COURSES WITH SIGNIFICANT LATINO/A STUDIES COMPONENT
(Note: this first list contains courses that automatically count as Certificate electives without special approval)
LSGS 150S/AAS199S.9/Soc195S.5/ROMST150S.1- Latino/a Hip Hop: Representation and Resistance
This course will examine Hip Hop as a tool for self-representation and resistance among Latino/as in the United States in the context of histories of colonization, im/migration, and activism. The course highlights the integral role of Puerto Rican youth in Hip Hop's creation; examines the role of Hiop Hop as an expression of Chicano politics; explores the influence of cultural expressions from the Spanish-speaking Caribbean; and investigates what Hip Hop reveals about the linkages between US Latino/a and African American communities. Through an examination of the politics of Latino Hip Hop as a cultural production, the course emphasizes a critical analysis of the racial, gendered, and linguistc politics that shape Latino/a lives.
TR 10:05AM - 11:20AM Carr 241 Instructor: Monika Gosin
LSGS 181S.01/ SPANISH 181S.01/Lit 162ZS.02- Latino/a Autobiography and Memoir
In what ways do the stories of Latino and Latina cultural workers reconstruct factual and fictional modes of representation? This course explores the varied techniques of self-referential intention in the autobiographies and memoirs of the aforementioned group, interrogating how their recollections interconnect with the identity formation and lived distinctive moments in US society. Through autobiography, memoir, literary criticism, and theoretical readings, the class emphasizes the negotiation of self, place, and community via social and geographical locations including family, region, and the nation. Of particular concern are the deliberations as: Do these personal accounts introduce new forms of knowledge construction? How are Latino/a lived experiences told and theorized? Do the social and discursive spaces of these works provide points of agreements on Americanness?
MW 2:50PM - 4:05PM Languages 312 Instructor: Claudia Milan
LSGS 150.01/SP102.01 - Spanish for Heritage Speakers
Designed for students who are heritage speakers, educated almost exclusively in English, with little exposure to Spanish in an academic setting. Linguistic work contextualized through three major fields: arts (music, literature, cinema, painting, sculpting); society (Latinos & language in the US, traditions, immigration related topics); and mass media (television, radio, newspapers, new technologies).
TR 2:50PM - 4:05PM TBA Instructor: Joan Munne
LSGS 200S - The Latinization of the US: A Warning, A Gift, An Inevitability
Required for students seeking the certificate in Latino/a Studies in the Global South. Provides students with the opportunity to synthesize theories and methodologies in Latino/a Studies taken in previous coursework and to critically reflect on content related to the Latino/a world, especially about latinidad in local and global contexts. Utilizes texts of a rigorous and probing nature in relation to individual research projects. Open to juniors and seniors who have previously taken LSGS100S. (Note: for this first offering, the course may be open to additional students who have not met the normal pre-requisites. Contact the Program in Latino/a Studies if you are interested in taking the course but have not taken the Intro course first.)
TR 1:15PM - 2:30PM TBA Instructor: Antonio Viego
Spanish 106A Health, Culture, and the Latino Community
Issues associated with access to the health care industry for growing Latino/a population in the US. Topics: cultural competency issues, medical practices, lexical knowledge related to the field. Develop research proposal informed by required 20 hours of service work with local community partners. Assessment on knowledge of content, oral and written Spanish, and participation in service. Recommended students take 100-level Spanish course prior to enrolling. Pre-requisite: Spanish 76 or equivalent.
WF 10:05AM - 11:20AM Art Building 102 Instructor: Departmental Staff
Spanish 106CS Issues in Education and Immigration
Community-based interaction with Durham Public Schools. Topics: Latino/a identity, access to education for immigrants, academic performance, assimilation, general pressures of family and peers, bilingualism, configurations of ethno-racial consciousness. Required 20 hours outside of class with assigned community partners. Assessment on knowledge of content, oral and written Spanish, and participation in service. Recommended students take 100-level Spanish course prior to enrolling. Pre-requisite: Spanish 76 or equivalent.
WF 10:05AM - 11:20AM TBA Instructor: Departmental Staff
DOCST 167S Politics of Food: Why Latinos Harvest Our food
Explores the food system through fieldwork, study, and guest lectures that include farmers, nutritionists, sustainable agriculture advocates, rural organizers, and farmworker activists. Examines how food is produced, seeks to identify and understand its workers and working conditions in fields and factories, and, using documentary research conducted in the field and other means, unpacks the major current issues in the food justice arena globally and locally. Fieldwork required, but no advanced technological experience necessary. At least one group field trip, perhaps to a local farm or farmers market, required. Course content is at least 50% Latino population.
MW 10:05AM - 11:20AM Bridges House 130 Instructor: Charles Thompson
Additional Courses of Interest (with some Latino/a content)
(Note: this second list contains courses that DO NOT automatically count as Certificate electives. Some of the following do not have enough Latino Studies content (50% +) to automatically count and some are house courses, which cannot count toward certificates. If you are interested in counting one of these courses as a Certificate elective, please contact Jenny prior to the start of the semester to discuss such an option.)
DOCST190S: Video for Social Change
This course will use an active learning model to produce a professional-quality video for a public education campaign on behalf of North Carolina’s agricultural workers. Students will learn how to research a complex economic and labor issue, work with community partners, interview local leaders, workers, and scholars, develop a script that synthesizes their findings, and make ethical editing decisions. The completed class-produced video will be presented to audiences in community-based screening throughout North Carolina.
Student Action with Farmworkers (based at the Center for Documentary Studies) will collaborate with the class and contribute archival photos and footage documenting the working and living conditions of North Carolina’s farmworkers. Readings, film screenings, and guest speakers w ill also introduce students to the methods and traditions of grassroots community organizing, the craft of video production, and the varied uses of video as an organizing tool, and the history of farmworker movement in the United States and North Carolina in Particular. For further questions, please contact Bruce Orenstein at .
Tuesdays 3:05-5:35pm, Bridges House 113 Instructor: Bruce Orenstein
House Course 79-10 Search of the Root of All ISMS
Led by students of the Kenan Institute for Ethics and faculty sponsor Suzanne Shanahan.
Students will be introduced to basic ethical issues that arise from a sense of privilege, “The Root of All –Isms,” through the aid of selective readings and discussions with other students and faculty guest speakers. During the first half of the semester, students will be challenged to discuss issues concerning the universal “–isms” of prejudice and discrimination: Sexism, Heterosexism, Racism, Culturism/Religionalism, and Classism. Then during the second half of the semester, students will participate in a service learning project, which will aid the students in understanding how these –Isms manifest locally.. During this time, students will also be introduced to different ethical dilemmas within the Duke community.
Mondays, 7:30-9:30PM Instructor: Suzanne Shanahan
House Course 79-18 Undocumented America
Department: Documentary Studies, Charles Thompson
Since the erection of the border wall in 1994, as many as 5,600 people have died trying to cross the “line in the sand” that is the U.S.-Mexico border. Yet mere miles away, a climate of human rights abuse, anti-immigrant policies like SB 1070, and distorted depictions of the “illegal alien” flourish. In this course, we seek to understand: what is the relation between these snapshots? Is there a disconnect between reality and the public’s understanding of the migrant? And what exactly is the illegal immigration issue?
Through a curricular medley of documentary films, news articles, contemporary literature, and presentations, we hope to answer these questions and work toward an understanding of how to document America’s perception and reception of migrants. We aim to explore all the perspectives to be found in public opinion, the stories—and the unbiased facts.
Tuesdays, 7:30-9:00pm, Few FF 201. Instructors: Shaoli Chaudhuri (email@example.com), Sam Savitz (firstname.lastname@example.org)
AAAS187.01 / French 199.01 / Latamer 190.01/ Culanth 156E.01/Linguist 198.091 Haitian Creole for the Recovery in Haiti
Introductory course in Haitian Creole targeted toward future participants in Haitian Recovery from earthquake of Jan 2010. Preparation for verbal interactions in a health care environment; engineering, architecture/urban planning, religion, and law also represented; students' immediate needs will be integrated into the class structure. Textbook, Haitian Creole for Health Care, helps students to acquire basic communicative competence in Kreyòl with emphasis on oral expression, listening comprehension, proficiency in reading and basic written interactions. Provides cultural context and insight for all linguistic material, and pragmatic orientation for experience on the ground in Haiti.
TR 10:05-11:20am Allen 226 Prof Deborah, Jenson, Jacques Pierre
English 119CS-01 / Linguist 199-01 Sem "Language in Immigrant America."
This course examines the crucial role of language in the story of the immigrant experience in America--a story marked by searching for a path between assimilation and preserving one's home culture. Learning English, speaking with a foreign accent, choosing which language to use at home, responding to political challenges--the controversial bilingual education programs, the English-Only movement--have all shaped the making and remaking of immigrant identities. In this course, we will explore these issues by drawing on case studies in linguistic anthropology, on personal stories such as autobiographies and memoirs, and on public debates surrounding language and immigration. We will also consider the discursive construction of "the immigrant" in the media, in literature, and in ethnographic interviews to see how these discourses produce racial, ethnic, and linguistic hierarchies.
WF 10:05am-11:20am, Allen 317 Instructor: Dominika Baran
History 196QS.01 / PubPol 196OS.01 Immigration Policy History
Immigrants and immigration policy in the United States from the late nineteenth century to the present, with focus on origins of immigrant exclusion during two waves of immigration: ¿new¿ immigrants from Europe and Asia, 1880-1920, and Central American, African, and Asian migrations, post 1965. Immigrant roles in shaping policy debates, citizenship requirements, free labor, and American culture. Ethical dilemmas generated by immigration. Research paper required.
This seminar explores the history of immigration and immigration policy in the United States from the late nineteenth century to the present. We will read two related but sometimes disconnected literatures: scholarship on immigrants in North America and scholarship on the history of history of immigration policy and the impact of immigration on a host of policy dilemmas. We will grapple with at least three pressing questions. 1) Why have immigration policies so often failed to achieve stated objectives or produced unintended consequences? 2) How have immigrants' strategies and choices, whether legal or illegal, transformed immigration policy and "American" political institutions? 3) And how can historical understanding of immigration and immigration policy better inform and improve current immigration policies and debates? Our readings focus on three related arenas of immigration policy debate: citizenship and its requirements; immigrants and free labor; and immigrants and rights, whether national or transnational.
W 4:25-6:55 Prof Gunther Peck
Spanish 115.01 / ICS 130H.01 Introduction to Spanish-American Literature
A survey of major writers and movements from the periods of discovery to conquest, colonial rule, and early independence. Includes works by native Indian, "mestizo", and women writers. Prerequisite: Spanish 101, 110S, or AP Spanish Literature score of 5.
TR 1:15-2:30 Prof Richard Rosa
Spanish 116.01 Introduction to Spanish-American Literature
A survey from Independence to the Contemporary period. Prerequisite: Spanish 101, 110S, or AP Spanish Language score of 5 or AP Spanish Literature score of 4 or 5.
TR 11:40-12:55 Prof Francisco Adrian
Political Science 141D.001 / AAS 149D.001 Racial/Ethnic Minorities in American Politics
This course is an introduction to the importance of race and ethnicity in American politics, and the politics (historical, legal, attitudinal, and behavioral) of four of the United States' principal racial minority groups--blacks (African Americans), Latinos, Asian Americans and American Indians. is provided in two lectures and one small discussion meeting each week.
MW 10:20-11:10am TBA Paula McClain (plus discussion)
PolSci 141D-01D F 10:20-11:10 AM West Duke 108A
Polsci 141D.02D Thur 4:40-5:30pm Bio Sci 155
PhysEd 75 Latin Dance
Salsa, cha-cha, rumba, merengue, samba, mambo, and others.
TR 10:05-11:20 TBA Instructor: Miss Daffron
ROMST 145.01 / ISIS 115.01 Representing Haiti
Merges cultural study of representations of Haiti with initiatives in multimodal expression of research. Themes addressed: humanitarianism; NGOs; HIV; ¿boat people¿ and other tropes of migration; the ¿restavèk¿ or child domestic worker; hip hop; Haiti and hemispheric partnerships; Haiti and the Left; Haiti and the Right; the ¿failed state¿ in contemporary global politics; postcoloniality before postcolonialism; Haiti and language; religious identities. Research projects may include development of the Haiti Lab¿s Second Life ¿Haiti Island;¿ development of a virtual Creole language learning space; gps mapping; or collection of research data through cell phone technology.
MW 2:50-4:05 Perkins LINK TBA Prof Deborah Jenson. Victoria Szabo