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: Argentina 6 Study Cycle II: Brazil 7 Study Cycle III: Guatemala 9 Study Cycle IV: Venezuela 11 Study Cycle V: Mexico 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—Bolivia, Venezuela, Ecuador—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.