2015 Latin@ identity politics in higher education: unveiling representations of whiteness in Latin@ culture Michael Benitez Jr. Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Chicana/o Studies Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, and the Latina/o Studies Commons Recommended Citation Benitez, Michael Jr., "Latin@ identity politics in higher education: unveiling representations of whiteness in Latin@ culture" (2015). Graduate Theses and Dissertations. 14775. https://lib.dr.iastate.edu/etd/14775 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Latin@ identity politics in higher education: Unveiling representations of whiteness in Latin@ culture by Michael Benitez Jr. A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education (Educational Leadership) Program of Study Committee: Natasha Croom, Chair Brian D. Behnken Connie P. Hargrave Laura I. Rendón Manali J. Sheth Iowa State University Ames, Iowa 2015 Copyright © Michael Benitez Jr., 2015. All rights reserved. ii DEDICATION I dedicate this dissertation to my family for their ongoing support and love throughout the seven years it has taken me to complete this project. They have truly been there for me every step of the way. -
Spanish (SPAN) 1
Spanish (SPAN) 1 SPAN 307. Spanish Conversation and Film. 3 Hours. SPANISH (SPAN) Semester courses; 3 lecture hours. 3, 3 credits. Prerequisite: SPAN 202, SPAN 205 or SPAN 300. Designed to develop the student's conversational SPAN 101. Beginning Spanish I. 3 Hours. skills, oral comprehension ability and knowledge of contemporary culture Semester course; 3 lecture hours. 3 credits. Enrollment requires any through discussion of selected Spanish and Latin American films. student with previous exposure to Spanish to take the placement test to Emphasis is also placed on vocabulary development and writing practice. determine eligibility. For students with no prior knowledge of Spanish. SPAN 311. Spanish Through the Media. 3 Hours. Beginning grammar, reading, writing and oral skills. Semester course; 3 lecture hours. 3 credits. Prerequisite: SPAN 202, SPAN 102. Beginning Spanish II. 3 Hours. SPAN 205 or SPAN 300. Further development of listening, reading, writing, Semester course; 3 lecture hours. 3 credits. Prerequisite: SPAN 101 or speaking and cultural skills through a focus on mass media in Latin a satisfactory score on the VCU Language Placement Test within the America and Spain. Spanish language and current events will be taught one-year period immediately preceding the beginning of the course. through direct contact with newspapers, journals, television and radio Continuation of beginning grammar, reading, writing and oral skills. programming, and online media. Students will view programs outside of SPAN 201. Intermediate Spanish I. 3 Hours. class, participate actively in class discussions, create presentations and Semester course; 3 lecture hours. 3 credits. Prerequisite: SPAN 102 or conduct research. a satisfactory score on the VCU Language Placement Test within the SPAN 320. -
Leadership in Latin America 1
Leadership in Latin America 1 Leadership in Latin America: Insights into Complexities across Societies Track: Culture, Social, and Ethical Issues Keywords: Cross-cultural Leadership, Management in Latin America, Global Management Leadership in Latin America 2 Leadership in Latin America: Insights into Complexities across Societies Abstract Although many cross-cultural leadership studies have been conducted in the past decade, relatively little attention has been paid to leadership in Latin America. Perceptions concerning the characteristics of outstanding leaders in Latin America and differences in leadership preferences across countries in the region present important issues that have yet to be investigated in the leadership literature. This paper presents a detailed analysis of the leadership findings from the seminal GLOBE Project for this region, plus the addition of the country Peru. Implications for future research and practice are also discussed. The East versus West philosophical discussion has captivated academic and practitioner interests across disciplines from political science to management to anthropology (Chhokar, Brodbeck & House, 2007). In recent research, more attention has been given to the discussion of leadership differences across cultures and their implications for business leaders (House, Hanges, Javidan, Dorfman, & Gupta, 2004). Although hundreds of leadership studies have been conducted, very few studies have addressed leadership in Latin America. The leadership literature is overwhelmingly dominated by North American conceptualizations and assessments of leadership, and even the literature on cultural differences in leadership focuses primarily on developed countries (Lenartowicz and Johnson, 2002). Even so, Latin American history and contemporary Latin American societies are filled with examples of leaders who exemplify a style reflective of broad Latin American values and practices, which differ from that elsewhere in the world. -
Latin American Culture and Spanish Language in Mendoza, Argentina
Latin American Culture and Spanish Language in Mendoza, Argentina May 27 - June 14, 2019 This study abroad program is coordinated by the Northern Illinois University Study Abroad Office (SAO), in cooperation with the NIU College of Liberal Arts and Sciences, and the Department of World Languages and Cultures. NIU students will be studying at the Centro de Español como Lengua Extranjera (CELE) at the Universidad Nacional de Cuyo in Mendoza, Argentina. CELE already assists several U.S. universities with study abroad program (such as University of California-Davis, University of Hawaii and Baylor University). Through two very successful Fulbright exchanges, the Department of World Languages and Cultures at NIU has strong ties to the Universidad Nacional de Cuyo. One of our Fulbright Exchanges was with Ms. Amparo Argerich who is the director of the CELE office that coordinates study abroad programs with U.S. universities. One of the long-term goals of the Department of World Languages and Cultures was to establish a successful study abroad program to take advantage of the excellent relationships we developed with the faculty at the Universidad Nacional de Cuyo. The Universidad Nacional de Cuyo is also an excellent choice because it is one of the most respected public universities outside of Buenos Aires. In many ways, it is comparable to NIU: it has a very strong regional presence, drawing many students from the area, but it also has a healthy mix of foreign students from outside of Argentina. PROGRAM DATES: The program will officially begin on Monday, May 27, 2019 in Mendoza, Argentina, and will end on Friday, June 14, 2019. -
The Social Contract in Latin America and the Caribbean: Situation and Policy Challenges
Chapter 1 The social contract in Latin America and the Caribbean: Situation and policy challenges This chapter illustrates the weakening of the social contract in the region, and aims to better understand its intricacies and the policy challenges and areas that are crucial for its strengthening. First, it presents evidence that suggests the growing disconnection between citizens and public institutions in Latin America and the Caribbean (LAC), which in turn is a sign of a weaker contract. This section argues that two factors could explain this growing disconnection: the rising aspirations of a middle class that has significantly expanded in the last decade, and the difficulties of public institutions to respond to new socio-economic challenges and guarantee greater well-being. The strength of the social contract is also assessed by exploring tax morale – i.e. the willingness to pay taxes – in the region. Second, it looks at how well-being has diminished recently in LAC, and suggests the need to rethink institutions to provide better opportunities and public goods and services and respond to citizens’ evolving demands, thus improving their well-being. LATIN AMERICAN ECONOMIC OUTLOOK 2018: RETHINKING INSTITUTIONS FOR DEVELOPMENT © OECD/UNITED NATIONS/CAF 2018 43 1. ThE soCIAL ConTRACT in LATin AmERICA AND THE CARibbEAN: SITUATion AND POLICY CHALLENGES The social contract in Latin America and the Caribbean: situation and policy challenges Latin America and the Caribbean witness a growing disconnection between citizens and the state Lower -
The European Union and Latin America and the Caribbean Convergent and Sustainable Strategies in the Current Global Environment
The European Union and Latin America and the Caribbean Convergent and sustainable strategies in the current global environment FOR SUSTAINABLE DEVELOPMENT WITH EQUALITY Thank you for your interest in this ECLAC publication ECLAC Publications Please register if you would like to receive information on our editorial products and activities. When you register, you may specify your particular areas of interest and you will gain access to our products in other formats. www.cepal.org/en/suscripciones Alicia Bárcena Executive Secretary Mario Cimoli Deputy Executive Secretary Raúl García-Buchaca Deputy Executive Secretary for Management and Programme Analysis Ricardo Pérez Chief, Publications and Web Services Division This document was prepared by the Economic Commission for Latin America and the Caribbean (ECLAC) for the Meeting of Foreign Ministers of the Community of Latin American and Caribbean States (CELAC) and the European Union, held in Brussels on 16 and 17 July 2018. Álvaro Calderón and Sebastián Rovira of the Division of Production, Productivity and Management of ECLAC were responsible for the overall coordination of the document. The following staff members contributed to its preparation: Leandro Cabello, Mathilde Closset, Marco Dini, Valeria Jordán, Jorge Patiño, Wilson Peres, Cecilia Plottier, Laura Poveda, Nunzia Saporito and Giovanni Stumpo of the Division of Production, Productivity and Management; Daniel Titelman, Jürgen Weller and Cecilia Vera of the Economic Development Division; Sebastián Herreros and Javier Meneses of the Division of International Trade and Integration; Simone Cecchini, Beatriz Morales and Daniela Trucco of the Social Development Division; Eduardo Alatorre, David Barrio Lamarche and Carlos de Miguel of the Sustainable Development and Human Settlements Division; and Jeannette Sánchez of the Natural Resources and Infrastructure Division. -
Latin American and Comparative Literature
CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 4 (2002) Issue 2 Article 7 Latin American and Comparative Literature Roberto González Echevarría Yale University Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the Comparative Literature Commons, and the Critical and Cultural Studies Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation González Echevarría, Roberto. "Latin American and Comparative Literature." CLCWeb: Comparative Literature and Culture 4.2 (2002): <https://doi.org/10.7771/1481-4374.1154> This text has been double-blind peer reviewed by 2+1 experts in the field. The above text, published by Purdue University Press ©Purdue University, has been downloaded 2404 times as of 11/ 07/19. -
Understanding and Managing Latin American Culture
Understanding and Managing Latin American Culture P. Roberto Garcia, Ph.D. Distinguished Clinical Professor of International Business Director, Center for International Business Education and Research March 27, 2015 Doing Business in Latin America Information about me • Background: – Family roots are in Northern Mexico - Family moved to USA since 1950’s – Travel back often for business and pleasure • Degrees: – BA, Psychology & Spanish – MBA & Ph.D., International Business • Teaching: All International business, all levels – Undergraduates, 4 MBA Courses, Kelley Direct, and Exec. Ed. – MBA program 40% of students are international – SCGM Academy 50% international (from 2001-2010) – Germans at IU, KD-Global, KD-Thailand, Germans in Germany, Croats in Croatia • Recent Work Trips: – Mexico, Belgium, England, Chile, China , Italy, Germany, Thailand, Peru, Brazil, Japan, India, Australia, Croatia, Turkey • Consulting/Teaching/Research: – Ford, GM, VW, Nissan, Chrysler, Alcoa, U.S. Dept. of Justice, Philips, Kimball Electronics, Ingersoll Rand, Manitowoc, Cummins, Lilly, etc. Agenda • Common Cultural Difference Examples • How Culture Works • The Cultural Dimensions Approach • A Focus on Latin America • Tips for Successful Relations with Latin Americans • Fostering a Global Leadership Perspective • The Platinum Rule Mistaken assumptions about Latin America • “There will be many who speak English.” • “Latin Americans working in U.S. are pretty much the same as those who stay at home” • “Latin American’s are generally appreciative of their relationship with the U.S.” • “They are eager to adopt U.S. ways of doing things.” Common Cultural Differences between USA and LA 1. A team project deadline is set. A local member of the team has an important task. When asked if his/her part can be completed on time, the person says “Yes” when they actually knew there was no way it could be done on time. -
Culture and Arts in Post Revolutionary Nicaragua: the Chamorro Years (1990-1996)
Culture and Arts in Post Revolutionary Nicaragua: The Chamorro Years (1990-1996) A thesis presented to the faculty of the Center for International Studies of Ohio University In partial fulfillment of the requirements for the degree Master of Arts Tatiana Argüello Vargas August 2010 © 2010 Tatiana Argüello Vargas. All Rights Reserved. 2 This thesis titled Culture and Arts in Post Revolutionary Nicaragua: The Chamorro Years (1990-1996) by TATIANA ARGÜELLO VARGAS has been approved for the Center for International Studies by Patrick Barr-Melej Associate Professor of History José A. Delgado Director, Latin American Studies Daniel Weiner Executive Director, Center for International Studies 3 ABSTRACT ARGÜELLO VARGAS, TATIANA, M.A., August 2010, Latin American Studies Culture and Arts in Post Revolutionary Nicaragua: The Chamorro Years (1990-1996) (100 pp.) Director of Thesis: Patrick Barr-Melej This thesis explores the role of culture in post-revolutionary Nicaragua during the administration of Violeta Barrios de Chamorro (1990-1996). In particular, this research analyzes the negotiation and redefinition of culture between Nicaragua’s revolutionary past and its neoliberal present. In order to expose what aspects of the cultural project survived and what new manifestations appear, this thesis examines the followings elements: 1) the cultural policy and institutional apparatus created by the government of President Chamorro; 2) the effects and consequences that this cultural policy produced in the country through the battle between revolutionary and post-revolutionary cultural symbols in Managua as a urban space; and 3), the role and evolution of Managua’s mayor and future president Arnoldo Alemán as an important actor redefining culture in the 1990s.