A welcome message from Prof. Claudia Milian, LSGS Faculty Director.

Get started on your Certificate in Latino/a Studies in the Global South!

Check out the goings-on at LSGS.



    • 16 April 2016 | crónicas date
    • crónicas poster | 15 April 2015
    • crónicas is a one-day workshop that will bring journalists and academics to Duke University on Friday, 15 April 2016. This small conference will serve as a launching-pad for these two professional bodies to meet, visualize, and strengthen their roles as intellectuals. The aim is to create a platform for a continuous and sustained collaboration between journalists and academics. The point of orientation––the subject for deliberation––is this simple premise: to forge a public engagement with the Latino and Latina world in the United States. What would an online forum with shared, side-by-side content written by journalists and academics look and read like?

      The crónicas participants are: RUSSELL CONTRERAS, Associated Press and President of UNITY: Journalists for Diversity; NATHAN OLIVAREZ-GILES, The Wall Street Journal; JOHN MCKIERNAN-GONZÁLEZ, Texas State University; NANCY RAQUEL MIRABAL, University of Maryland; CLAUDIA MILIAN, Duke University; and BLANCA TORRES, The Seattle Times.

      The workshop will endeavor to have a meaningful conversation and fashion a new practice of narrative inquiry by Latino and Latina intellectuals in the twenty-first century. Think of the many forms of reportage and traditions found in the journalistic and literary crónica (or chronicle), where the narration behind events can take many forms of expression, including essays, recollections, travel writing, memoir, and interviews. It is in this spirit––across disciplines, across angles of vision––that this forum is conceived as crónicas: where journalists + academics meet, a vehicle for reflecting about the cacophony of Latino and Latina experiences through new and dynamic models of discussion. The word “crónica” is doubtlessly a nod to the Latin American genre. But it is also an acknowledgement of U.S. Latino periodicals founded in the late nineteenth and early twentieth centuries, such as the Laredo-based La Crónica, which promoted in-depth coverage of issues affecting Texas Mexicans. Our titular crónicas, in plural form, gear toward a joint articulation by journalists and academics in search of a public form, an unrestricted forum.

      » Fri., 15 April 2016 | Time & Venue TBA «

    • spring 2016 courses

Queer Latina/o Studies  
This interdisciplinary course brings together the fields of Latino/a Studies, Feminist Studies, and Queer Studies to examine the lived experiences, politics, and cultural production of queer Latinos and Latinas. This course will begin by tracing how Queer Latino/a Studies developed out of the intersectional approaches of women of color feminist writing and activism, as well as the shortcomings of the mainstream LGBT movement to meaningfully address questions of race and class difference. Using a variety of texts, we will then explore how queer Latinos/as construct their identities in relation to more dominant expressions of queerness and Latinidad. Immigration, race, class, gentrification, language, performance, and kinship are among the many themes we will discuss in this course. 

Health, Culture, & Latino Community
Exploration of health issues in the Spanish-speaking world shaped by social, cultural, political, ethnic, and economic determinants. Topics to be explored include: cultural competency, community beliefs, medical practices and policies, preventive medicine, mental health.
LSGS 306, GLHLTH 326

Issues of Education and Immigration
This advanced Spanish language course provides community-based interaction with Durham Public Schools. In-class discussions will include topics of: Latino/a identity, access to education for immigrants, academic performance, assimilation, general pressures of family and peers, bilingualism, and configurations of ethno-racial consciousness. In addition to class sessions, students are required to spend 20 hours outside of class with assigned community partners. Students are assessed on knowledge of content, oral and written Spanish, and participation in service. Recommended that students take a 100-level Spanish course prior to enrolling in this course. Pre-requisite: Spanish 76 or equivalent. Service Learning. 
EDUC 307S, LSGS 307S

Introduction to U.S. Latina/o Literature, 1960s–Present  
This seminar is an introduction to Latino and Latina literary production and its heterogeneous voices and imaginations in the United States. The formation of a Latino/a literary cannon, its thematic strands, cultural connections, historical and political contexts, theoretical approaches, and circulation in the American world and beyond will all be surveyed to gain a critical and resourceful overview of the range of nationalities, communities, locations, identifications, and practices that fall under the Latino and Latina designation. The course will draw from a wide variety of genres, including fiction, poetry, autobiography, film, and performance art. Among the questions guiding this course are: How are Latina and Latino identities envisioned and manifested since the Civil Rights Movement? How does a Latina- or  Latino-specific cultural production dialogue with the U.S. multiracial landscape? 

Mayas, Aztecs, and Incas: The World According to the Indigenous People of Latin America
The basic philosophical architecture of the three great civilizations of America: Maya, Aztec and Inca.​ The course links the current indigenous revival in the Andes (Bolivia and Ecuador), in the South of Mexico, and in Guatemala, with the survival of their historical legacies. This course calls into question many held beliefs upon which the idea of our own “American” past stands. We start from the assumption that Maya, Inca and Aztec civilizations are to the past and present of America, what Greek and Roman civilizations are to the past and present of Europe.  Focuses on the basic conceptual foundations of these civilizations (concepts of time and space, economic and social organization, education, religion, art and literature, philosophy) and on their survival, through time, to today. Understanding the past in the present will help students to understand the growing presence and influence of Indigenous populations (Native Americans, Fourth Nations) in shaping global futures.

The América Borderlands
Culture and Politics of the Américas Borderlands explores the intersection of North and Latin America through the movement of people, products, ideas, and technologies. We’ll focus on “dirt” as both a thing (“the ecstatic skin of the earth”) and as a concept—of matter (and people) out of place. Through this we’ll look at culture and agri-culture, including the production and consumption of food and pharmaceuticals—both legal and illegal—and the different borders they cross, from outside to inside our bodies and across nation-state lines. The course explores ecosystems and environmental struggles that defy borders. It examines “women’s work,” so often connected to cleaning and childcare, and how assigning such tasks to migrant women “frees” their often whiter, wealthier sisters for more satisfying work. We also explore why U.S. border policies so often seem irrational: strawberries rot in the fields for lack of workers as the border is militarized, or thousands of people perish and millions are incarcertated in the “war on drugs” as U.S. noses—including at least once the President’s—continue to inhale. We look at science and technology, ecology, law, popular culture, and violence to think about how people, borders, and land intermingle and make each other.  We explore the simultaneity of danger and desire that surrounds those people and things considered “out of place” to understand—and resist—violent irrationalities.   
LSGS 254

Latinas/os and Education
A comprehensive examination of the education of Latinas/os, the most rapidly growing ethnic minority group across the nation’s education system. Explores historical, legal, sociocultural, ethical, and political contexts that shape their experiences along the K-16 educational pipeline. Themes to be explored include educational disparities, biculturalism, bilingualism, immigration, and the role of family and community in Latina/o students’ education. The intent of this course is to provide students with foundational knowledge necessary to understand the issues related to the education of Latina/o students.
LSGS 290S.03, CULANTH 290S.03, SOCIOL 290S.03

LSGS Courses


    • Latin@ Workshop Series | Duke-UNC 2016
    • LSGS and the UNC Latina/o Studies Program have joined analytical forces this Spring 2016 by starting a Latin@ Studies Workshop Series. The goal of this collaborative undertaking is straightforward: to explore and dynamically engage with the scholarship being produced by Latin@ Studies interlocutors at both Universities. What are you working on now, what are you working on next? What are you revising? What are we, as Latina/o Studies faculty, studying? Write us and let us know if you'd like to share your work with us this semester.

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This is an exclusive LSGS post by Prof.John Mckiernan-González on the federal court proceedings this October of Perales Serna et al v. Texas Department of Health State Services. This civil rights lawsuit was filed by the non-profit organizations Texas RioGrande Legal Aid and the Texas Civil Rights Project on behalf of a group of mothers in The Lone Star State whose U.S.-born children were denied birth certificates by the Texas Department of State Health Services Vital Statistics Unit.

    • newmarisol
    • Marisol LeBrón, LSGS Postdoc

Hello! I’m so thrilled to be joining the Duke community for the next two years as the Postdoctoral Associate in the Program in Latino/a Studies in the Global South.
A little bit about me: I’m a queer nuyorican scholar born and raised in the Bronx. I’m an Assistant Professor on leave from the Department of American Studies at Dickinson College. I received my Ph.D. in American Studies from New York University in 2014. I went to Oberlin College for my undergrad, where I received my B.A. in Comparative American Studies. (While attending Oberlin, which is in a small town outside of Cleveland, I got asked my thoughts about LeBron James at least twice a week – this still happens surprisingly often.)

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I am currently working on my first book, "Policing Life and Death: Race, Violence, and Resistance in Puerto Rico," which looks at the growth of punitive logics and practices on the island. In particular, I am interested in how policing produced more vulnerability and violence in Puerto Rico’s racially, economically, and socially marginalized communities than it alleviated. Further, I document how Puerto Rican activists are challenging harmful “tough on crime” policies by working to expand Puerto Ricans' understandings of safety and justice.
This fall semester, I’ll be teaching a course entitled Policing Latinidad: From Border Wars to Mass Incarceration. It is an interdisciplinary course that explores a number of topics, ranging from the history of border enforcement, to the criminalization of social protest, to the school-to-prison pipeline, to the war on drugs. 
See you on campus!

    • mlebron spring 2016 class
    • Professor Marisol LeBrón's Spring 2016 course.

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    • south.
    • LSGS ARROB@ Blog Homepage
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ARROB@'s Blogger for March 2016 is Pedro Lugo-Vázquez, AKA Castor, an illustrator and assistant librarian in Puerto Rico. In his first post, Lugo-Vázquez speaks of his "Íconas" series, which pays tribute to the women that have inspired him. He writes: "After they were printed and out in the world, they capture and took a whole new meaning, introducing 'Íconas' to children. Most of my adult life I’ve worked offering art workshop to children of all ages and I guess, subconsciously, that experience translated itself to my art. Mothers have told me how their children reacted positively to the 'Íconas' cards set, and this is when I decided to add biographical information and use it as tool to empower and educate children. That guided me to shift some of my work towards a children audience and hope to develop more projects like this in the future."

    • LSGS Video

Jennine Capó Crucet reads the story “Happy Birthday Dear Dante” from her award-winning collection, How to Leave Hialeah (University of Iowa Press, 2009), and answers questions from students in the “Introduction to Latino/a Studies” seminar, taught by Walter Mignolo, William H. Wannamaker Professor of Literature and Romance Studies, in the Fall 2014 semester.
This video features questions such as: “What is it about Miami that motivates your writing?” (8:27); “How do you represent ‘in-betweenness’ in your writing? (9:54); and “What do you hope students learn through your writing and teaching?” (12:18).
Capó Crucet is currently Assistant Professor of English and Ethnic Studies at the University of Nebraska–Lincoln. Make Your Home Among Strangers (St. Martin’s Press, 2015) is her debut novel.

    • Findings

​​» New U.S. Poet Laureate Juan Felipe Herrera Made a Fantastic Debut in D.C.Washington Post coverage on Juan Felipe Herrera, the 21st Poet Laureate of the United States. "If there were any doubt, Herrera, the first Mexican American U.S. poet laureate, made it clear that he’s bringing a new sense of wonder and drama to the position. His inaugural reading was infused with humility and graciousness, but it was also an elaborately choreographed event informed by his years as a teacher and activist." ​Read the 10 June 2015 news release on Herrera's appointment from the Library of Congress here​.

» A Conversation on Latino Representation in U.S. Art History Departments

» From Latin@ to Latinx: an NPR piece, "​'Latin@' Offers A Gender-Neutral Choice; But How To Pronounce It?," and a feature article from Latina, "Why We Say Latinx: Trans & Gender Non-Conforming People Explain."

» Taking My Parents to College, Jennine Capó Crucet's op-ed in the New York Times about being a first-generation Latina college student.

» Three Things You Should Know About Birthright Citizenship:  "… the U.S. is an anomaly in the world when it comes to this issue. Most of the rest of the world, for example, gives people citizenship based on a concept known as jus sanguinis, literally 'by right of blood.'"

Latinas in History: An Interactive Project.

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Durham Neighborhood Group Gets to Know Hispanic Neighbors Better. Durham's rise in the Latina and Latino population "isn't all due to immigration from Latin America." Instead, "We are seeing more families coming here from other places in the United States."

» From Tobacco to Tortillas: Latinos Remake Durham, North Carolina, an NBC News article about Bull City's Latinas and Latinos: "After a two-decade period of adjustment, this city of Southern heritage appears also to be cultivating a Hispanic heritage. 'People are getting used to the fact that Latinos are here.'"

& More

    • R. Galvan | Collectible Series 2013
    • R. GalvanCollectible Series. Mint condition objects. | 2013



Lend your ears to "Taking on Academia: A Conversation about Latino Studies," a podcast from NPR's Latino USA centering on the field's importance, its current state, and what educators want going forward. The episode features Frances R. Aparicio, Professor of Spanish and Portuguese and Director of the Latina and Latino Studies Program at Northwestern University; Nancy "Rusty" Barceló, President of Northern New Mexico College; and Juana María Rodríguez, Professor in the Gender and Women’s Studies Department at the University of California, Berkeley.

The Latino/a experience affects the entire United States, if not the world.

    • LSGS Ya tu sabe bubble