PS/LAS 245 1/18/17 Latin American Politics

Neill 214, Tuesdays & Thursdays 9:40-11:10, Spring 2017

Instructor: Paul Dosh Preceptor: Georgia Gempler ​ ​ Email: [email protected] Email: [email protected] Cell: 651-641-0416 Office hours: Tuesday 8-9 pm, Sunday 1-2 pm Office: Carnegie 203H Office hours location: CC 2nd floor Paul Dosh’s Office Hours GoogleDoc Course Resources Page

COURSE OVERVIEW Study Cycles 2 Expectations 3 Readings 3 The MAX Center 4 Students with Special Needs 4 Students in Crisis 4

ASSIGNMENTS General Notes on Assignments 5 Summary of Assignments and Due Dates 5 Links to Assignment Descriptions 5

SYLLABUS Study Cycle I: 6 Study Cycle II: 7 Study Cycle III: Guatemala 9 Study Cycle IV: 11 Study Cycle V: 13

QUALITATIVE SYSTEM OF ASSESSMENT ← TIP: Wondering how an ungraded course works? ​ ​ This is the link for you.

COURSE OVERVIEW

¡Bienvenidos! Welcome to Latin American Politics! The year 2017: what a time to be studying Latin American politics. During the 2000s, many Latin American countries elected leftist presidents in a trend that became known as the Pink Tide. Some of these countries—, Venezuela, —continue to be governed from the Left, however Brazil and Argentina have taken a sharp Right turn, and in 2012 in Mexico, voters returned control to the PRI—the party that for seven decades had controlled Mexico through an authoritarian regime. Through the region, we encounter vital stories of political struggle for land, justice, and survival.

Political changes in Latin America affect us, often in ways we do not easily notice. Each of us is interested in learning more about these changes for different reasons. Some of us want to be more informed about how the world works; some of us want to learn about a new country or

1 region; others are planning careers related to Latin America that will directly affect and be affected by the issues engaged in this course.

These diverse motivations, combined with our varied experiences, makes for a promising group for learning about political movements and regional and economic trends connected to these political changes. Learning about the region’s political institutions and history enables us to grapple with how our lives as consumers, voters, tourists, investors, and active citizens in Minnesota are interconnected with the ebb and flow of politics in Latin America.

Skills. Our course provides opportunities to develop skills including writing (three major papers ​ ​ ​ and several minor writing assignments), oral communication (lecturing, oral summaries of ​ ​ readings, speaking roles in simulations), facilitation (leading small group discussion, ​ ​ co-designing a simulation), and visual communication (timelines, charts, figures, tables, ​ ​ slides).

Portfolio. You will revise and assemble your best four pieces of writing into a final portfolio. ​ Typically, this means your two Analytic Papers, your Research Paper, and the written component of your Classroom Leadership work (e.g., the text of your class lecture, or a polished version of your comparative timeline). However, exceptional Single Point Papers also sometimes get published in portfolios. See the Assessment section for details on the Portfolio ​ ​ requirement.

This class asks a lot of you, but don’t be intimidated—high expectations don’t have to mean high pressure, because you will get a lot of support and flexibility from us and from your peers. We’re excited for our class and delighted that you’re here.

Study Cycles

Our course is divided into five Study Cycles. Each study cycle includes about five class days that explore a set of issues through a specific country case. Each cycle includes historical background, theoretic approaches to political change, and analysis of contemporary politics. A cycle typically begins with an Opening Reading day, continues with three days of Core Readings, and often concludes with a Simulation.

Opening Readings and Skills Workshops Each study cycle begins with an emotionally intense reading assignment that plunges us into the cycle and provokes excitement about the subject matter. Because we’re “jumping ahead,” you shouldn’t worry if there are concepts or references you don’t yet understand. The point of each Opening Reading is to capture your imagination. You should take fewer notes on Opening Readings than on regular texts. Instead, immerse yourself and let the pages turn. If you get bogged down, skim ahead and keep going.

Core Readings On the subsequent days of each study cycle, reading assignments typically include about three substantial articles per day, or several shorter articles. Guidance will be provided on which sections of readings are most important. We will analyze, discuss, and present these readings in a variety of formats involving student leadership.

Simulations

2 There are no reading assignments for the three simulation days. The first simulation focuses on Brazil and is written/directed by Georgia and student co-directors. The second simulation (Venezuela) is written/directed by Paul and student co-directors. The third simulation (Mexico) will be created/directed by a team of students. You will have a role to play in each simulation, but your level of responsibility will vary from being a central character who does a lot of speaking to playing a peripheral support role. Both the participants and the students that direct a simulation are evaluated.

On simulation days, class runs 20 minutes later than usual, ending at 11:30 am.

Expectations To get the most out of our diverse class, we will need to be respectful of the views others have to offer, and of the fact that each of us has something to teach the rest of the class. Everyone’s full engagement is needed.

We expect you to make this class a top priority. Especially these first couple weeks, we need you to leap into the readings with enthusiasm! When everyone does that, we will have set an ​ ​ excellent tone for the semester.

In addition to readings, every class period will require you to spend non-reading time preparing. Create a habit of setting aside non-reading time to prepare your ideas.

You can expect us to be tirelessly enthusiastic and to work hard for you. We will make time for you and will provide constructive and encouraging feedback.

We expect you to arrive on time and prepared to engage. You are entitled to a day or two where ​ ​ you are dead tired and need to be left alone—just let us know. But the norm is for you to arrive a few minutes early, ready to engage. If you will be late or absent, please email us at least ​ 30 minutes before class. ​

This course requires a lot from you, but you receive a lot as well, from Paul, Georgia, and your classmates—expect a lot from your peers. We are going to work hard this semester and we hope that the energy and enthusiasm we each contribute will make this class one of the best you take at Macalester.

Readings Readings are available via this GoogleDoc syllabus. Some links lead to online articles. Other links will download PDFs from Moodle (you will be prompted to login to Moodle if you are not already logged in).

There are also three texts at the bookstore and on 2-hour reserve at the library:

•Vanden, Harry, and Gary Prevost (eds.). 2015. Politics of Latin America: The Power Game, ​ ​ 5th edition. New York: Oxford. •Timerman, Jacobo. 2002. Prisoner without a Name, Cell without a Number. Madison: ​ ​ University of Wisconsin Press. Older/out-of-print editions are fine. •da Silva, Benedita. 1997. Benedita da Silva: An Afro-Brazilian Woman’s Story of Politics and ​ Love. Food First. ​

3

The MAX Center The Macalester Academic Excellence (MAX) Center, located in Kagin Commons, has peer tutors available for assisting students in all stages of their writing. Hours are 9:00 am– 4:30 pm Mon-Fri and 7-10 pm Sun-Thur. Becky Graham and Jake Mohan also provide writing assistance to students during the daytime hours, Mon-Fri. You may drop in for help or call x6121 (day) or x6193 (evening) to schedule an appointment.

Students with Special Needs We are committed to providing assistance to help you be successful in this course. Students seeking accommodations based on disabilities should meet with Lisa Landreman, Associate Dean of Students. Call x6220 for an appointment. Students are encouraged to address any special needs or accommodations with Paul as soon as you become aware of your needs. More info here. ​ ​

Students Experiencing Challenge or Crisis Macalester College is fortunate to have a full complement of professionally trained staff to support students that are experiencing a challenge or crisis in their lives. When a personal challenge or crisis occurs, it often has an academic impact and may require flexibility around course responsibilities. In such situations, also talking to a trusted professor can be helpful. It can be difficult to approach a faculty member about personal issues, but if Paul can be of help, please don't hesitate to come and talk.

4 ASSIGNMENTS

General Notes on Assignments

Clearly identify your work: On each paper, note your name, date, assignment (e.g., “Analytic ​ Paper #2”), and draft (“2nd draft”).

Format and Required Citation Style: Submit work in hard copy and use the APSA style guide ​ ​ ​ ​ for formatting citations and bibliographies.

Language options for written assignments: English, Spanish, or Portuguese ​

Courses Resources Web Page: Access sample work here. ​ ​ ​

On-Time Work Policy: Setting and meeting deadlines is an important professional skill. The ​ syllabus provides “default” deadlines for assignments. We expect you to either meet these deadlines or set alternate deadlines in advance. College is an important time to develop a reputation as someone who gets things done and gets things done on time. If you cannot meet a deadline, it is your responsibility to communicate with us about when you will complete your ​ ​ work.

Summary of Assignments (tip: click on links for assignment descriptions) ​ ​ Due Date Assignment done in class Freewrite #1 no later than Feb 7 Single Point Paper #1 Feb 9 Freewrite #2 no later than Feb 21 Single Point Paper #2 Feb 27 Analytic Paper #1 (Argentina/Brazil) ​ ​ Feb 28 Freewrite #3 March 20 or April 7 Analytic Paper #2 (Guatemala or Venezuela) ​ ​ ​ ​ March 21 Research Paper Topic no later than March 30 Single Point Paper #3 April 16 (via email) Research Paper Rough Draft April 26 (via email) Research Paper April 27 Presentation of Creative Work May 5 Final Portfolio Feb 23, April 4, April 20 Simulation Participation (x3) ongoing Class Engagement varies Classroom Leadership Roles ← TIP: See list of options ​ ​ -option #1: Simulation Co-Director ​ ​ -option #2: Partisan Narrative ​ ​ -option #3: 9:59 Lecture ​ ​ -option #4: Comparative Timeline ​

5 SYLLABUS

—Thursday, January 19— Course Introduction •Timerman, Jacobo. 2002. Prisoner without a Name, Cell without a Number. Madison: ​ ​ University of Wisconsin Press (please read Chapter 1 before class). ​ ​ ​ ​ ​ ​ •Dershowitz, Alan (interview by Mike Wallace). 2002. “Torture? Using Torture as a Means to ​ ​ ​ Get Terrorists and Other Criminals to Talk.” 60 Minutes, CBS News Transcripts ​ (September 22). (we’ll take time to read this in class) ​ ​

STUDY CYCLE I Authoritarianism, Neoliberalism, and Social Movements: Argentina

In 2017, it is hard to believe that Buenos Aires once rivaled New York City for the title of “Capital of the Western Hemisphere.” A century of failed and aborted economic policies and an interminable series of military coups and periods of dictatorships left the Southern Cone powerhouse a debilitated shadow of its former glory. Following the repression of the so-called “Dirty War” (1976-83), Argentina seemed to be climbing back to political and economic respectability, but the gains of President Carlos Menem (1989-99) proved fleeting, and 2001 saw middle-class Argentines bankrupted and waves of new social movements mobilizing in the streets. Under President Cristina Fernández de Kirchner, Argentina helped lead the Pink Tide through nationalizing part of the oil sector and breaking with the IMF (though she later reconciled with the IMF). Yet in 2015, voters installed the conservative Mauricio Macri as president—the latest abrupt ideological swing in over a century of volatile politics.

—Tuesday, January 24— Opening Reading #1: Torture and Argentina’s “Dirty War” ← TIP: Click on session titles to ​ ​ ​ access prep notes; it’s key you do this in advance of each class as there are often tasks assigned to individual students. In-class activity: Freewrite #1 ​ •Vanden & Prevost, pp. 352-354 (“Military Regime and State Terror” in Argentina). ← TIP: ​ ​ There’s no link here; this book is available in the bookstore •Timerman, Jacobo. 2002. Prisoner without a Name, Cell without a Number. Madison: ​ ​ University of Wisconsin Press (read entire book).

Optional •Hellmich, Mary. 2013. "Anti-Semitism during the Military Dictatorship in Argentina: A Perfect ​ Storm of Socioeconomic and Political Apparatuses." Research paper for Latin American ​ Politics, Macalester College. ← TIP: This link downloads a PDF from Moodle; if you’re not yet ​ ​ ​ enrolled in the course, the link won’t work for you.

—Thursday, January 26— Core Readings: Overview of Latin American Politics •Galeano, Eduardo. 1973. Open Veins of Latin America: Five Centuries of the Pillage of a ​ Continent. New York: Monthly Review (pp. 11-18). ​ or read in Spanish: Galeano, Eduardo. 1971. Las venas abiertas de América Latina. ​ ​ ​ Mexico City: Siglo XXI (pp. 15-23). •Vanden, Harry, and Gary Prevost (eds.). 2015. Politics of Latin America: The Power Game, ​ ​ 5th edition. New York: Oxford. “An Introduction to 21st Century Latin America,” (Ch. 1).

6 Skim pp. 1-12; read pp. 12-16. •Vanden & Prevost, “Democracy and Dictators” (Ch. 3). Skim pp. 42-54. Read pp. 54-73. Glance over Timeline on pp. 74-80. •Vanden & Prevost, “Political Economy of Latin America” (Ch. 7). Skim pp. 154-161; read pp. 157-186.

—Tuesday, January 31— Core Readings: Perón and Peronism ← TIP: This and subsequent class session titles aren’t yet ​ ​ ​ hyperlinked to prep notes. These Class Prep links will usually go live the Friday beforehand, so check back later. •Vanden & Prevost, pp. 191-195, 201-205, 213-215, 224-243 (key concepts: personalism, caudillo, corporatism, clientelism, middle sectors, organized labor, populist parties, reform parties, left reform parties, revolutionary parties). •Vacs, Aldo, “Argentina,” in Vanden & Prevost (read “Chronology” (pp. 376-377), skim pp. 343-348, read pp. 348-363, “Peronist Party” (pp. 366-368), “The Military” (pp. 368-369), “Organized Labor” (pp. 371-373), and “Women’s Roles” (pp. 374-375). •Levitsky, Steven. 2003. “From Labor Politics to Machine Politics: The Transformation of ​ Party-Union Linkages in Argentine Peronism, 1983-1999.” Latin American Research ​ ​ Review, Vol. 38, No. 3 (October): 3-36. ​

—Thursday, February 2— Core Readings: Battles Over Neoliberalism in Argentina Film excerpt: “The Take,” by Avi Lewis and Naomi Klein (15 min) ​ •Levitsky, Steven. 2000. “The Normalization of Argentine Politics.” Journal of Democracy, Vol. ​ ​ ​ ​ 11, No. 2, pp. 56-69. •Hirtz, Natalia, and Marta Giacone. 2013. “The Recovered Companies Workers’ Struggle in ​ Argentina: Between Autonomy and New Forms of Control.” Latin American Perspectives, ​ ​ ​ Vol. 40, No. 4 (July): 88-100.

—Tuesday, February 7— Core Readings: Social Movements Push Left but Argentina Turns Right *REMINDER: Last opportunity to turn in SPP #1* ​ ​ Skills Workshop: Argumentation Film excerpt: “Argentina: The Pots and Pans Revolution” ​ •Vanden & Prevost, “Argentine Manifestation,” pp. 274-275. •Benclowicz, José Daniel. 2011. “Continuities, Scope, and Limitations of the Argentine ​ Piquetero Movement: The Cases of Tartagal and Mosconi.” Latin American Perspectives, ​ ​ ​ ​ Vol. 38, No. 1 (January): 74-87. •Casullo, María Esperanza. 2016. “Argentina Turns Right, Again.” NACLA Report on the ​ ​ ​ Americas, Vol. 48, No. 4 (Winter): 361-366. ​ •Green Left Weekly. 2016. “Argentine Left Alliance Holds Mass Rally in Show of Strength” ​ ​ (November 25).

Optional •Uki Goñi, Uki. 2016. "Argentina's Last Military Dictator Jailed for Role in International Death ​ Squad." The Guardian (May 27). ​ ​ ​ •Trigona, Marie. 2014. “Argentina: New Movements Show Another World is Possible.” Until the ​ ​ ​ 7 Rulers Obey: Voices from Latin American Social Movements, eds. Clifton Ross. ​ Oakland: PM Press (pp. 381-407).

STUDY CYCLE II Democratic Transition, Labor, and Race: Brazil

Brazil endured the longest period of “bureaucratic-authoritarian” rule in South America—21 years, from 1964 to 1985—yet looks remarkably democratic in 2015. Two decades of free and fair elections at the national, state, and local levels have made Brazil the envy of many with respect to its democratic institutions, yet the nation remains the most economically unequal and racially stratified in the region. After multiple failed bids for the presidency, “Lula” da Silva finally won in 2002, served two terms, and was succeeded by his Workers’ Party (PT) protégé , but despite—or because of?—hosting the 2014 World Cup and the 2016 Olympics, President Rousseff’s approval rating sank to 15%, culminating in her August 2016 impeachment, orchestrated by the conservative opposition. What lies in store for Brazil after this abrupt return to the right?

—Thursday, February 9— Opening Reading #2: Benedita da Silva, Brazil’s First Black Woman Senator *DUE: Freewrite #2* ​ ​ Film excerpts (5 min): “Favela Rising” documentary; Benedita da Silva 2010 Legislative ​ Election Campaign Ad; Federal Deputy da Silva debating on floor of Congress Small and Large Group Discussion Lecture: “Context of Benedita da Silva’s Political Rise: Decompression, Social ​ Segregation, and the Myth of Racial Democratization” “Lift Your Voice… and Lift Your Chin!” (Public Speaking Skills Workshop) ​ •da Silva, Benedita. 1997. Benedita da Silva: An Afro-Brazilian Woman’s Story of Politics and ​ Love. Food First (entire book). ​

—Tuesday, February 14— Core Readings: Race and Politics in Brazil Film excerpt: “Capital Sins” (1993) (7 minutes) ​ Comparative Analysis Activity •Feres Júnior, João, Verônica Toste Daflon, and Luiz Augusto Campos. 2011. “Lula’s ​ Approach to Affirmative Action and Race.” NACLA Report on the Americas, Vol. 44, No. ​ ​ ​ 2 (Mar/Apr): 34-37. •Chaffee, Wilber, “Brazil,” in Vanden & Prevost. Read pp. 381-388 (political overview), 388-393 (Political Economy, Foreign Policy, Inequality), 393-394 (Afro-Brazilians, Women), 394-396 (Political System, President), and 402-405 (Brazil Today). Skim pp. 396-402 (Legislature, Courts, Parties, Interest Groups, Amazon). •Mitchell, Gladys. 2009. “Campaign Strategies of Afro-Brazilian Politicians: A Preliminary ​ Analysis.” Latin American Politics and Society, Vol. 51, No. 3 (Fall): 111-142. ​ ​ ​

—Thursday, February 16— Core Readings: The Landless Rural Workers Movement (MST)

8 9:59 Lecture: Consciousness-Raising in Brazil: The Settlements of the Brazilian Landless ​ ​ Workers Comparing Argentine and Brazilian Social Movements •Vanden & Prevost, “New Social Movements and New Politics: the MST,” pp. 277-280. •Ondetti, Gabriel. 2006. “Repression, Opportunity, and Protest: Explaining the Takeoff of Brazil’s ​ Landless Movement.” Latin American Politics & Society, Vol. 48, No. 2 (Summer): 61-90. ​ ​ ​ •Fox, Michael. 2014. “Brazil: Redefining Democracy in South America’s Largest Country.” Until ​ ​ ​ the Rulers Obey: Voices from Latin American Social Movements, eds. Clifton Ross. ​ Oakland: PM Press (pp. 245-271). •Weisbrot, Mark. 2016. “Brazil Clamps Down on Civil Rights, Doubles Down on Failed ​ Economics.” The Hill (December 22). ​ ​ ​ Optional •Ioris, Rafael. 2016. "Occupying High School in Brazil." NACLA.org (November 17). ​ ​ ​ ​

—Tuesday, February 21— Core Readings: Lula, Dilma, and the Workers Party (PT) *REMINDER: Last day to turn in SPP #2* ​ ​ Comparative Timeline: “Argentina and Brazil: A Century of Convergence and Divergence” ​ ​ Film Excerpt: “Lula’s Brazil: The Management of Hope” (2005) ​ •Bohn, Simone. 2011. “Social Policy and Vote in Brazil: Bolsa Família and the Shifts in Lula’s ​ Electoral Base.” Latin American Research Review, Vol. 46, No. 1: 54-79. ​ ​ ​ •Zucco, Cesar, and Timothy Power. 2013. “Bolsa Familia and the Shift in Lula’s Electoral Base, ​ 2002-2006: A Reply to Bohn.” Latin American Research Review, Vol. 48, No. 2: 3-24. ​ ​ ​ •Menicucci, Eleonora. 2016. "The Coup is Patriarchal, Sexist, Capitalist and Mediatic." Brasil ​ ​ ​ Wire (September 27). ​ •Cannon, Barry. 2016. “Inside the Mind of Latin America’s New Right.” NACLA Report on the ​ ​ ​ Americas, Vol. 48, No. 4 (Winter): 328-333. ​ •Cowan, Benjamin. 2016. “Holy Ghosts of Brazil’s Past.” NACLA Report on the Americas, Vol. ​ ​ ​ ​ 48, No. 4 (Winter): 346-352. •Pinheiro, Paulo. 2016. “Dilma Rousseff Might be Gone, but Brazil’s Political Crisis Certainly ​ Isn’t.” The Guardian (September 1). ​ ​ ​

—Thursday, February 23, 9:30-11:30 am, Weyerhaeuser Boardroom— ​ ​ Simulation #1 (directed by Georgia & 3 Students) ​ Topic: “Olympic Conflict in Brazil” ​ •Mier, Brian. 2016. “Rio’s Olympic Hangover.” NACLA Report on the Americas, Vol. 48, No. 4 ​ ​ ​ ​ (Winter): 311-314. •Zepeda, Francesca. 2014. “World Cup and Olympic Promises: Housing, Security, and a New ​ Shock Doctrine for Rio de Janeiro.” Paper presented at the North Central Council of Latin ​ Americanists, St. Olaf College (September 26-27).

—Monday, February 27, 3:00 pm— *DUE: Analytic Paper #1* ​ ​

9 STUDY CYCLE III Revolution, Terror, and a Questionable Peace: Guatemala

In 1959, the Cuban Revolution caught the eye of the world. In the decades that followed, Cuba inspired guerrilla movements across Latin America. Guided by Cold War thinking, the Reagan Administration sponsored a regime of state terror in Guatemala aimed at destroying leftist movements that drew inspiration from Fidel Castro. With the fall of the Berlin Wall, however, this bloody conflict gave way to a peace process in Guatemala tarnished by continued violence and amnesty for human rights offenders. Can terror give way to both peace and justice or do we have to choose?

—Sunday, February 26, 5-7 pm, Carnegie 304— ​ ​ Film Screening with Dinner •“Romero” (directed by John Duigan, 1989) (102 min). If you can’t attend, film is on reserve.

—Tuesday, February 28— Opening Reading #3: Rigoberta Menchú *DUE: Freewrite #3* ​ ​ Film: “When the Mountains Tremble” (1983) (10 min) ​ Film: “Rigoberta Menchú: Cassandra or Crusader” (1999) (7 min) ​ •Menchú, Rigoberta. 1984. I, Rigoberta Menchú: An Indian Woman in Guatemala (New York: ​ ​ Verso), pp. Xi-xxi, and 1-6, 102-116, and 141-149, 172-182. ​ ​ ​ ​ ​ ​ •Stoll, David. 2001. Excerpts from The Rigoberta Menchú Controversy, ed. Arturo Arias ​ ​ (Minneapolis: University of Minnesota), pp. 66-69, 118-120, and 392-409. ​ ​ ​ ​

—Thursday, March 2— ​ Core Readings: State Terror and the School of the Americas Partisan Narrative: General Efraín Ríos Montt ​ Film: “Killing in the Name of…—Economic Imperialism and the School of the Americas” ​ (produced and directed by Layne Mullett and Bahiyyih Comeau, 15 minutes) •Vanden & Prevost, “Struggling for Change: Guatemala” (pp. 266-268). •Jonas, Susanne, “Guatemala,” in Vanden & Prevost (Ch. 20). Skim pp. 539-542 (Intro thru Neocolonial History); read pp. 542-550 (Revolution of ​ ​ ​ 1944-54 thru Transition to Restricted Civilian Rule). Skim list of presidents/regimes on p. ​ ​ 558. See below for other pages that we’ll read from this chapter. •SOA Watch. 2011. “Map of U.S. Intervention in Latin America.” Click here for PDFs of the ​ ​ map in Spanish or English. ​ ​ ​ ​ •Nelson-Pallmeyer, Jack. 2001. School of Assassins: Guns, Greed, and Globalization. New ​ ​ York: Orbis, pp. vii-xix, 32-44 (Forward, Introduction, Preface, and Ch. 4). ​ ​ ​ ​ •Willis, G.E. 1997. “School of the Americas: Is the Controversial Training Center Past its ​ Prime?” Army Times (21 April): 12-14. ​ ​ ​

—Tuesday, March 7— Core Readings: Religion in Latin America and Guatemala’s Peace Process •Jonas, Susanne, “Guatemala,” in Vanden & Prevost (Ch. 20). Read pp. 550-557 (Social Crisis and Reemergence of Social Movements thru Guatemala’s Peace Process).

10 •Vanden & Prevost, “Religion in Latin America.” Read pp. 143-148 (“A New Political Role” and “Impact of Liberation Theology”) •Tran, Rebecca. 2011. “Guatemala’s Crippled Peace Process: A Look Back on the 1996 ​ Peace Accords.” Council on Hemispheric Affairs (COHA) (May 10). ​ •Azpuru, Dinorah. 2013. “The Gender Gap in Politics in Guatemala: 20 Years of Advances and ​ Setbacks.” AmericasBarometer Insights: 2013, No. 95 (pp. 1-8). Note: Also available in ​ ​ ​ ​ ​ Spanish. ​

—Thursday, March 9— Core Readings: Continuing Conflict in Guatemala Today 9:59 Lecture: “Jailing the President: General Otto Pérez Molina in the Barracks, in Office, ​ ​ and in Court” •Jonas, Susanne, “Guatemala,” in Vanden & Prevost (Ch. 20). Read pp. 557-565 (Postwar Guatemala, 1997-2013). •Afflitto, Frank, and Paul Jesilow. 2007. The Quiet Revolutionaries: Seeking Justice in ​ Guatemala. Austin: University of Texas Press (Ch. 5; pp. 100-128). ​ •O’Grady, Mary Anastasia. 2013. “The Left’s Cold War Revenge in Guatemala.” Wall Street ​ ​ ​ Journal (May 19). ​ •Mitchell, Robie, and Mark Cameron. 2015. “Oligarchy in Retreat: Guatemala’s Election.” ​ ​ COHA (October 8).

Optional •New York Times. 2013. “What Guilt Does the U.S. Bear in Guatemala?” Debate among Greg ​ ​ Grandin, J. Michael Waller, Anita Isaacs, and Irma Alicia Velasquez Nimat. New York ​ Times (May 19). ​

—Monday, March 20, 3:00 pm— ​ *DUE: Analytic Paper #2: Guatemala Option* ​ ​

—SPRING BREAK—

STUDY CYCLE IV Party System Collapse and Crisis: Venezuela

In 1998, after a half-century of two-party rule, Venezuelans rejected the establishment political parties and elected the failed coup leader and “neopopulist” Hugo Chávez. Over the next 15 years Chávez and his “Bolivarian Revolution” wrote a new constitution, implemented leftist economic policies, and acted as a voice for the poor in the halls of government. For years, Chavistas came to the president’s aid as his policies and his presidency were put to the test at the ballot box, through general strikes, and a 2002 coup that forced him from Venezuela for 48 hours. By the time of Chávez’s death in 2013, Venezuela is in economic ruin, but his protégé Nicolás Maduro has continued to carry the Chavista banner. Under Maduro, Venezuela’s crisis has become shocking in its severity, with widespread shortages of basic goods, yet the opposition has been unable to disrupt the enduring support of the incumbent regime.

11 —Tuesday, March 21— Opening Reading #3: An Interview with Hugo Chávez *DUE: Research Topic* ​ ​ Lecture: “Venezuela from Partyarchy to Hugo Chávez” Film excerpt: “Hugo Chávez” (Films for the Humanities and Sciences, 2006) ​ •Guevara, Aleida. 2005. Chávez, Venezuela and the New Latin America: An Interview with ​ Hugo Chávez. New York: Ocean Press (pp. 5-61). ​ •Wyss, Jim. 2013. “Isla Presidencial: Venezuelan Internet Spoof on Presidents Attracts Serious ​ Fans.” Miami Herald (March 4). ​ ​ ​ •“Isla Presidencial: El Volcán” (Episode 1, Season 2) (6 min). Note: Video is in Spanish, but ​ ​ ​ ​ even if you don’t understand Spanish, you can watch a minute or two to get a sense of the show. The first episode has English subtitles. ​ ​

Optional •Post from Glenn Beck’s The Blaze: Holt, Mytheos. 2013. “What Was Life Really Like Under ​ ​ ​ Hugo Chavez? We Show You the Brutally Honest Facts.” The Blaze (March 6). ​ ​ ​

—Thursday, March 23— Core Readings: “Partyarchy” and the Pact of Punto Fijo in Venezuela Film Excerpt: “Venezuela Bolivariana: People and Struggle of the 4th World War” (10 min.) ​ 9:59 Lecture: “I Am Not a Tyrant: Analyzing O’Donnell’s “Delegative Democracy” (by Student). ​ ​ •Hellinger, Daniel, “Venezuela,” in Vanden & Prevost (Ch. 17). •Motta, Sara. 2011. “Populism’s Achilles’ Heel: Popular Democracy beyond the Liberal State ​ and the Market Economy in Venezuela.” Latin American Perspectives, Vol. 38, No. 1 ​ ​ ​ (January): 28-46. •O’Donnell, Guillermo. 1994. “Delegative Democracy.” Journal of Democracy, Vol. 5, No. 1, ​ ​ ​ ​ pp. 55-69.

—Sunday, March 26, 5:00-7:00 pm— ​ ​ Dinner at the home of Paul Dosh & Andrea Galdames, 1622 Hague Ave. ​

—Tuesday, March 28— Core Readings: U.S. Policy and Chávez’s Venezuela Joint Partisan Narratives: Hugo Chávez and Elliot Abrams debate foreign policy (2 Students) ​ ​ •Coronil, Fernando. 2011. “Venezuela’s Wounded Bodies: Nation and Imagination During the ​ 2002 Coup.” NACLA Report on the Americas, Vol. 44, No. 1 (Jan/Feb): 33-39. ​ ​ ​ •Bigwood, Jeremy. 2010. “Full Disclosure: Buying Venezuela’s Press with U.S. Tax Dollars.” ​ ​ NACLA Report on the Americas, Vol. 43, No. 5 (Sept/Oct): 6-10. ​ •Bhatt, Keane. 2013. “The New York Times on Venezuela and : A Case of ​ ​ Journalistic Misconduct.” NACLA Report on the Americas Vol. 46, No. 1 (Spring): 67-69. ​ ​ ​ •Ellner, Steve. 2012. “The Distinguishing Features of Latin America’s New Left in Power: The ​ Chávez, Morales, and Correa Governments.” Latin American Perspectives, Vol. 39, No. ​ ​ ​ 1 (January): 96-114. We care most about Ellner’s model (described on pp. 96-101) and ​ how his comparative approach informs our understanding of the Venezuelan case.

12 —Thursday, March 30— Core Readings: The Opposition vs. Chavismo *REMINDER: Last opportunity to turn in SPP #3* ​ ​ 9:59 Lecture: “Domestic Opposition to the Maduro Administration” ​ ​ •Scully, Emma, and Daniel Tovar. 2015. “MUD’s Murky Future in Venezuelan Politics.” COHA ​ ​ ​ (August 13). •Lovato, Roberto. 2015. “The Making of Leopoldo López: A Closer Look at the Bona Fides of ​ the Rock Star of Venezuela’s Opposition.” Foreign Policy (July 27). ​ ​ ​ •Gill, Timothy. 2016. “Whither Venezuelan Bolivarianism?” NACLA Report on the Americas, ​ ​ ​ ​ Vol. 48, No. 4 (Winter): 367-371. •Casey, Nicholas. 2016. "Hungry Venezuelans Flee in Boats to Escape Economic Collapse." ​ ​ New York Times (November 25). ​ •Hernández, Carlos. 2016. "Middle Class and Hungry in Venezuela." New York Times (August ​ ​ ​ ​ 10).

—Tuesday, April 4, 9:30-11:30 am, Hall of Fame Room— ​ ​ Simulation #2: “Emergency Open Forum for the Venezuelan Presidency” (co-directed by ​ Paul and 3 students)

—Friday, April 7, 3:00 pm— *DUE: Analytic Paper #2: Venezuela Option* ​ ​

STUDY CYCLE V Indigenous Resistance, Immigration, and Globalization: Mexico

In 2000, after seven decades of one-party rule by the PRI, Mexicans elected their first democratic president, Vicente Fox. Fox’s party, the conservative National Action Party (PAN) held power for 12 years, but in 2012, the PRI surprised observers by winning back the presidency. Amid waves of extreme drug cartel violence, President Enrique Peña Nieto has struggled to build a strong administration and now must contend with Donald Trump’s threats to disrupt U.S.-Mexico policies on trade and immigration.

—Thursday, April 6— Opening Reading #5: Women’s Voices from Chiapas ​ ​ Film excerpt: “Masacre de Tlatelolco” (2010; directed by Alan Tomlinson) (5 min) ​ Film excerpt: “Zapatista,” featuring narration by Daryl Hannah and Mumia Abu-Jamal, and ​ music by Rage Against the Machine, Neil Young & Crazy Horse, Ozomatli, and Silvio Rodriguez (15 min). Skills Workshop: Theoretical Framework •Ortiz, Teresa. 2001. Never Again a World Without Us. Washington D.C.: EPICA, pp. 99-131, ​ ​ 147-159, 184-195. Note that the scanned pages are split into a first, a second, and a ​ ​ ​ ​ third PDF document, which don’t match up perfectly with the assigned pages). ​

—Friday, April 7, 3:00 pm— *Reminder: Analytic Paper #2: Venezuela Option due* ​ ​

13 —Tuesday, April 11— Core Readings: Seven Decades of PRI Domination 9:59 Lecture: “Fraud, Thugs, and Political Dinosaurs: The Decline of the PRI in Mexico” ​ ​ •Hamilton, Nora, “Mexico,” in Vanden & Prevost (Ch. 12). •Holzner, Claudio. 2007. “The Poverty of Democracy: Neoliberal Reforms and Political ​ Participation of the Poor in Mexico.” Latin American Politics and Society, Vol. 49, No. 2 ​ ​ ​ (Summer): 87-117.

—Thursday, April 13— ​ Core Readings: The Zapatistas Slide Show: “Zapa-Tour 2001” (photographs by James Lerager) ​ Film excerpt: “The Other Mexico: Sub-Commander Marcos Is Back” (by Francesca Nava, ​ 2008) Partisan Narrative: Subcomandante Marcos ​ Notes on Final Portfolio Assignment •Vanden & Prevost, “Contemporary Struggle of the Indigenous People: Mexico,” pp. 100-104. •Stahler-Sholk, Richard. 2007. “Resisting Neoliberal Homogenization: The Zapatista Autonomy ​ Movement.” Latin American Perspectives, Vol. 34, No. 2 (March): 48-63. ​ ​ ​ •Ballesteros, Luis. 2014. “Mexico: Movements Seek to Renew the Twentieth Century’s First ​ Revolution.” Until the Rulers Obey: Voices from Latin American Social Movements, eds. ​ ​ ​ Clifton Ross. Oakland: PM Press (pp. 3-29). Read “Women in Zapatista Movement” (pp. ​ 8-13) and “#YoSoy132” (pp. 26-29).

—Sunday, April 16— *REMINDER: Last day to turn in Complete Rough Draft* (email to Paul by 11:59 pm) ​ ​

—Tuesday, April 18— Core Readings: Felipe Calderón, Mexico’s Drug Crisis, and the Return of the PRI Film excerpt: “Mexico’s Drug Wars” (BBC, 2010) ​ 9:59 Lecture: “Ayotzinapa: State Terror at the Local Level?” ​ Partisan Narrative: Enrique Peña Nieto ​ •Devereaux, Ryan. 2015. “No Safety for Journalists in Mexico.” The Intercept (August 3). ​ ​ ​ ​ •Carey, Elaine, and José Carlos Cisneros Guzmán. 2011. “The Daughters of La Nacha: ​ Profiles of Women Traffickers.” NACLA Report on the Americas, Vol. 44, No. 3 ​ ​ ​ (May/Jun): 23-24. •La Botz, Dan. 2012. “Mexico’s Labor Movement After the Elections: A House Still Divided.” ​ ​ NACLA Report on the Americas, Vol. 45, No. 4 (Winter): 34-36. ​ •Cypher, James. 2013. “Mexico: Prosperous, Competitive, Undergoing an Economic ​ Renaissance?” NACLA Report on the Americas, Vol. 46, No. 2 (Summer): 16-21. ​ ​ ​ •Bautista, Nidia. 2016. “Mexico: Why Ayotzinapa Still Matters.” Upside Down World (February ​ ​ ​ ​ 29). •Ackerman, John. 2016. “Mexico: Ending the Neoliberal Nightmare.” NACLA Report on the ​ ​ ​ Americas, Vol. 48, No. 4 (Winter): 394-400. ​

—Thursday, April 20, 9:30-11:30 am, Hall of Fame Room— ​ ​ Simulation #3: Mexico (co-directed by 3 students) ​ 14

—Tuesday, April 25— Debating Comparative Claims about Latin American Politics Comparative Timeline: “Right-Left-Right: The Presidential Pendulum Across the Region” ​ ​

—Wednesday, April 26, 3:00 pm— *DUE: Research Paper* (due via email to Paul) ​ ​

—Thursday, April 27— *DUE: Creative Writing/Art Assignment* ​ ​ Student Presentations of Creative Work Course Evaluations

—Friday, May 5, 3:00 pm— *DUE: Final Portfolio (due in Paul’s Poli Sci mailbox; you are required to submit a hard copy ​ ​ ​ before you leave campus for summer break; if you leave for summer break early, please turn in your portfolio early)* ​

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