History 350L/ LAS 366 Dictatorship, "," and Democracy in Latin America Spring 2018

Instructor: Seth Garfield [email protected] Parlin 302 T/Th 3:30-5:00 Unique #39035/ 40095 Office Hours: Thursday, 1:00-3:00, Garrison 2.120, or by appointment

Course Description:

This course explores the breakdown of democratic governments in South America in the 1960s and 1970s and the emergence of bureaucratic authoritarian regimes committed to economic restructuring, political demobilization, and the abrogation of civil liberties. It examines the use of , disappearances, and other counterinsurgency methods by Latin American military officials, as well as various forms of resistance, including guerrilla warfare. Finally, it looks at the transition to democratic rule, efforts to reconstruct civil society and forge political reconciliation, and the struggle for justice among the victims and families of victims of human rights abuses.

The course focuses on the histories of the nations of the Southern Cone (, Brazil, Chile, Uruguay) and seeks to address a number of questions. Why did some of the most "developed" nations in Latin America succumb to such repressive governments? How did authoritarian regimes legitimize their rule? How do historians make sense of the atrocities committed? In what ways did citizens resist or acquiesce in the policies of military governments? What role did the United States play in offering economic, political, and military assistance to military dictatorships? Which factors spurred the military to relinquish power and what has been the nature of the transition to democratic rule? How can social justice be best achieved in societies that experienced such trauma? How is this period of Latin American history remembered?

Course Objectives *Students will expand their knowledge of the Cold War history of Latin America and the United States; the nature of authoritarian regimes; the history of human rights; and the challenges of transitional justice *Students will hone their analytical skills *Students will improve their research, writing, and organizational skills

Flags: Global Cultures: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should

1 therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

Writing: This course carries the Writing flag. Writing flag courses are designed to give students experience with writing in an academic discipline. In this class, you will write regularly during the semester, and a substantial portion of your grade is based on your written work.

Independent Inquiry Bearing the Independent Inquiry Flag, this course challenges students to integrate skills and knowledge they have acquired over the semester in writing an independent research paper.

Course Requirements: Class Participation (12%)

Students are expected to participate regularly in class discussions and to act respectfully towards one another.

Did you come across a challenging concept, interesting fact, troubling historical incident, or even a new vocabulary word in your readings that you’d like to tell us about? Good! I will be calling on several students (unannounced) at the beginning of each class to share one or two such impressions with the rest of us. Not so much a “pop quiz” as an opportunity for you to expand your intellectual horizons and engage with your peers.

Attendance Students are allowed no more than two unexcused absences over the course of the semester. Students with more than two unexcused absences will suffer a significant reduction in their grade for class participation. Aside from failure to attend class, the following will also count as an unexcused absence: arriving at class more than fifteen minutes late or leaving prior to the termination of class (without the permission of the instructor).

Gadgets The use of laptops, phones, and other personal electronic equipment is not permitted in this class.

2 Written Assignments (5) and Due Dates

1. The first paper (3 pp., double-spaced) will use at least three assigned sources to discuss three factors that contributed to the downfall of the Allende government. (15%) (January 30)

2. The second paper (3 pp., double-spaced) will place the life of one of the victims or perpetrators of the Argentine Dirty War within larger historical context. Aside from the biographical information provided in the report Nunca Más, students will need to consult secondary literature to contextualize Argentine military ideology and objectives. The goal of this assignment is to explore the intersection between an individual life story and the larger social context in which s/he operates. Nunca Más has been placed on 2-hr reserve at the Benson Latin American Library Students will present their findings in class. (15%) (February 27)

3. The third paper (3 pp., double-spaced) will use three assigned readings to discuss the relationship(s) between gender and politics under military rule. (15%) (March 29)

4. Two short response papers (each 2 pp., double-spaced). Students will be divided into 5 groups (G1-G5) for the duration of the semester. Students in each group must respond to their two assigned questions in the syllabus. (10%) (Dates vary according to group)

Students must revise and resubmit one of these 2-page papers, responding to critical feedback. The resubmission is due no more than week after the return of the orginal paper. The final grade for that assignment will be based on the average of the original and revised papers.

5. Final research paper (8 pp.). Students will conduct independent research on any topic related to the broader themes of the course, such as the advent of military rule; public policies under military dictatorships; human rights; redemocratization; and transitional justice. Students are strongly encouraged to meet with the instructor in advance to discuss their proposed paper topic. Students must use a minimum of four sources in their research, but only one can be an assigned reading from the course. (33%) (May 8)

Late submissions of any of the assignments will be penalized with the deduction of half a grade per day.

Extra Credit: Students will have the opportunity to earn up to five points of extra credit (points are applicable to any one of the three-page paper assignments). To earn extra credit, students must connect or compare historical materials from the course with

3 contemporary news events. Connection or comparison is understood as either a news reference (or follow-up) to specific material from the course that is related to the Southern Cone; or a historical comparison drawn by the student from any country to the themes explored in this course. To qualify, students must first confirm eligibiilty with the instructor; if the project is approved, the student will be assigned a date on which to present the research. Students will present their findings (5 minutes) at the beginning of class and submit their work as well in writing in the form of a two-page paper.

Evaluation Rubric Students’ papers will be graded according to the following criteria: analysis, substantiation, organization, and writing style. In addition, to ensure evidence-based writing, the final essay will also be evaluated according to adherence to the proper citation format for footnotes and bibliography as outlined in The Chicago Manual of Style. Abridged guidelines from the CMS have been uploaded to Canvas.

University Policies Academic Integrity Students are expected to abide by the University of Texas Honor Code: “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity.” Plagiarism is taken very seriously at UT. Therefore, if you use words or ideas that are not your own (or that you have used in previous class), you must cite your sources. Otherwise you will be guilty of plagiarism and subject to academic disciplinary action, including failure of the course. You are responsible for understanding UT’s Academic Honesty and the University Honor Code which can be found at: http://deanofstudents.utexas.edu/sjs/acint_student.php

Services for Students with Disabilities This class respects and welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment and activities difficult, if you have medical information that you need to share with me, or if you need specific arrangements in case the building needs to be evacuated, please let me know. I will maintain the confidentiality of these discussions. If appropriate, also contact Services for Students with Disabilities, 512-471-6259 (voice) or 1-866-329- 3986 (video phone). http://ddce.utexas.edu/disability/about/

Counseling and Mental Health Center If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. http://www.cmhc.utexas.edu/individualcounseling.html

The Sanger Learning Center Did you know that more than one-third of UT undergraduate students use the Sanger

4 Learning Center each year to improve their academic performance? All students are welcome to take advantage of Sanger Center’s classes and workshops, private learning specialist appointments, peer academic coaching, and tutoring for more than 70 courses in 15 different subject areas. For more information, please visit http://www.utexas.edu/ugs/slc or call 512-471-3614 (JES A332).

Undergraduate Writing Center: http://uwc.utexas.edu/ Libraries: http://www.lib.utexas.edu/ ITS: http://www.utexas.edu/its/ Student Emergency Services: http://deanofstudents.utexas.edu/emergency/

Important Safety Information: If you have concerns about the safety or behavior of fellow students, TAs or Professors, call BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous. If something doesn’t feel right – it probably isn’t. Trust your instincts and share your concerns.

The following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/ Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside.

• Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. • Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. • In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. • Link to information regarding emergency evacuation routes and emergency procedures can be found at: www.utexas.edu/emergency

5 Course Readings: Readings have been uploaded to Canvas and identified according to assigned date. Where syllabus indicates an on-line resource, students should google article to gain access. Nunca Más is on 2-hour reserve at the Benson Library.

Films: [In-Class] The Battle for Chile The Disappeared Four Days in September Threads of Hope The Americas Chile, Obstinate Memory

Schedule:

Jan. 16: Introduction.

Military Coups and their Historical Backgrounds Jan. 18: Pamela Constable and Arturo Valenzuela, A Nation of Enemies: Chile under Pinochet, 15-63 Paul H. Lewis, Guerrillas and Generals: the “Dirty War” in Argentina, 132- 45

As you read and prepare for class discussion, think about similarities and/or differences in the historical background to military intervention in Chile and Argentina according to these authors.

Jan. 23: The U.S. Role in Destabilizing the Allende Government

Stephen G. Rabe, The Killing Zone: the United States Wages Cold War in Latin America, pp. 122-37

In-class document analysis from Peter Kornbluh, The Pinochet File: A Declassified Dossier on Atrocity and Accountability

Jan. 25: Film: La Batalla de Chile (Part II)

Jan. 30: Allende’s Democratic Path to Socialism: A Historical Assessment

Peter Winn, The Furies of the Andes: “Violence and Terror in the Chilean Revolution and Counterrevolution” in Greg Grandin and Gilbert Joseph, eds., A Century of Revolution: Insurgent and Counterinsurgent Violence During

6 Latin America’s Cold War, pp.239-73

Assignment Due in Class: Using at least 3 assigned sources (Winn, Rabe, and Constable and Valenzuela), discuss three factors which contributed to the downfall of the Allende government. [Three double-spaced pages.] In-Class Debate: Did Allende err in clinging to his belief in a democratic path to socialism?

Feb. 1: The Armed Left

Thomas C. Wright, Latin America in the Era of the Cuban Revolution, pp. 93-109 María José Moyano, Argentina's Lost Patrol: Armed Struggle, 1969-1979, 1-8; 45-62, 101-30

In-class Document Analysis: “Mini-manual of the Urban Guerrilla” by Carlos Marighella

G1 Who joined guerrilla groups? What were their objectives, tactics, and (mis)calculations? (1 p.)

Feb. 6 Film: Four Days in September

Feb. 8 Film: Four Days in September (cont.)

In what ways does the film’s depiction of armed struggle resemble scholarly accounts?

"National Reorganization": Military Rule in the Southern Cone

Feb. 13 State-Sponsored Terror, Torture, and Disappearance

Corradi, Fagen, Garretón, Fear at the Edge, 39-71 , Prisoner Without a Name, Cell Without a Number, 42- 59 Constable and Valenzuela, A Nation of Enemies, pp 90-139

G2 What roles did the security forces assume under military rule?

Feb. 15 Argentina and the Voices of the Victims

Lewis, Guerrillas and Generals, pp. 147-62 That Inferno: Conversations of Five Women Survivors of an Argentine Torture Camp, pp. 59-101 Jacobo Timerman, Prisoner without a Name, Cell without a Number, pp. 3-11

G3 How did the victims of military rule experience state-sponsored repression?

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Feb. 20 Religion and Repression

Mark Osiel, Mass Atrocity, Ordinary Evil and Hannah Arendt, 104-23 Feitlowitz, A Lexicon of Terror, pp. 103-26

G4 What were some of the connections between religion and repression in Argentina during the Dirty War?

Begin screening of The Disappeared

February 22 Film: The Disappeared

February 27 Profiles from Argentina’s Dirty War

Paper Two Due In-Class Presentations (Reports from Nunca Más) : Rodolfo J. Walsh (367); Nora Stejilevich (69); Adolfo O. Sanchez (373); Adolfo Pérez Esquivel (382); Norberto Liwsky (20); M. de M.(48); Rubén Galucci (139); Omar Torres (150); Alice Domon (342, 353); Guillermo Oscar Segalli (405) Daniel Antokoletz (413); Norberto Centeno (417); Christian Von Wernich (248); Carlos Casabona Sr. and Jr.(324) Adriana Calvo de Laborde (290) A.N.(47)

The second paper (3 double-spaced pp.) will place the life of one of the victims or perpetrators of the Argentine Dirty War within larger historical context. Aside from the biographical information provided in the report Nunca Más, students will need to consult at least 3 of the course readings to contextualize Argentine military ideology and objectives. The goal of this assignment is to explore the intersection between an individual life story and the larger social context in which s/he operates. Students will present their findings in class. (15%)

Scrutinizing the Agents of State Repression

Mar. 1: Horacio Verbitsky, The Flight: Confessions of an Argentine Dirty Warrior, 18-47 Martha K. Huggins, Mika Haritos-Fatouros, and Philip G. Zimbardo, Violence Workers : Police Torturers and Murderers Reconstruct Brazilian Atrocities, pp. 136-60 Maxwell G. Bloche, “Uruguay’s Military Physicians: Cogs in a System of State Terror,” Journal of American Medical Association 255, 20 (1986): 2788-93.

G5 Based upon these readings, what do we understand about the formation and

8 mentality of the agents of repression?

Military Projects for Restructuring Society

Mar. 6 Neoliberal Reform Constable and Valenzuela, A Nation of Enemies: Chile under Pinochet, 166-246 In-class Debate: Pinochet’s Economic Policies and their Consequences

Mar. 8 The Brazilian Economic Miracle

In-Class Video, The Americas

Gender, Sexuality, and Politics under Military Rule

Mar. 20: Gender and Power in Chile Margaret Power, “Right Wing Women, Sexuality, and Politics in Chile under the Pinochet Dictatorship, 1973-1990,” in Paola Bachetta and Margaret Power, eds., Right Wing Women, pp. 126-68 Heidi Tinsman, “More than Victims: Agricultural Workers and Social Change in Rural Chile,” in Peter Winn, ed., Victims of the Chilean Miracle, pp. 261-87

G 1 How did gender serve as a medium for political and economic empowerment or disempowerment during Chilean military rule?

Mar. 22 Gender, Sexuality, and Women’s Rights under Brazilian Military Rule

Victoria Langland, “Birth Control Pills and Molotov Cocktails: Reading Sex and Revolution in 1968 Brazil,” in Gilbert M. Joseph and Daniela Spenser, eds., In From the Cold: Latin America’s New Encounter with the Cold War, pp. 308-49. Mala Htun, Sex and the State, 58-112

G2 How does the analysis of Htun and Langland differ in their emphasis on sexual politics under the Brazilian military government?

Mar. 27 The Mothers of the Plaza de Mayo Marguerite Bouvard, Revolutionizing Motherhood, 65-112

How were mothers of the disappeared in Argentina able to forge an opposition movement?

Mar. 29 Film: Threads of Hope

Third Paper Due (3 pp.): Based on at least 3 assigned readings, discuss three different types of gendered spheres or experiences under military rule. (15%)

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Human Rights in Latin America and U.S. Foreign Policy

April 3 U.S. Diplomacy and Human Rights in Latin America Kathryn Sikkink, U.S. Human Rights Policy and Latin America, 106-46 Debate: Was Carter’s human rights policy a success or a failure?

April 5: Review of Student Writing: In-class Exercise

April 10. Historicizing the Human Rights Movement James Green, We Cannot Remain Silent: Opposition to the Brazilian Military Dictatorship in the United States (selections) Kenneth Cmiel, “The Emergence of Human Rights Politics in the United States,” Journal of American History 86, 3 (December 1999): 1231-50. (on-line resource)

According to these authors, which factors account for the emergence and popularization of human rights activism in the United States?

Democratization and Transitional Justice

April 12. Transitions to Democracy in the Southern Cone Lewis, Guerrillas and Generals, 179-95 Constable and Valenzuela, A Nation of Enemies, 296-320 Thomas C. Wright, State Terrorism in Latin America: Chile, Argentina, and International Human Rights, 141-71

G3 Reflect on the different factors shaping the process of democratic transition in the Southern Cone. Which similarities and differences mark the historical experiences of Argentina and Chile?

April 17. Guest Lecture: Eyal Weinberg, Department of History, University of Texas “Torture and Brazilian Medical Professionals”

April 19: Truth Commissions

Priscilla Hayner, Unspeakable Truths, 32-38; 86-106; 170- 82 Paulo Coelho Filho, “Truth Commission in Brazil: Individualizing Amnesty, Revealing the Truth,” The Yale Review of International Studies yris.yira.org/essays/440

G4 What are some of the questions these authors raise regarding the nature of truth commissions in the aftermath of dictatorship?

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April 24 The Politics of Memory Elizabeth Jelin, "The Minefields of Memory," NACLA Report on the Americas (Sept./Oct. 1998), 23-32 Tomás Moulian, "A Time of Forgetting: The Myths of the Chilean Transition," NACLA Report on the Americas (Sept./Oct. 1998), 16-22 Inés Izaguirre, "Recapturing the Memory of Politics," NACLA Report on the Americas (May/June 1998), 28-34.

April 26 Film: Chile, Obstinate Memory

May 1: Memory, Meaning and Markets

Susana Kaiser, “Escraches: Demonstrations, Communication, and Political Memory in Post-Dictatorial Argentina,” Media, Culture and Society 24 (2002): 499-516 (on-line resource) Nancy Gates-Madsen, “Marketing and Sacred Space: The Parque de la Memoria in Buenos Aires,“ in Ksenija Bilbija and Leigh Payne, eds., Accounting for Violence: Marketing Memory in Latin America, pp. 151-78.

May 3 Chipping Away at Impunity in Chile

Wright, State Terrorism in Latin America, 179-215 Madeleine Davis, ed., The Pinochet Case: Origins: Progress and Implications, 1-6; 191-230

G5 Discuss the historical background and implications of Pinochet’s arrest in London.

May 8 Final paper due by 5PM at History Office, Garrison 101.

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