An Interdisciplinary Approach

Teaching Modern Latin America in the Social Science Curriculum: An Interdisciplinary Approach

Adriana Novoa

One of the most frequent challenges faced by those who teach Latin America at any level is how to provide a sense of the diversity of the region. The risks range Below: A visitor looks at a mural by from simplifying and reducing the multiplicity of experience through the study David Alfaro Siqueiros in one of the 16 of dominant cultures and cultural forms, on the one hand, to including too much rooms which underwent restoration at the Museum of Chapultepec Castle, information or too many groups and overwhelming students in the process, on the January 28, 2004, in Mexico City. other hand. The selection of appropriate methodologies and relevant materials is crucial to avoiding these two extremes. An interdisciplinary approach helps to (AP Photo/Jose Luis Magana) solve these problems.

M a y /J u n e 2 0 0 7 187 The first question that comes to mind Methodology • Conflict and Violence: revolution- in deciding how to teach Latin America These are some examples of thematic ary wars did not stop with the end of is, what are the defining elements of a units with which to teach Modern Latin colonial rule. Inequalities and politi- Latin American identity? It is not easy America: cal instability continued within the to find an answer since, as Susana new republics, which created a revo- Nuccetelli reminds us, we need to • Race/ethnicity: Racial and eth- lutionary cycle that continues to this remember that even though “some Latin nic differences have been crucial to day in countries such as Colombia. Americans have European background understanding the cultural and social Creating a unit that presents the rea- (which may or may not be Iberian), foundation of many Latin American sons for these conflicts helps students others are of Indian, African, Middle countries. Introducing these themes to understand how racial discrimi- Eastern, or East Asian descent. Some and concepts allows the teacher nation or conceptions of progress speak European languages, mainly but to explain a source of conflict that affected the development of the not uniquely Spanish and Portuguese, remains relevant to this day. In Cuba selected country.5 In teaching Peru, others Indian ones such as Quechua and and Mexico, for example, race and for example, teachers should identify Guaraní.” In order to find a common ethnicity have played a crucial role the roots of indigenous rebellions thread among the different cultures and in defining the historical development and look for conflicts that clearly countries, we need to remember that the of these nations. In the case of Cuba, show students the nature of this thinkers of this region have often noted students need to understand how slav- violence and how it has developed that “in spite of their diversity, these ery influenced the history of the nine- over time. Readings about the Tupac people share a common past marked teenth century. In introducing Mexico, Amaru rebellion together with writ- by the world-changing encounter of teachers should explain the existence ings by José Carlos Mariátegui could 1492.” 1 of different indigenous cultures that be a good choice.6 Unlike the case of the United States, are usually grouped under the label where the independence process failed “Indians.” Students need to recognize • Migrations: a unit on migrations to launch any discussion of a common that by the end of the fifteenth century, would link all the previous units by identity shared with the other members more than 300 languages and cultures integrating them into one that explains of the British colonial world, the iden- flourished in this area, and some of certain outcomes. Populations have tity of post-colonial Latin America was them are still alive in the country been forced to migrate due to eco- tied up with the discussion of a common today.2 It is important to connect this nomic conditions, changes in the project that unified the continent against unit with the historical experience of sources of labor, forced exile, or any form of colonial domination. The other countries that, even if not part racist conceptions that facilitated idea of a continental emancipation that of Latin America, went through the exploitation—all of which could be transcends the geographical limits of same kinds of conflict.3 explored in prior units. This unit nations is still raised by such contem- could also offer an opportunity to porary political figures as the president • Progress and Civilization: these link migratory movements from Latin of Venezuela, Hugo Chávez. And it is concepts determined the political America to the teaching of United precisely here, in the process of identity organization of the first republics, States history.7 formation, that we can find a good way and also were essential in establish- to incorporate Latin American content ing who and what should be included Materials and Examples into the teaching of the social studies in or excluded. The exclusive association Below are some suggestions on how to a way that it will facilitate for students of these ideas with European culture incorporate the teaching of the previ- to grasp the material and for teachers determined that the majority of the ously mentioned areas of content in ways to organize it. new nations followed a path in which that follow curriculum requirements It is important to use the diversity their new identity only recognized and engage students. The incorporation of Latin America as a good example of those who could be assimilated, and of materials from several disciplines is the very diverse reality surrounding discarded the rest. Since progress and essential to providing students with the students in this country. Organizing civilization were viewed as universal multiplicity of views required in teach- thematic units that help students make forces of assimilation that would link ing the social studies.8 Each unit could connections among different areas cov- Latin America with the most advanced be organized in the following way: ered by the social studies is the most nations, everything not related to important strategy for teaching about Western culture was considered irrel- • Race and Ethnicity: The main chal- this region successfully. evant, and was disregarded (a source lenge in teaching historical processes of important conflicts in countries like in which different participants are not Mexico and Peru).4 equally represented, is finding texts

S o c i a l E d u c a t i o n 188 that reflect the different perspectives • Conflict and Violence: there are of those who were displaced in search of a conflict. The use of testimoni- many sources that can be used to teach of work. The influence of the French- als can be very important, in this students about the recurrent violence Haitian workers in the eastern part sense, not only because many reflect that has affected many of the countries of the island can be heard in the underrepresented populations, but in the region. In teaching Mexico’s Bantú and Dahomeyan aspect in the also because women have written the most important modern conflict, the music, for example. Moreover, Cuban majority of them.9 Personal diaries, Mexican Revolution, art provides music had a tremendous impact on letters, and even court documents an excellent venue for explaining U.S. Latino communities. Teaching can all provide rich context from a to students the different historical about migrations through the paths variety of points of view. In order to actors, the source of the conflict, and along which music traveled is very teach about the European/Indian its eventual resolution.14 Examining accessible to students. It also pro- conflict through the experience of the works of "the three greats"—José vides teachers with the opportunity Guatemala or Bolivia, for example, Clemente Orozco, Diego Rivera, and to create a link between the teaching the inclusion of readings that depict David Alfaro Siqueiros—provides an of Latin American and United States the Indian perspective is critical. excellent medium for also exploring history since the class readings can be Those interested in testimonials have the connections between the United a good introduction to the culture of used the works of Domitila Barrios States and Mexico, because the work Latin Americans living in this coun- de Chungara (Bolivia) and Rigoberta of these muralists was very influen- try. 18 A comparative study of musical Menchú (Guatemala), extensively.10 tial to some artists in this country.15 migrations in Argentina can also be If Brazil is the subject of study, for Analyzing these murals together with effective in teaching about the cultural example, the use of African music novels that describe this period is very formation of this country. Through as an expression of those who had effective in teaching students to learn the study of the tango as danceable been displaced and exploited can from different media. The novels of music students can trace the influence provide students with a different way the Mexican Revolution can be com- of the Congo culture in Latin America to analyze music as a text. Caetano bined with the teaching of the art made and the United States, and learn about Veloso’s recent book Tropical Truth by the muralists.16 Contemporary how this form migrated from Africa to is a good source for understanding novels about this subject can also be Cuba before reaching its final destina- how Brazilian music expresses the effective in introducing the current tion in Buenos Aires.19 different voices of those who were perceptions of the conflict. Angeles not accounted for in the country’s Mastretta’s Tear this Heart Out is a Measuring Outcomes official history.11 good choice for classroom use.17 After defining the areas of content and the interdisciplinary materials to be • Progress and Civilization: Films • Migrations: due to the above-men- used, the third important step is to can be very effective in revealing tioned reasons, populations have been decide the outcomes to be measured the nature of colonization in Latin forced to leave their native territo- and how they will be assessed. Given America, and its consequences. ries throughout the history of Latin the interdisciplinary approach previ- Movies that emphasize how, from the America. In teaching about Cuba, ously outlined, students should be able moment of the conquest, certain geo- many might first think about the thou- to draw comparisons between differ- graphical areas and populations were sands who left the country either due ent cultures and how human experience ignored because they were seen as too to the wars of independence against can be analyzed according to different difficult to assimilate, economically Spain or to more recent conflict with contexts. After studying Latin America, and culturally, can help students Fidel Castro’s regime. But Cuba was students should be able to recognize grasp a conflict that still affects many also the center of the Caribbean key events in the building of a regional countries today. In teaching Brazil’s migrations spurred by the economic cultural identity and how this process unequal development, for example, organization of this region and the is linked to the cultural development the novel Barren Lives, by Graciano importance of temporary work dur- of other regions. Ramos, about the social conditions ing the nineteenth century. Due to the In order to measure students’ prog- in the northeast part of the country, nature of monoculture economies in ress efficiently, a combination of objec- can be very effective, particularly which most employment was seasonal, tive-type testing and essay questions if the related movie is also shown.12 thousands of families migrated look- works best. Regular testing is helpful to Central Station, directed by Walter ing for alternative employment during determine how each individual incorpo- Salles in 1998, is another movie that the months they were laid off. The rates general historical facts, but essay reflects on the unequal development teaching of music is very important questions that ask students to explain of Brazil very effectively.13 for exploring the migratory process connections between certain events are

M a y /J u n e 2 0 0 7 189 Analyzing … murals together with novels that describe this period is very effective in teaching students to learn from different media. The novels of the Mexican Revolution can be combined with the teaching of the art made by the muralists.

necessary for testing the ability to make Race, Gender, and Nation in Latin America (Ithaca, 10. Let Me Speak!: Testimony of Domitila, a Woman cultural comparisons. Following the N.Y.: Cornell University Press, 1991). of the Bolivian Mines (New York: Monthly Review 4. Francine Masiello, Between Civilization and Press, 1979); I, Rigoberta Menchú: An Indian examples given in this article, helpful Barbarism: Women, Nation, and Literary Culture Woman in Guatemala (London: Verso, 1984). questions might include the following: in Modern Argentina (Lincoln, Neb.: University of 11. Tropical Truth: A Story of Music and Revolution Nebraska Press, 1992); Walter Mignolo, The Idea in Brazil (New York: Knopf, 2002). • Explain the difference between of Latin America (Malden, Mass.: Blackwell 12. Graciliano Ramos, Barren Lives, trans. by Ralph Publishing Limited, 2005); Vivian Schelling, ed., Edward Dimmick (Austin, Tex.: University of Texas racial attitudes in Latin American Through the Kaleidoscope: the Experience of Press, 1971). The movie was directed by Nelson countries and the United States. Modernity in Latin America (New York: Verso, Pereira dos Santos in 1963. 2000); Harry E. Vanden, Gary Prevost, eds., 13. DVD released by Sony Pictures, 1999. • How did the supremacy of Politics of Latin America: The Power Game, 2nd ed. (New York: Oxford University Press, 2006). 14. Leonard Folgarait, Mural Painting and Social European culture become the Revolution in Mexico, 1920-1940 (New York: 5. Joseph W. Esherick, Hasan Kayalı, and Eric Van Cambridge University Press, 1998); Pete Hamill, source of cultural conflict in Young, eds., Empire to Nation: Historical Diego Rivera; Patrick Marnham, Dreaming with His Latin America? Perspectives on the Making of the Modern World Eyes Open: A Life of Diego Rivera; Luis-Martin (Lanham, Md.: Rowman & Littlefield, 2006); Mary Lozano, Augustin Arteaga, William Robinson, • Explain the main influence in the Kay Vaughan and Stephen E. Lewis, eds., The Eagle Diego Rivera: Art and Revolution; Alma Reed, The and the Virgin: Nation and Cultural Revolution Mexican Muralists (New York: Crown Publishers, formation of a Latin American in Mexico, 1920-1940 (Durham, N.C.: Duke 1970); Alma Reed, Orozco (New York: Crown identity. University Press, 2006); Alan Knight, The Mexican Publishers, 1970); Andrea Kettenman, Diego Rivera Revolution (Cambridge, U.K.: Cambridge (New York: Taschen, 1997); Philip Stein, Siqueiros: University Press, 1986); Steve Striffler and Mark Measuring both the assimilation of His Life and Works (New York: International Moberg, eds., Banana Wars: Power, Production, Publishers, 1997); David Craven, Art and information and the ability to establish and History in the Americas (Durham, N.C.: Duke Revolution in Latin America, 1910-1990 University Press, 2003); Aline Helg, Liberty and comparisons between different countries Equality in Caribbean Colombia, 1770-1835 15. Linda Bank Downs, Diego Rivera: The Detroit and cultures using an interdisciplinary (Chapel Hill, N.C.: University of North Carolina Industry Murals; Anthony W. Lee, Painting on the Press, 2004); Marco Palacios; trans. Richard Stoller, Left: Diego Rivera, Radical Politics, and San approach helps the teacher to incorporate Between Legitimacy and Violence: A History of Francisco’s Public Murals; Diego Rivera, Portrait the study of Latin America in a way that Colombia, 1875-2002 (Durham, N.C.: Duke of America (New York: Crown Publishers, 1950); Jürgen Harten, Siqueiros/Pollock, Pollock/Siqueiros follows curricular standards, and also University Press, 2006); Nancy P. Appelbaum, Muddied Waters: Race, Region, and Local History (Dumont 1995); Laurence P. Hurlburt, The facilitates student’s understanding of this in Colombia, 1846-1948 (Durham, N.C.: Duke Mexican Muralists in the United States University Press, 2003). (Albuquerque, N. Mex.: University of New Mexico region’s diversity. Press, 1991). 6. See Ward Stavig, The World of Tupac Amaru: Conflict, Community, and Identity in Colonial Peru 16. Mariano Azuela, The Underdogs (Montana: Notes (Lincoln and London: University of Nebraska Press, Kessinger Publishing, 1994); Nellie Campobello, 1. Susana Nuccetelli, Latin American Thought: 1999); José Carlos Mariátegui, The Heroic and Cartucho and My Mother’s Hands (Austin, Tex.: Philosophical Problems and Arguments (Boulder, Creative Meaning of Socialism: Selected Essays of Texas University Press, 1988) Colo.: Westview Press, 2002), 225. José Carlos Mariátegui, edited and translated by 17. Riverhead Books, 1997. 2. See: Alejandro de la Fuente, A Nation for All: Race, Michael Pearlman. (Atlantic Highlands, NJ: 18. Raúl A. Fernández, From Afro-Cuban Rhythms to Inequality, and Politics in Twentieth Century Cuba Humanities Press, 1996). Latin Jazz (Berkeley, Calif.: University of California (Chapel Hill and London: University of North 7. Kevin A. Yelvington, Afro-Atlantic Dialogues: Press, 2006); Ed Morales, The Latin Beat: The Carolina Press 2001); for a good review of recent Anthropology in the Diaspora (Santa Fe, N. Mex.: Rhythms and Roots of Latin Music from Bossa books published about indigenous identities see: School of American Research Press; Oxford: James Nova to Salsa and Beyond (Cambridge, Mass.: Otero, Gerardo ”The ‘Indian Question’ in Latin Currey, 2006); Wanni W. Anderson, Robert G. Lee, 2003). America: Class, State, and Ethnic Identity Displacements and Diasporas: Asians in the 19. See Robert Farris Thompson, Tango: The Art Construction”Latin American Research Review 38: Americas (New Brunswick, N.J.: Rutgers University History of Love (New York: Vintage, 2006). no. 1, 2003: 248-266. Press, 2005); Frances Aparicio, Cándida Jáquez, 3. The following books can be useful in preparing María Elena Cepeda, eds, Musical Migrations: topics on this subject: Nancy P. Appelbaum, Anne Transnationalism and Cultural Hybridity in S. Macpherson, and Karin Alejandra Rosemblatt, Latino America (New York: Palgrave Macmillan, eds., Race and Nation in Modern Latin America 2003). (Chapel Hill: University of North Carolina Press, 8. These websites can very useful for students: info. 2003); Robert M. Levine, Race and Ethnic lanic.utexas.edu/la/region/history; lib.nmsu.edu/ Relations in Latin America and the Caribbean: An subject/bord/laguia; www.library.vanderbilt.edu/ Historical Dictionary and Bibliography (Metuchen, central/latamhist.htm; lanic.utexas.edu; pdba. Adriana Novoa received her B.A. in history N.J.: Scarecrow Press, 1980); George Reid Andrews, georgetown.edu. from the University of Buenos Aires, Argentina, Afro-Latin America, 1800-2000 (New York: 9. See Catherine Davis, “Woman as Witness: Essays and her Ph.D. in history from the University of Oxford University Press, 2004); Franklin W. Knight, on Testimonial Literature by Latin American California, San Diego. Her research interests are Race, Ethnicity, and Class: Forging the Plural Women (review)” Biography 27 (Fall 2004): 855- science and cultural conflict in Latin America. Society in Latin America and the Caribbean (Waco, 859; Linda Craft, Novels of Testimony and Tex.: Baylor University Press, Markham Press Fund, As a professor at the University of South Flor- Resistance in Central America (Gainesville, Fla.: ida, Dr. Novoa teaches classes that deal with 1996); Thomas E. Skidmore, Aline Helg, and Alan University Press of Florida, 1997); Naomi Knight, eds., The Idea of Race in Latin America, identity formation in post-independence Latin Lindstrom, The Social Conscience of Latin 1870-1940 (Austin, Tex.: University of Texas Press, American Writing (Austin, Tex.: University of Texas America. 1990), Nancy Leys Stepan, The Hour of Eugenics: Press, 1998).

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