School Calendar 2021

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PACHS Holidays and Days Off for Students Legend Dr. Pedro Albizu Campos Puerto Rican High School 9/7 Labor Day Days of no school for students 2739 - 41 W. Division St. ~ Chicago, IL. 60622 10/12 Día de la Raza 773.342.8022 phone • 773.342.6609 fax 11/3 Election Day Virtual Parent Academy/Progress Report Distribution www.pachs-chicago.org 11/6 Professional Development 10/15, 12/10, 2/25, & 5/6 11/11 Veterans Day #Q End of Quarter 2020 - 2021 School Year Calendar 11/19 Report Card Pick-Up 11/25-11/27 Days in Solidarity with Native Americans Report Card Pick-Up: Parents & students come to school to receive report card 12/21–1/1 Winter Break AUGUST SEPTEMBER OCTOBER 1/18 Martin Luther King’s Birthday STAR Testing Begins M T W T F M T W T F M T W T F 2/5 Professional Development To be Determined 3 4 5 6 7 1 2 3 4 1 2 2/12 Abraham Lincoln’s Birthday Professional Development Days 10 11 12 13 14 7 8 9 10 11 5 6 7 8 9 2/15 President’s Day 17 18 19 20 21 14 15 16 17 18 12 13 14 15 16 3/1 Casimir Pulaski's Birthday Report Cards are distributed and mailed home 24 25 26 27 28 21 22 23 24 25 19 20 21 22 23 3/29-4/2 Spring Break 31 28 29 30 26 27 28 29 30 4/16 Professional Development SAT 4/22 Report Card Pick-Up NOVEMBER DECEMBER JANUARY 5/31 Memorial Day PSAT M T W T F M T W T F M T W T F 6/23 Professional Development 2 3 4 5Q 6 1 2 3 4 1 End of Quarter Dates Annual Community Events 9 10 11 12 13 7 8 9 10 11 4 5 6 7 8 5-Nov End Quarter 1 41 days Sept. 5, Sept. 6: Fiesta Boricua Virtual 16 17 18 19 20 14 15 16 17 18 11 12 13 14 15 4-Feb End Quarter 2 48 days Sept. 23: Grito de Lares 23 24 25 26 27 21 22 23 24 25 18 19 20 21 22 15-Apr End Quarter 3 41 days Oct. 31: Haunted Paseo Boricua 30 28 29 30 31 25 26 27 28 29 22-Jun End of School Year 45 days Dec. 1: World AIDS Day Jan. 6: Three Kings Day Winter Festival FEBRUARY MARCH APRIL Mar. 8: International Women's Day Celebration M T W T F M T W T F M T W T F Apr. 4: Commemoration of Puerto Rican Political Prisoners 1 2 3 4Q 5 1 2 3 4 5 1 2 Apr. 24: Humboldt Park Clean Up 8 9 10 11 12 8 9 10 11 12 5 6 7 8 9 May 29: Commemoration of Puerto Rican Political Prisoner, Oscar López Rivera 15 16 17 18 19 15 16 17 18 19 12 13 14 15Q 16 Jun. 19 : 43rd Puerto Rican People's Day Parade 22 23 24 25 26 22 23 24 25 26 19 20 21 22 23 Historical Dates To Consider 29 30 31 26 27 28 29 30 11-Sep Birth of Lola Rodríguez de Tió 10-Feb Birth of Julia de Burgos 12-Sep Birth of Pedro Albizu Campos 3-Mar Birth of Juan Antonio Corretjer MAY JUNE “Los pueblos son fuertes en 16-Sep Grito de Dolores 21-Mar Abolition of Slavery in Puerto Rico M T W T F M T W T F cuanto al amor por su niñez, 10-Oct Día de la Raza 28-Mar Birth of Consuelo Lee Corretjer 3 4 5 6 7 1 2 3 4 los pueblos son libres en 30-Oct Grito de Jayuya 1-May International Workers’ Day 10 11 12 13 14 7 8 9 10 11 cuanto a los niños se les 19-Nov Birth of Lolita Lebrón 5-May Cinco de Mayo 17 18 19 20 21 14 15 16 17 18 respete.” 20-Nov Anniversary of the Mexican Revolution 19-May Birth of Malcolm X 24 25 26 27 28 21 22Q 23 24 25 – Dr. Pedro Albizu Campos 10-Dec International Human Rights Day 31 28 29 30 11-Jan Birth of Eugenio María de Hostos Last Edited on 9/23/20.

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ISSUE 20 La Ciudad En La Literatura Hispánica De Los Siglos XIX, XX Y XXI (December 2008) ISSN: 1523-1720
ISSUE 20 La ciudad en la literatura hispánica de los siglos XIX, XX y XXI December, 2008 Dedicamos este número a todos los autores que han participado en CIBERLETRAS con sus ensayos y también a los lectores que han seguido su trayectoria durante estos diez años. Muchas gracias a todos. ISSUE 20 La ciudad en la literatura hispánica de los siglos XIX, XX y XXI (December 2008) ISSN: 1523-1720 Sección especial: la ciudad en la literatura hispánica de los siglos XIX, XX y XXI • Pilar Bellver Saez Tijuana en los cuentos de Luis Humberto Crosthwaite: el reto a la utopía de las culturas híbridas en la frontera • Enric Bou Construcción literaria: el caso de Eduardo Mendoza • Luis Hernán Castañeda Simulacro y Mimesis en La ciudad ausente de Ricardo Piglia • Bridget V. Franco La ciudad caótica de Carlos Monsiváis • Cécile François Méndez de Francisco González Ledesma o la escritura de una Barcelona en trance de desaparición • Oscar Montero La prosa neoyorquina de Julia de Burgos: "la cosa latina" en "mi segunda casa" • María Gabriela Muniz Villas de emergencia: lugares generadores de utopías urbanas • Vilma Navarro-Daniels Los misterios de Madrid de Antonio Muñoz Molina: retrato callejero y urbano de la capital española a finales de la transición a la democracia • Rebbecca M. Pittenger Mapping the Non-places of Memory: A Reading of Space in Alberto Fuguet's Las películas de mi vida • Damaris Puñales-Alpízar La Habana (im) posible de Ponte o las ruinas de una ciudad atravesada por una guerra que nunca tuvo lugar • Belkis Suárez La ciudad y la violencia en dos obras de Fernando Vallejo 2 ISSUE 20 La ciudad en la literatura hispánica de los siglos XIX, XX y XXI (December 2008) ISSN: 1523-1720 Ensayos/Essays • Valeria Añón "El polvo del deseo": sujeto imaginario y experiencia sensible en la poesía de Gonzalo Rojas • Rubén Fernández Asensio "No somos antillanos": La identidad puertorriqueña en Insularismo • Roberto González Echevarría Lezama's Fiestas • Pablo Hernández Hernández La fotografía de Luis González Palma.
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Reading Julia De Burgos with the FBI HARRIS FEINSOD
98 CENTRO JOURNAL VOLUME XXVI • NUMBER II • FALL 2014 Between Dissidence and Good NeighBor Diplomacy: Reading Julia de Burgos with the FBI HARRIS FEINSOD ABSTRACT Little is known about Julia de Burgos’s six months as an audit clerk at the Offi ce of the Co- ordinator of Inter-American Affairs in Washington, D.C. (1944-1945). This article recounts this interlude in Burgos’s career by focusing on her FBI fi le and the Hatch Act investigation that led to her termination as a federal employee. Reading the FBI fi le in the vein of literary criticism, the article shows how bureau ghosttranslators characterized Burgos’s political poems as works of dissident Nationalism. In so far as Burgos’s poems navigate the compet- ing ideologies of Puerto Rican Nationalism and Good Neighbor diplomacy, the article links them to a hemispheric matrix of writing—by Elizabeth Bishop, Pablo Neruda, Luis Palés Matos, Samuel Putnam and William Carlos Williams, among others—in which Puerto Rican decolonial politics intersect international communism and anticommunism. [Keywords: Julia de Burgos; Pablo Neruda; Elizabeth Bishop; Federal Bureau of Investigations; Good Neigh- bor Policy; Puerto Rican Nationalism] The author ([email protected]) is Assistant Professor in the Department of English and the Program in Comparative Literary Studies at Northwestern University. His current book project is Fluent Mundo: Inter-American Poetry from Good Neighbors to Countercultures. His recent writing appears or is forthcoming in American Literary History, American Quarterly, Arcade, Chicago Review, and the Princeton Encyclopedia of Poetry and Poetics: Fourth Edition, for which he was assistant editor.
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View Centro's Film List
About the Centro Film Collection The Centro Library and Archives houses one of the most extensive collections of films documenting the Puerto Rican experience. The collection includes documentaries, public service news programs; Hollywood produced feature films, as well as cinema films produced by the film industry in Puerto Rico. Presently we house over 500 titles, both in DVD and VHS format. Films from the collection may be borrowed, and are available for teaching, study, as well as for entertainment purposes with due consideration for copyright and intellectual property laws. Film Lending Policy Our policy requires that films be picked-up at our facility, we do not mail out. Films maybe borrowed by college professors, as well as public school teachers for classroom presentations during the school year. We also lend to student clubs and community-based organizations. For individuals conducting personal research, or for students who need to view films for class assignments, we ask that they call and make an appointment for viewing the film(s) at our facilities. Overview of collections: 366 documentary/special programs 67 feature films 11 Banco Popular programs on Puerto Rican Music 2 films (rough-cut copies) Roz Payne Archives 95 copies of WNBC Visiones programs 20 titles of WNET Realidades programs Total # of titles=559 (As of 9/2019) 1 Procedures for Borrowing Films 1. Reserve films one week in advance. 2. A maximum of 2 FILMS may be borrowed at a time. 3. Pick-up film(s) at the Centro Library and Archives with proper ID, and sign contract which specifies obligations and responsibilities while the film(s) is in your possession.
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Introduction and Will Be Subject to Additions and Corrections the Early History of El Museo Del Barrio Is Complex
This timeline and exhibition chronology is in process INTRODUCTION and will be subject to additions and corrections The early history of El Museo del Barrio is complex. as more information comes to light. All artists’ It is intertwined with popular struggles in New York names have been input directly from brochures, City over access to, and control of, educational and catalogues, or other existing archival documentation. cultural resources. Part and parcel of the national We apologize for any oversights, misspellings, or Civil Rights movement, public demonstrations, inconsistencies. A careful reader will note names strikes, boycotts, and sit-ins were held in New York that shift between the Spanish and the Anglicized City between 1966 and 1969. African American and versions. Names have been kept, for the most part, Puerto Rican parents, teachers and community as they are in the original documents. However, these activists in Central and East Harlem demanded variations, in themselves, reveal much about identity that their children— who, by 1967, composed the and cultural awareness during these decades. majority of the public school population—receive an education that acknowledged and addressed their We are grateful for any documentation that can diverse cultural heritages. In 1969, these community- be brought to our attention by the public at large. based groups attained their goal of decentralizing This timeline focuses on the defining institutional the Board of Education. They began to participate landmarks, as well as the major visual arts in structuring school curricula, and directed financial exhibitions. There are numerous events that still resources towards ethnic-specific didactic programs need to be documented and included, such as public that enriched their children’s education.
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WE ACCEPT JUN 30 Valor Y Cambio of PUERTO ESOS RICO SE ACEPTAN PESOS DE PUERTO RICO
MAY 31th th WE ACCEPT JUN 30 valor y cambio OF PUERTO ESOS RICO SE ACEPTAN PESOS DE PUERTO RICO 13 10 9 11 7 15 8 5 6 14 16 12 2 4 3 1 CITY-WIDE ORGANIZATIONS AND BUSINESSES ACCEPTING THE PESO: 1. Mil Mundos Libreria 5. Repertorio Español 9. The LitBar 13. Pregones PRTT 2. The Loisaida Center 6. Downtown Art 10. La Morada 14. Museum of Reclaimed 3. Teatro SEA 7. La Marqueta Retoña 11. Port Morris Distillery Urban Spaces (MORUS) 4. Teatro La Tea 8. No Longer Empty 12. Girls Club LES 15. El Museo del Barrio 16. Essex St. Market Share what you value with the VyC machine at The Loisaida Center and obtain the PR Peso in exchange. Use the pesos for a limited time at participating venues around the city. For more information, visit loisaida.org/contact-us/ and valorycambio.org. ABOUT THE PROJECT On May 26, Valor y Cambio (#valorycambio), a participatory art installation and community currency project, had its New York City premiere at the 2019 Loisaida Festival, followed by a one-month residency that includes collaborations with local businesses and other venues. The project is also part of Pasado y Presente: Art After the Young Lords 1969-2019, an exhibition produced by Loisaida Inc. in partnership with the Nathan Cummings Foundation, that opened on May 31. Started by artist Frances Negrón-Muntaner and collaborator Sarabel Santos Negrón in Puerto Rico last February, Valor y Cambio raises the question of what communities value and introduces a community currency called pesos of Puerto Rico—named after the project’s birthplace—as a means of change, in the sense of both money and social transformation.
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The Nationlist Party and Puerto Rico Memorias
Memorias. Revista Digital de Historia y Arqueología desde el Caribe E-ISSN: 1794-8886 [email protected] Universidad del Norte Colombia Power, Margaret Nationalism in a Colonized Nation: The Nationlist Party and Puerto Rico Memorias. Revista Digital de Historia y Arqueología desde el Caribe, núm. 20, mayo- agosto, 2013, pp. 119-137 Universidad del Norte Barranquilla, Colombia Available in: http://www.redalyc.org/articulo.oa?id=85528620006 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative MEMORIAS Revista digital de Historia y Arqueología desde el Caribe colombiano Nationalism in a Colonized Nation: The Nationlist Party and Puerto Rico Nacionalismo en una Nación Colonizada: El Partido Nacionalista y Puerto Rico Margaret Power1 Resumen Este artículo aborda el concepto de nacionalismo del Partido Nacionalista de Puerto Rico. El partido sitúa la nación tanto en la entidad geográfica de la isla, como en el área política-cultural transnacional de América Latina. Para establecer que Puerto Rico era una nación, el partido se basó en la cultura, la historia, el idioma y la religión que la isla comparte con América Latina. Los Nacionalistas también vincularon la isla a América Latina para convencer a los puertorriqueños de que su historia y su futuro estaban con América Latina, no con los de los Estado Unidos. Este artículo también establece que el Partido Nacionalista consideraba que tanto los hombres como las mujeres constituyen la nación y tienen un papel fundamental que desempeñar en el logro de su liberación.
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Departamento De Educación Del Estado Libre Asociado De Puerto Rico Escuelas Públicas Desglosadas Por Región, Distrito* Y Nivel Educativos Lista Al Día A: 08/07/2003
Departamento de Educación del Estado Libre Asociado de Puerto Rico Escuelas públicas desglosadas por región, distrito* y nivel educativos Lista al día a: 08/07/2003 Esta lista ha sido preparada usando como base una lista provista por la Secretaría Auxiliar de Planificación y Desarrollo Educativo, la entidad responsable en el Departamento por su mantenimiento y puesta al día. En caso de usted encontrar errores en esta lista comuníquese con la Secretaría Auxiliar al (787) 759-2000, exts. 3289 y 3290, o envie un mensaje utilizando la página dispuesta a esos fines en: http://www.de.gobierno.pr/EDUPortal/Escuelas/ Le recomendamos que imprima esta lista en papel de tamaño legal, en orientación horizontal ("landscape" o paisaje). * - En esta lista aparecen, enumeradas bajo la Región Educativa de Caguas, algunas escuelas que participan del proyecto piloto de reorganización "Repensando el Departamento de Educación", que reconfigura distritos escolares. ** - Los números de matrícula reportados son los anteriormente vigentes durante el año escolar 2002-2003. Departament of Education - Commonwealth of Puerto Rico Public schools detailed by region, district* and education level Last update: 08/07/2003 Lista creada: 08/07/2003 1:04:14 PM Informe preparado por la Oficina de Sede Electrónica del Departamento de Educación de Puerto Rico Página 1 de 114 REGIÓN DE ARECIBO Lista creada: 08/07/2003 1:04:14 PM Informe preparado por la Oficina de Sede Electrónica del Departamento de Educación de Puerto Rico Página 2 de 114 REGIÓN DE ARECIBO Distrito escolar:
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Independencia De Puerto Rico Libertad De Sus Patriotas
POR LA Independencia de Puerto Rico POR LA Libertad de sus Patriotas PUBLICACIONES DEL COMITE CUBANO PRO LIBERTAD DE PATRIOTAS PUERTORRIQUEÑOS 1 LA HABANA DICIEMBRE 1939 POR LA INDEPENDENCIA DE PUERTO RICO POR LA LIBERTAD DE SUS PATRIOTAS PUBLICACIONES DEL COMITE CUBANO PRO LIBERTAD DE PATRIOTAS PUERTORRIQUEÑOS 1 POR LA Independencia de Puerto Rico POR LA Libertad de sus Patriotas LA HABANA DICIEMBRE 1939 En honor de Pedro Albizu Campos y sus compañeros pre- sos en las cárceles imp eriales de Estados Unidos de América por defender la Independencia de Puerto Rico, y en memoria de todos los caídos m esta jornada de gloria y dolor. EL COMITE CUBANO PRO LIBERTAD DE PA- TRIOTAS PUERTORRI- QUEÑOS INDICE Pgs. Palabras de explicación 9 Comité Cubano Pro Libertad de Patriotas Puertorri- queños 11 Comité Cubano Pro Libertad de Patriotas Puertorri- queños. Sección de Santa Clara 15 Manifiesto a las Naciones Americanas 17 Mensaje a la Conferencia Panamericana de Panamá. 23 Respuesta 41 APENDICES Resolución aprobada por el Consejo de Gobierno de la Sociedad Colombista Panamericana 45 Adhesión de la Comisión Cubana Pro Centenario de Hostos a la causa de Puerto Rico Libre 48 Carta del Presidente de la Comisión Cubana Pro Cen- tenario de Hostos al Presidente de Estados Uni- dos de América 49 Respuesta 51 Discurso del Alcalde de La Habana, Dr. Antonio Be- ruff Mendieta, en el homenaje a Hostos en el Pa- lacio Municipal 52 Mensaje del estudiantado cubano a la Federación Na- cional de Estudiantes de Puerto Rico 54 Acuerdo de la Gran Logia de la Isla de Cuba 59 — 8 — Carta de la Gran Logia de la Isla de Cuba al Presi- dente de Estados Unidos de América 60 Mensaje de la Asociación de Repórters de La Habana al Presidente de Estados Unidos de América...
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REVISTA INTERDISCIPLINARIA Universidad Interamericana De Puerto Rico Recinto De Arecibo
ño XVño • 2009 A Año XVII 2010 - 2011 REVISTA INTERDISCIPLINARIA Universidad Interamericana de Puerto Rico Recinto de Arecibo “PRISMA” • Revista Interdisciplinaria • Revista “PRISMA” http://www.arecibo.inter.edu RECINTO DE ARECIBO UNIVERSIDAD INTERAMERICANA DE PUERTO RICO RECTOR Dr. Rafael Ramírez Rivera PRISMA es una publicación del Recinto de Arecibo de la Universidad Interamericana de Puerto Rico. Su propósito es fomentar el discurso intelectual, la creación, la investigación y la crítica. La Revista Prisma no se hace responsable por las ideas expresadas por parte de los autores en sus escritos. ARTE Roberto Robles Artista Gráfico Recinto de Arecibo CORRESPONDENCIA PRISMA PO Box 4050 Arecibo, P.R. 00614-4050 ÍNDICE A nuestros lectores……………………………………………………..…I CRÍTICA LITERARIA Prof. Brenda Corchado Robles El tema del indígena rebelde en Enriquillo y Los dos indios………….1 Priscilla Rosario Medina Obdulio Bauzá: de la raíz al vuelo………………………………...……9 Jaime G. Vélez Vélez Alonso Ramírez, el pirata………………………………………...…….25 CULTURA POPULAR Sonia López Mora Identifying Any Vestiges of the Caribbean Identity in the Cross-dressingCharacterizations of the Cristóbal L. Sánchez Carnival in Arroyo………………...........37 EDUCACIÓN Ángela Belgiovane Las conductas violentas y agresivas en jóvenes estudiantes del nivel superior en el área norte de Puerto Rico……………………47 Frances Cortés Bello Estilos de aprendizaje según David A. Kolb……………..……………52 Nydia Mejías Tirado La investigación didáctica dedicada a las ideas previas de los alumnos en las ciencias experimentales.........................55 Diana Vega Ruiz La educación ambiental desde la perspectiva de Paulo Freire............71 ÉTICA Ángel M. Trinidad Legalización de la eutanasia: el dilema moral……………………...…77 HISTORIA Mario R. Cancel El pensamiento político de Juan Antonio Corretjer Montes (1908-1985): una introducción…………………………………………97 Samuel Silva Gotay La responsabilidad como elemento inherente a la teoría de la historiografía……………………………..109 Luis F.
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Pedro Albizu Campos Piedra De Puerto Rico
PEDRO ALBIZU CAMPOS PIEDRA DE PUERTO RICO FRANCISCO MATOS PAOLI Recopilación y ordenación de ISABEL FREIRE DE MATOS FRENTE DE AFIRMACIÓN HISPANISTA, A. C. MÉxICO, 2001 PEDRO ALBIZU CAMPOS PIEDRA DE PUERTO RICO © FRENTE DE AFIRMACIÓN HISPANISTA, A. C. Castillo del Morro # 114 Lomas Reforma 11930, México, D. F. Tel. 55 96 24 26 E-mail: ivanfah @prodigy.net.mx MÉXICO Portada: El apóstol. (Óleo de Betzaida González) PEDRO ALBIZU CAMPOS PIEDRA DE PUERTO RICO FRANCISCO MATOS PAOLI Recopilación y ordenación de ISABEL FREIRE DE MATOS FRENTE DE AFIRMACIÓN HISPANISTA, A. C. MÉXICO, 2001 INTRODUCCIÓN EL SER O NO SER DE PUERTO RICO* ¿Quién no recuerda a Shakespeare?, quien por boca de Hamlet (III, 7), dijo: Ser o no ser. De eso se trata, en suma. ¿Qué es lo más noble: soportar callando dardos y flechas de áspera fortuna, o tomar armas contra un mar de males y darles fin luchando? Y aquí nos transporta el poeta a los campos metafisicos de la ontología : que informa del ser en sí. Platón en El sofista, trata extensamente la existencia del no-ser, contradiciendo a Parménides: Forastero: Aquel que declare que existe la falsedad tiene la audacia de proponer el ser del no-ser; puesto que esto se supone en la posibili- dad de la falsedad. Ante lo cual exclama Teetetes: ¡En que rara complicación de ser o no ser nos hemos envuelto! Prosigue Platón a explicar la esencia del ser: Forastero: Mi noción sería que cualquier cosa que posea poder para afectar a otra o de ser afectada por otra -aunque sea por un instante- VII por muy leve que sea la causa o por insignificante que sea el efecto, tiene existencia real, por lo que sostengo que la definición de ser es sencilla- mente poder.
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Understanding Ethnic Labels and Puerto Rican Identity
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2000 Volume I: Women Writers in Latin America Understanding Ethnic Labels and Puerto Rican Identity Curriculum Unit 00.01.05 by Diana Pe–a-Pérez Very often my middle school students ask: “Are you Puerto Rican, Latino or Hispanic?” They also want to know “Is Cinco de Mayo a Puerto Rican or Latin American holiday?” The truth is that the different labels used to refer to the diverse Spanish-speaking communities and their respective traditions in the United States baffle even adults. This is a reflection of how little people know about the fastest growing minority group in the United States. Most Americans are not aware of the fact that there are different cultures and races among the more than 20 million Spanish-speaking people in the U.S. Afraid of generalizing, stereotyping or leaving somebody or something out, people prefer not to have this type of discourse. We need to take time to research about these matters. As teachers, we need to better prepare our students to understand the different cultures and ethnic groups that are the fabric of this country. The dialogue on multiculturalism is becoming very crucial as we are moving toward a more global society. We need to talk about race and culture to understand the changes in our communities, in politics and in today’s popular culture. Culture and Identity Culture, in anthropology is defined as the study of all aspects of human life, past and present (Encarta Online Deluxe). Culture also refers to the patterns of behavior and thinking that people living in social groups learn, create and share.
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Kelvin A. Santiago-Valles
1 Curriculum Vita (June, 2018) Kelvin A. Santiago-Valles Professor of Sociology, Latin American and Caribbean Area Studies, and Africana Studies, Binghamton University- SUNY, Binghamton, NY 13902-6000 E-mail: [email protected] ; home phone/fax: (607) 724-4999 Department secretaries: (607) 777-2628, 777-5030; fax-Sociology Dept.: (607) 777-4197 ACADEMIC DEGREES: Ph.D., Sociology (1980) B.A. History (1973) The Union Institute Goddard College 440 Mac Millan St. Plainfield, VT 05667 Cincinnati, OH 45206-1947 OVERLAPPING FIELDS OF INTEREST (RESEARCH/ TEACHING): World-systems analyses, focusing on: global labor-racial formation, subaltern social movements, as well as critiques of coloniality, political economy, and knowledge structures, and regulatory apparatuses (penal discipline and police surveillance in particular); Caribbean, Latin American, and U.S. Latina/o studies; the African diaspora and critical race theories/ critical legal studies; urban studies, visual culture, and the social production of space; gender and sexuality. CURRENT RESEARCH: World-historical transformation (from 1650s to the present) of, as well as the conflicts between: (1) the political economy of European and Euro-North-American forms of sexually racialized social regulation and (2) racially-configured class formation in the Atlantic, in particular among Puerto Ricans in the Caribbean and in the United States. PUBLICATIONS: A. Books. “Subject People” and Colonial Discourses: Economic Transformation and Social Disorder in Puerto Rico, 1898-1947 (Albany: State University of New York Press, 1994) Rethinking “Race,” Labor, and Empire: Global-Racial Regimes and “Primitive” Accumulation in the Historical Long-Term (book manuscript under revision for publication) Race Making in World-Historical Perspective: Social Regulation in the Spanish Atlantic, 1650s-1920s (book in preparation) B.
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