Latin America Since Independence
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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 -
Positivist Discourse in Euclides Da Cunha's Os Sertãµes
University of New Mexico UNM Digital Repository History ETDs Electronic Theses and Dissertations 7-9-2009 Chimeras and Jagunços: Positivist Discourse in Euclides da Cunha's Os Sertões Justin Barber Follow this and additional works at: https://digitalrepository.unm.edu/hist_etds Recommended Citation Barber, Justin. "Chimeras and Jagunços: Positivist Discourse in Euclides da Cunha's Os Sertões." (2009). https://digitalrepository.unm.edu/hist_etds/3 This Thesis is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in History ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. CHIMERAS AND JAGUNÇOS: POSITIVIST DISCOURSE IN EUCLIDES DA CUNHA'S OS SERTÕES BY JUSTIN D. BARBER B.A., History, University of New Mexico, 2006 B.A., Religious Studies, University of New Mexico, 2006 THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts History The University of New Mexico Albuquerque, New Mexico May, 2009 ©2009, Justin D. Barber iii DEDICATION This thesis is dedicated to my younger brother Sean Michael Barber, who died tragically on October 26, 2008. Unsurprised when I succeeded, jovial when I failed, Sean always believed that I was capable of achieving anything to which I devoted my heart and soul. This work represents an effort on my part to be the scholar that he imagined me to be. iv ACKNOWLEDGEMENTS An inexpressible amount of gratitude is due to Dr. Judy Bieber, who over the last two and a half years has steadfastly waded through my often turgidly opaque prose. -
1 African Slavery in Latin America and the Caribbean by Herbert S. Klein
1 African Slavery in Latin America and the Caribbean by Herbert S. Klein and Ben Vinson III Written by Aaron Moulton African Slavery in Latin America and the Caribbean. By Herbert S. Klein and Ben Vinson III. 2nd Edition. New York, NY: Oxford University Press, 2007. ISBN: 978-0195189421. When constructing the themes for world and Latin American history courses, instructors consistently return to the subject of slavery. For world historians, slavery facilitates massive comparisons of the institution at the global level, inquiries into the cross-cultural impact of ideas and migrations across continents and oceans, and a specific theme that unites a course spanning thousands of years. For Latin Americanists, the burgeoning scholarship on Africans in Latin America, Afro-Latin Americans, and slavery in Latin America link developments and peoples across time and space. Due to this outpouring of scholarship, lectures on colonial Latin American history no longer separate the ‘slavery in Latin America’ lecture from most other topics: the conquest, the colonial state, the military, the Inquisition, women, honor, race, independence. As with any field of literature, one of the difficulties facing many instructors is the construction of refined lectures that tie together the broad overview of a subject with the latest innovative scholarship. For world historians and Latin Americanists, the second edition of Herbert Klein’s African Slavery in Latin America and the Caribbean currently serves as one of the best sources for material on slavery in the -
Faces of Terrorism in the Age of Globalization: Terrorism from Above and Below
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Sociology Publications and Other Works Sociology 11-7-2008 Faces of Terrorism in the Age of Globalization: Terrorism from Above and Below Asafa Jalata University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_socopubs Part of the African Studies Commons, Other International and Area Studies Commons, Race, Ethnicity and Post-Colonial Studies Commons, and the Sociology Commons Recommended Citation Jalata, Asafa, "Faces of Terrorism in the Age of Globalization: Terrorism from Above and Below" (2008). Sociology Publications and Other Works. https://trace.tennessee.edu/utk_socopubs/3 This Presentation is brought to you for free and open access by the Sociology at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Sociology Publications and Other Works by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. FACES OF TERRORISM IN THE AGE OF GLOBALIZATION: TERRORISM FROM ABOVE AND BELOW Asafa Jalata The University of Tennessee, Knoxville Paper presented at the Oak Ridge Institute for Continued Learning Philosophical Society, November 7, 2008. This paper explains how the intensification of globalization as the modern world system with its ideological intensity of racism and religious extremism and its concomitant advancement in technology and organizational skills has increased the danger of all forms of terrorism. In this world system, the contestation over economic resources and power and the resistance to domination and repression or religious and ideological extremism have increased the occurrence of terrorism from above (i.e. -
The Evolution of Christianity and German Slaveholding in Eweland, 1847-1914 by John Gregory
“Children of the Chain and Rod”: The Evolution of Christianity and German Slaveholding in Eweland, 1847-1914 by John Gregory Garratt B.A. in History, May 2009, Elon University A Dissertation submitted to The Faculty of The Columbian College of Arts and Sciences of The George Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 31, 2017 Andrew Zimmerman Professor of History and International Affairs The Columbian College of Arts and Sciences of The George Washington University certifies that John Gregory Garratt has passed the Final Examination for the degree of Doctor of Philosophy as of December 9, 2016. This is the final and approved form of the dissertation. “Children of the Chain and Rod”: The Evolution of Christianity and German Slaveholding in Eweland, 1847-1914 John Gregory Garratt Dissertation Research Committee: Andrew Zimmerman, Professor of History and International Affairs, Dissertation Director Dane Kennedy, Elmer Louis Kayser Professor of History and International Affairs, Committee Member Nemata Blyden, Associate Professor of History and International Affairs, Committee Member ii © Copyright 2017 by John Garratt All rights reserved iii Acknowledgments The completion of this dissertation is a testament to my dissertation director, Andrew Zimmerman. His affability made the academic journey from B.A. to Ph.D more enjoyable than it should have been. Moreover, his encouragement and advice proved instrumental during the writing process. I would also like to thank my dissertation committee. Dane Kennedy offered much needed writing advice in addition to marshalling his considerable expertise in British history. Nemata Blyden supported my tentative endeavors in African history and proffered early criticism to frame the dissertation. -
Color, Bodily Capital, and Ethnoracial Division in the U.S. and Brazil by Ellis P
Color, Bodily Capital, and Ethnoracial Division in the U.S. and Brazil By Ellis P. Monk Jr. A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Sociology in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Loïc Wacquant, Chair Professor Mike Hout Professor Evelyn Nakano Glenn Spring 2013 Color, Bodily Capital, and Ethnoracial Division in the U.S. and Brazil © 2013 by Ellis P. Monk Jr. Abstract Color, Bodily Capital, and Ethnoracial Division in the U.S. and Brazil by Ellis P. Monk Jr. Doctor of Philosophy in Sociology University of California, Berkeley Professor Loïc Wacquant, Chair This dissertation comprises the first two parts of the first comparative, mixed-methods study of the social and economic significance of skin tone and hair type as markers of ethnoracial division among black Americans in the U.S. and the Brazilian population as a whole. Using an extended concept of “bodily capital” to capture salient and consequential phenotypical properties, it combines a quantitative analysis of several nationally representative data sets in the U.S. and Brazil with 100 in-depth interviews (50 in each country) to show that: (1) skin tone is as powerful a basis of intraracial classification and stratification among African Americans as it is within the Brazilian population at-large and (2) skin tone and hair type are both powerful markers of social experience and widely perceived to determine differential treatment in intimate, commercial and public spheres alike. These findings are mined to contribute to current debates on the foundations and lived reality of ethnoracial inequality in the two Americas, colorism in global perspective, and theories of group formation. -
Contemporary Carioca: Technologies of Mixing in A
Con tempo C o n t e m p o r a r y raryC a r i o c a Cari oca ontemporary CCarioca Technologies of Mixing in a Brazilian Music Scene Frederick Moehn Duke University Press Durham anD LonDon 2012 © 2012 Duke University Press All rights reserved. Printed in the United States of America on acid-free paper ♾ Designed by Kristina Kachele Typeset in Quadraat and Ostrich Sans by Tseng Information Systems, Inc. Library of Congress Cataloging- in- Publication Data appear on the last printed page of this book. Duke University Press gratefully acknowledges the support of Stony Brook University, which provided funds toward the publication of this book. For Brazil’s musical alchemists ontents Illustrations ix C Preface xi Acknowledgments xxiii Introduction 1 1 Marcos Suzano: A Carioca Blade Runner 25 2 Lenine: Pernambuco Speaking to the World 55 3 Pedro Luís and The Wall: Tupy Astronauts 92 4 Fernanda Abreu: Garota Carioca 130 5 Paulinho Moska: Difference and Repetition 167 6 On Cannibals and Chameleons 204 Appendix 1: About the Interviews, with a List of Interviews Cited 211 Appendix 2: Introductory Aspects of Marcos Suzano’s Pandeiro Method 215 Notes 219 References 245 Discography 267 Index 269 llustrations Map of Rio de Janeiro with inset of the South Zone 6 1 “mpb: Engajamento ou alienação?” debate invitation xii 2 Marcos Suzano’s favorite pandeiro (underside) 29 I 3 Marcos Suzano demonstrating his pandeiro and electronic foot pedal effects setup 34 4 A common basic samba pattern on pandeiro 48 5 One of Marcos Suzano’s pandeiro patterns 49 6 Marcos -
The Relationship Between Democracy and Terrorism in Chile
Regimes of Terror: The Relationship between Democracy and Terrorism in Chile Jane Esberg May 22, 2009 Professor Kenneth A. Schultz, Advisor Honors Program in International Security Studies Center for International Security and Cooperation Stanford University Abstract How does democracy influence terrorism? Some scholars argue that lack of representation in autocracy motivates terrorism; others claim that individual liberty in democracy permits it. This thesis explores the debate by using Chile as a case study to examine how democracy influences terrorist organizational processes. It traces how variations in levels of representation and individual liberty in Chile between 1965 and 1995 influenced terrorist strategic capacity, or the ability of groups to think and act towards long-term survival and success. Analyzing the five observable features of strategic capacity – mission, hierarchy, membership, tactics, and violence level – reveals that democratic characteristics positively influence some dimensions and constrain others. High-functioning democracy and highly repressive autocracy are unlikely to experience violence, due to the high constraints that each places on different features of strategic capacity. However, democracies with weak representation and autocracies with some individual liberty allow strategic capacity to strengthen, making violence more likely. Acknowledgments I would like to express my deep gratitude to all the friends, family, and advisors who have supported me throughout the process of writing this thesis – your patience, input, and criticism have been instrumental to its development. First and foremost I would like to thank my advisor, Professor Kenneth Schultz, who was the first person I ever spoke to about the topic of “Chilean terrorism.” You have consistently challenged me to think deeply and explain rigorously. -
History, Memory and Trauma in Contemporary Afro-Latin
HISTORY, MEMORY AND TRAUMA IN CONTEMPORARY AFRO-LATIN AMERICAN AND AFRO-CARIBBEAN LITERATURE BY WOMEN Amina Butoyi Shabani Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the Department of Spanish and Portuguese, Indiana University March 2018 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Doctoral Committee _____________________________________ Alejandro Mejías-López, PhD _____________________________________ Kathleen Myers, PhD _____________________________________ Melissa Dinverno, PhD _____________________________________ Akinwumi Adesokan, PhD _____________________________________ Irune del Rio Gabiola, PhD January 26th 2018 ii To my parents. To members of my family whom I have lost during the Civil War in Burundi. Je pense toujours à vous. Je ne vous ai pas oubliés. iii ACKNOWLEDGEMENTS As I write the last words of this dissertation, I am simply in awe and grateful for many people who have helped me in this path. First and foremost, I am thankful for my dissertation director Dr. Alejandro Mejías-López. I am extremely fortunate to have worked with him since the Spring 2006 during my coursework and milestones leading to this dissertation. I am grateful for his unwavering support, immense patience and generous feedback as I worked on each chapter. His critical eye has pushed me to make new connections and inspired me to cultivate an inquisitive outlook as a scholar. His mentoring has allowed me to overcome challenges, understand the seasons of the profession and the importance of seeking balance. I can only hope that I can extend the same generosity, patience and compassion to my students. -
1 Grade 7 Subject: Social Studies
Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Pre Colonization in Latin America Part A (Intro to Pre Colonial Latin America) What Your Student is Learning: Students will understand: ● Power was determined by those who had control over human and natural resources in Latin America. Students will be able to: ● Analyze various primary and secondary sources about the history of Latin America. Background and Context for Parents: This unit about early Latin American history provides an opportunity for students to demonstrate an understanding of the different indigenous groups in Latin America while finding commonalities that various groups share. Due to the enormous amount of distinct indigenous groups and cultures, students will study specifically identified groups that represent varying regional differences including but not limited to climate, demographic, physical boundaries, and culture. The first day of the unit, presented here, provides students with a general overview of indigenous cultures in Latin America. (Note: in this unit, Caribbean cultures are also included as this geographical area was subject to similar patterns of colonization and development). Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Review the definition of INDIGENOUS: originating or occurring naturally in a particular place; native ● Read through the article with your student. ● Ask questions such as: What do you already know about Latin America? What do you already know about indigenous people in Latin America? What patterns do you notice in these sources? What questions do you have? Online Resources for Students: Specific sections of these resources are highlighted in the lesson procedures below in addition to the links here: Latin American Art: An Introduction on the Smithsonian site provides a visual avenue into teaching about pre-colonial Latin America. -
Black History in Latin America and the Caribbean October 2019
African American Experience Infusion Monthly Digest Black History in Latin America and the Caribbean October 2019. The Three Mulattoes of Esmeraldas” Ecuador1599 by Andrés Sánchez Gallque. Photo credit: https://revista.drclas.harvard.edu/book/african-and-afro-indian-rebel-leaders-latin-america-con -tanta-arrogancia by Jon Rehm on October 01 Each month a new topic will be spotlighted in this newsletter. The goal is for each school to have access to a consistent source of information to assist in the infusion of the African American experience. This month’s topic is black history in Latin America and the Caribbean. The term Afro-Latin American is used in academia to describe individuals of African ancestry living in Latin America today. According to the historian Henry Louis Gates, historically, the Caribbean an Latin America received 95% of all Africans arriving in the Americans. Countries with significant Afro-Latin American Populations include Brazil, Haiti, Colombia, Mexico, Peru, Cuba, Venezuela, and the Dominican Republic. Comparisons between how individuals of African descent are viewed across the hemisphere can make for engaging lesson with a strong critical thinking component THIS MONTH’S TOPICS Resources Chronology of Slavery in Latin America- courtesy of Santa Fe College- teacher resource (Grades K-12) American Slavery in Comparatie Perspective- Gilder Lehrman article (grades 9-12) The South American Slave trade- short article ( grades 9-12) 15 Minute History: The Hatian Revolution- Background and audio (grades 9-12) -
Katharine Susannah Prichard's Coonardoo and Rachel De Queiroz's
DOI: http://dx.doi.org/10.5007/2175-8026.2019v72n1p87 KATHARINE SUSANNAH PRICHARD’S COONARDOO AND RACHEL DE QUEIROZ’S THE YEAR FIFTEEN: A SETTLER COLONIAL READING Déborah Scheidt1* 1Universidade Estadual de Ponta Grossa, Ponta Grossa, Paraná, Brasil Abstract Settler Colonial Studies is a theoretical approach being developed in Australia by Lorenzo Veracini (2010, 2015, 2016), inspired by Patrick Wolfe’s (1999, 2016) precursor theories. It proposes a diferentiation between “colonialism” and “settler colonialism” based on the premise that the latter involves land dispossession and the literal or metaphorical disappearance of Indigenous Others, while the former is mainly concerned with the exploitation of Indigenous labour and resources. he fact that settlers “come to stay” is a crucial element in positing settler colonialism as “a structure”, whereas colonialism would be “an event” in the lives of the colonised Others. his paper adopts settler colonial theories to propose a comparative study of two modernist “social” novels by women writers in Australia and Brazil: Katharine Susannah Prichard’s Coonardoo (1929) and Rachel de Queiroz’s he Year Fiteen (1930). Both novels deal with exploitation, discrimination, racism and the dispossession of the Indigenous Other and their miscegenated descendants, from a non- Indigenous, i.e. “settler”, perspective. Elements that are crucial for settler colonialism, such as ambivalence, indigenisation and mechanisms of disavowal and transfer in several of their guises, are examined, compared and contrasted. Keywords: Settler colonialism; Coonardoo; Katharine Susannah Prichard; he Year Fiteen; Rachel de Queiroz. * Professora titular do Departamento de Estudos da Linguagem da Universidade Estadual de Ponta Grossa. Possui título de Doutora em Estudos Literários pela UFPR e de Mestre em Literaturas de Língua Inglesa também pela UFPR.