¡Calma Pueblo!New CLACS Affiliated FacultyVisiting Brazilian ScholarMaxine Margolis and Mariette MonpierreSofia Villenas50 Years of CLACS History

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CLACS Celebrates 50 YearsMLCP Grad Student RoundtableUpward BoundCongratulatiosn to CLACS StudentsSaludo del Director

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ENFOQUESpring 2014 NEWSLETTER

INSIDE THIS ISSUE

The Center for Latin American and Caribbean Studies at Indiana University

A US Department of Education Title VI National Resource Center

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Friday, March 7Nation Formation Panel-Sarah Foss (Indiana University) - Mario Payeras and the Utopian Vision of Guatemala’s Octubre Revolucionario -Elena McGrath Thistle (University of Wisconsin) - Revolutionary Bodies: Copper Miners and the Bolivian National Revolution-Jonathan David Warner (Indiana University) - The Development of West Indian Black Internationalism and the Panamanian Political Response, 1920-1930s-Matthew Perse (University of Connecticut) - Urban Folk: Tanguito and the Mythological Legitimation of Rock and Roll -Discussant - Daniel James (IU Mendel Chair of History

From Protest to Policy -Alexandra Toledo (Indiana University) - Something’s Cooking: Social Movements and the State Debate Peruvian Food Policy-Lucy Miller (Indiana University) - Mediating Expectations: Sustainable Development Discourse and the Extractive Reserve Model (RESEX) in the Brazilian Amazon -Emma McDonell (Indiana University) - The Limitations of “Resource” Conflicts: “Indigeneity” in Anti-Mining Protests in Puno, Peru -Baird Campbell (Tulane University) - Movilh-ización: Legitimacy in Santiago’s LGBTQ Social Movement IndustryDiscussant - Eduardo Brondizio (IU Professor of Anthropology)

Saturday, March 8Politicizing the Personal-Nzingha Kendall (Indiana University) - Radical Feminist Documentary: Women’s Collective Voices in Las muertes chiquitas-Jackie Markle (Indiana University) - Los Marín en Aves sin nido: El Nuevo orden propuesta para curar en Perú traumatizado -Denisa Jashari (Indiana University) - Shantytown Subculture in 1980s Santiago, Chile-Discussant - Lessie Jo Frazier (IU Associate Professor of American Studies)

On Friday and Saturday, March 7-8, CLACS hosted the third Annual Graduate Student Conference. The Conference, titled ¡Calma Pueblo!: Order and Chaos in Latin America, encouraged participants to consider changes within Latin America which have led to order and/or chaos. Although order and chaos are binary terms they were meant to encompass a wide scale of experiences within the region, and that is exactly what we received. We had an incredible response from the broader Latin American Studies community, with scholars from UC Davis, Tulane, Univ. of Wisconsin, Univ. of Connecticut, and IU from a diverse range of fields such as History, Anthropology, Public Health, Spanish Literature, Public Policy, and History. Some major themes that were discussed included: nation formation, protest art forms, policy processes, knowledge production, and social movements. IU professors from a range of departments provided feedback and facilitated discussion for the Q&A after every panel.

¡Calma Pueblo! Order and Chaos in Latin America

March 7-8, 2014Indiana Memorial Union-Persimmon Room

Cover Photo: Pyramids at Tikal, Guatemala. Photo by Sarah Foss.

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Conflict in Transition-Sarah Leister (University of New Mexico, Albuquerque) - The Right to Health as Resistance in Post-Coup Honduras-Andrew Bentley (Syracuse University) - ‘Que descanses con los angelitos’: Globalization and Urban Violence in Post-Civil War Guatemala City -Discussant - Ricardo Guzmán (IU Assistant Professor of Spanish and Portuguese)

Memory-Joseph Feldman (University of Florida) - Why Museums are about Forgetting: Notes on a Peruvian Situation -Stephanie Huezo (Indiana University) - Sin verdad no hay justicia: Demanding State Accountability for the Civil War in El Salvador through the Monumento a la Memoria y la Verdad-Julia Catherine Youngs (University of New Mexico, Albuquerque) - Los muros hablan: Street Art and Urban Space in Post– Revolutionary Nicaragua -Discussant - John H. McDowell (IU Professor of Folklore)

Labor and Culture-Julián Carrillo (Indiana University) - La Maroma as Labor, Ritual, and Intangible Cultural Heritage in in the Mixtec Region of Oaxaca, Mexico -Mira Kohl (Tulane University) - Modern Bolivian ‘Slave Labor’: Discourses of Depoliticization and Emancipation in São Paulo, Brazil-Discussant - Patrick Dove (IU Associate Professor of Spanish and Portuguese)

Knowledge Production in Social Movements-Juan Sebastián Rojas (Indiana University) - Knowledge Production and Social Mobilization: Interactions in the Columbian Context -Meghan Donnelly (UC Davis) - The War on Drugs and a Crises of Information in MexicoSimon Hurst-Dodd (Indiana University) - Political Unrest in Brazil: Regional Interpretations of the 2013 National Protests-Discussant - Armando Razo (IU Associate Professor of Political Science)

On Friday evening, Professor Peter Guardino, Chair of the History Department at IU, delivered a wonderful Keynote titled Chronicle of a Riot Foretold: Mexico City’s Poor Resist the U.S. Invasion of 1847. Guardino discussed the hostile civilian response to American troops invading Mexico City. They opposed them with stones, other improvised weaponry, and a few firearms. American troops only established control by employing heavy weaponry and threatening to sack the city if the resistance continued. Guardino explored this incident in depth in an effort to better understand the nature and limits of national identity, how historical interpretations are born, and what we might learn about both Mexico and the United States from the bloody conflict.

KEYNOTE: Chronicle of a Riot Foretold: Mexico City’s Poor Resist the U.S. Invasion of 1847

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Jonathan Risner joins the Department of Spanish and Portuguese at IU following a year-long position as a visiting assistant professor at McDaniel College in Westminster, MD. Jonathan’s current research interests focus on contemporary Latin American and Latina/o horror cinema, and the points of convergence among film, architecture, and geography. His dissertation centered on Argentine horror cinema, modes of circulation, and filmic allegories of Argentinian and U.S. crises. This summer Jonathan intends to travel to Argentina to research new developments in resurgence of Argentine horror and genre cinema. In addition to an introductory course on literature written in Spanish, last semester he taught an undergraduate course on Hispanic cinemas (Latin American, Spanish, and Latina/o). Jonathan has published various articles on horror cinema as well as one on notions of authenticity in mainstream and independent comics that feature Latina/o and queer characters. He earned a MA and PhD in Comparative Literature at the University of North Carolina at Chapel Hill. Last fall, Professor Risner gave a talk as part of the Latin American Reserch forum titled “Shifting Margins and Streams: Contemporary Latin American Genre Cinema and a Wave of Horror.”

Ricardo Andrés Guzmán (Ph.D. University of Arizona, 2013) is a new Assistant Professor in the Department of Spanish and Portuguese with a specialization in U.S. Latina/o Literature and Culture. He is currently working on a book manuscript which draws on contemporary philosophy to rethink ideas of citizenship and nation in contexts ranging from the French and American revolutions, Cold War denationalization and deportation campaigns in the U.S., Chicano nationalism and the legal construction of Chicano identity, and mass incarceration and the criminalization of immigration. His doctoral research was aided by several awards including a Mellon Summer Dissertation Fellowship in 2012 and a tuition scholarship to attend the School of Criticism and Theory at Cornell University during the summer of 2010. In 2013 he received the Outstanding Graduate Student Award from the Department of Spanish and Portuguese and the Outstanding Graduate Associate in Teaching Award from the College of Humanities at the University of Arizona. He recently authored “From Highways to High-Rises: The Urbanization of Capital, Consciousness and Labor Struggle in Ken Loach’s Bread and Roses,” which was published in the Arizona Journal of Hispanic Cultural Studies 16 (2012).

Jonathon Risner-Spanish and Portuguese

Ricardo Andrés Guzmán-Spanish and Portuguese

Cristina Capparelli Gerling

Pianist and scholar Cristina Capparelli Gerling always knew that a residence at the Jacobs School of Music was part of her continuing pursuit of knowledge. After qualifying for a third Fulbright grant, she came here under the auspices of the Caribbean and Latin American Studies Center-CLACS and to the Latin American Music Center-LAMC at the Jacobs School of Music. The wide scope of her project on the Latin American Piano Repertoire is attracting the attention of pianists and scholars worldwide and can be seen at www.ufrgs.br/gppi.

A leading figure in the musical circles of her native Brazil, Cristina conciliates artistic, pedagogical and research activities with equal zest. Dr. Gerling was responsible for establishing the highly respected Graduate Music Program at the Universidade Federal do Rio Grande do Sul, in Porto Alegre, where she is Professor of Music. In addition to her regular schedule of solo and chamber music concerts, she has been presenting scholarly papers at international congresses and conferences such as International

Featured Graduate Student Research

Meet New CLACS-Affiliated FAculty

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(Continued from previous page) Symposium of Performance Sciences (Royal College of Music, London, UK), Center for Musical Performance as Creative Practice (Cambridge University, UK) and Observatoire Musical Français-Université Paris Sorbonne, France.

A prizewinner of the Anne and Aaron Richmond Piano Competition, Cristina made her home in Boston for several years, where she was a founding member of the Longyear Chamber Music Series. As pianist with Trio Panamericano she toured throughout Brazil and the northeastern United States to critical acclaim. Her performances have taken her to prominent venues across the world, including Boston’s Jordan Hall and London’s Wigmore Hall.

Committed to playing all styles of piano music, Cristina has recorded the solo piano music of Bruno Kiefer, a CD of Latin American piano music including music of Villa-Lobos and Camargo Guarnieri. With cellist Tania Lisboa she recorded Camargo Guarnieri’s complete works for cello and piano for Meridian Records of London. This CD also contains representative works by other Brazilian composers for this combination. In 2011 she launched a CD dedicated to the piano works of Jamary Oliveira and Alda Oliveira and in 2013 Cristina organized the recording of a CD dedicated to the piano music of Camargo Guarnieri with the participation of the piano faculty of the Music Department at UFRGS.

In 2012, Cristina received a grant from the Brazilian Government to continue her work in memory and musical performance in association with Roger

Chaffin and his team at the University of Connecticut’s Performance Music Lab. Partial findings were presented at Vienna, Austria, ISPS 2013.

She holds a Masters Degree “with honors” from the New England Conservatory, and a Doctor of Musical Arts from the Boston University School of the Arts. From 1996 to 2000 she was a visiting scholar and a frequent guest performer at University of Iowa School of Music, and in 1998 presented a recital and a seminar at the Longy School of Music, Cambridge, MA during her second Fulbright grant. A student of Victor Rosenbaum, Bela Nagy and Anthony di Bonaventura, during her formative years she received teaching assistantships at the New England Conservatory and Boston University School of the Arts.

Cristina Capparelli Gerling

Visitng Fulbright Scholar

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Film Director Mariette Monpierre graced CLACS with her presence at a coffee hour hosted on February 24th during the Roots/Routes Contemporary Caribbean Film Festival. Her film, Le Bonheur d’Elza, is an autobiographically-inspired feature film that tells the story of a young woman from the French-speaking Caribbean island of Guadeloupe who returns to the island to reconnect with her past after spending most of her life in Paris. Elza captures the beauty, sensuality, and adventurousness found in Monpierre’s own story and portrayed artfully on screen. Many key themes related to current Caribbean reality are woven throughout the film, including racial tension, diaspora, and absence of father figures in family life. Monpierre commented on these issues based on her own experience of migrating with her mother to Paris then moving to the U.S. where she has pursued filmmaking. Monpierre’s cosmopolitan charisma was clear by her comfort navigating various languages and diverse topics throughout the afternoon. As the first person from Guadeloupe to ever make a feature film, Monpierre is making a name for herself in contemporary Caribbean cinema.

On Thursday, March 27th, Dr. Maxine Margolis, Professor Emerita of Anthropology at the University of Florida and Adjunct Senior Research Scholar at the Institute of Latin American Studies at Columbia University,visited Indiana University. She gave a well-atteneded lunchtime talk at La Casa and met with graduate students for a coffee hour at CLACS. She also presented her research titled “What Does It Mean to Be Brazilian?” at the Bridgewaters Lounge at the Neal-Marshall Black Culture Center. She addressed two questions about Brazilian immigration from Brazil to the United States, Portugal, and Japan – “How are Brazilians perceived in terms of ethnicity in these nations?” and “How do they perceive themselves while living abroad?” Despite Brazil’s ethnic, geographic, and cultural diversity, Brazilians in the United States face cultural homogenization and pan-ethnic essentializing. In order to do so, Brazilians challenge a general ignorance of Brazil by highlighting the cultural differences between themselves and other Latin Americans, and Latinos as they navigate their new economic, social, and economic circumstances. This is principally done by practicing and reifying their

cultural identity through food, music, language, and dress among other characteristics. In Japan, immigrants face similar struggles but relative to different national expectations of cultural assimilation and identity. Japanese-Brazilians, or Nikkeijin, were encouraged to ‘return’ to Brazil to work in particular industries because the government felt that they would more easily assimilate into mainstream Japanese culture. The Nikkeijin defy this expectation, celebrating their Brazilian cultural and ethnic Japanese heritage publicly through similar means of other Brazilians living abroad. The Japanese expectation of cultural assimilation is equally as politically charged as the proscription of a pan-latino ethnicity to Brazilians in the United States. During the question and answer session of the event, sponsored by the Brazilian Studies Project at the Center for Latin American and Caribbean Studies, La Casa, and the Departments of History and Latino Studies, attendants asked about the perception of individuals who had returned to Brazil after living abroad and how the emergence of Brazil as a global power has changed the perceptions of Brazilians living abroad and those of the host countries.

Maxine Margolis

Mariette Monpierre

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Sofia Villenas

Teaching and Learning Citizenship and Dignidad across the Latino Diaspora

On March 27, 2014 Dr. Sofia Villenas visited Indiana University. This event was sponsored by The Minority Languages and Cultures Project, Educational Leadership & Policy Studies, Latino Studies, the Department of Communication & Culture, the Center for Latin American and Caribbean Studies, and the Latino Cultural Center. Dr. Villenas began her presentation by focusing on an image of her grandfather and grandmother in Ecuador. She explained that those who have family members who migrate, but themselves do not, also have a transmigration/transborder experience. She then went on to show an image of herself as a little girl, standing between her parents, holding up a plaque. Dr. Villenas explained that in middle school she entered an essay contest with the essay prompt “What does your community mean to you?” Villenas won the essay contest by focusing on the role fire-fighters, police officers, and librarians play in the community. She did not write about her family’s economic struggles and the fear she had that her father would be deported during an immigration raid. She omitted this because she wanted to be part of a “universal human.” In other words, she wanted to be part of the “normalized” white culture. Through this essay contest, Villenas expressed her civic identity. Although she had a distinct experience in terms of race, culture, language, and citizenship, she did not have the language to talk about it. Instead she wanted to feel a sense of belonging in the middle-class neighborhood she was growing up in. She then went on to explain two important aspects of her presentation: “citizenship” and “public pedagogies.” Citizenship has to do with who belongs. Cultural citizenship can also be a verb. It is a broad range of social practices, spaces and claims on the rights of Latinos. “Public Pedagogies” have to do with the various forms, processes and sites of

education and learning occurring beyond formal schooling. Villenas then spoke about the new Latino Diaspora –new geographies of Latino settlements. The reason for this Diaspora is a combination of political and economic factors. In this context, she explored citizenship learning and public pedagogies by exploring three different Latino communities throughout the United States. In the first case study, Villenas spoke about a Latino community in a rural town in North Carolina. Currently the Latino community is very visible in this small town, with 70% Latino students enrolled in elementary school and 33% enrolled in high school. Although the town has the local narrative of positive race relations, Latinos still do not have political power. Despite their lack of political voice, Latinos still establish their cultural presence and cultural citizenship through the establishment of “tienditas” and churches. In the second case study, Villenas spoke about a Latino/a farmworker community in rural upstate New York. Within this town, many Latinos live in fear of being deported. At the time Villenas was working in this town, 23 children were abandoned when 19 adults were arrested by Immigration and Customs Enforcements (ICE). That same year (2011), 397,000 people were deported. Many of these deportees are parents of U.S. citizens. In these circumstances, the children of the deported are often-times placed in the foster-care system. In the third case study, Villenas focused on a small city in Central New York. Many Latinos in this town had a professional background and focused on “Fiesta, Food, and Fun.” That is, they organized “fun” events around culture. At first, Villenas was wary of these events because they seemed to lack any political component. However over time, she has come to understand how these events claim a space within an area that lacks space for Latinidad.

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50 Years of CLACS HistoryThe Center for Latin American and Caribbean Studies, formerly the Latin American Studies Program (LASP), was founded in 1963 by the Latin American Studies Committee. Although Indiana University previously offered classes about Latin America, the committee’s chairman, History Professor Robert E. Quirk criticized the courses as “offer[ing] the student in the Latin American area, not realism, but a candy-cotton view of the world’s problems as though Fidel Castro, the Argentine and Peruvian militarists, and the political leaders of Brazil were in some fanciful fairyland,” instead proposing a “program anchored in the departments of History, Government, and Economics, and in the School of Business.”Quirk served as LASP’s first director from 1963 to 1965, successfully applying for $800,000 from the Ford Foundation and hiring Emma Simonson as IU’s first Latin American bibliographer and librarian. He left the directorship to fellow historian James R. Scobie in 1965 to become the Chief Editor of the Hispanic American Historical Review. From 1963-1967, LASP worked closely with the Latin American Music Center (founded in 1961), instated and then discontinued a PhD program because it “could not be defended in academic terms” (September 1964-December 1965), and received its first federal funding through the National Defense Foreign Language Fellowship program (now Foreign Language Area Studies, or FLAS). In 1965, the program also proposed expanding to include an Institute in Latin American Ethnomusicology and a Latin

American Arts Institute with the support of the IU Foundation.Paul Doughty, then Assistant Professor of Anthropology, took over LASP from 1968 to 1971. Doughty reapplied for funding through the Ford Foundation and received a $5 million dollar grant to further develop Latin American Studies at Indiana University. History Professor John Lombardi replaced Doughty as director, serving from 1971-1976. As the program developed over this period, both Doughty and Lombardi focused on incentivizing faculty and students to stay at Indiana University by developing the program’s academic and library resources, and directly participating in the founding of the Latin American Studies Association. In a recent interview, Professor Lombardi stated, “Among the most important services the Latin American Studies program provided was support for and engagement with the Library. The role of Emma Simonson, Latin American bibliographer and Librarian was essential in developing a superb collection as well as assisting faculty and students with their projects.” Simonson regularly travelled to gather rare acquisitions related to Latin America, even travelling to the Soviet Union in the early 1970s to “study their research collections on Latin America” after mastering Russian. Emma Simonson retired during the 1975-6 academic year and was replaced in 1977 by Glenn Read.LASP faced its first crisis in 1977 when no director was named after Lombardi’s term ended. Now funded principally by National Defense Education Act (NDEA)

fellowships, former director Robert E. Quirk served as interim director until 1978. Anya Peterson Royce, currently Chancellors’ Professor in Anthropology and Comparative Literature, took over the directorship in 1979. During her directorship, Peterson Royce successfully solidified LASP’s presence, pedagogy, and structure within a university administration that questioned the “viability and contribution of the Latin American Studies Program as a separate entity.” She successfully expanded LASP’s language course offerings to include Haitian Creole, previously taught by Albert Valdman in the French department. CLASP also offered FLAS funding for studying Zapotec, Quechua, and Nahuatl. The program was further expanded by Jack Hopkins, director from 1983-1985, and Dennis Conway, director from 1985-1988. Hopkins, a Professor at the School for Public and Environmental Affairs, oversaw the creation of the Caribbean Basin Initiative in 1983 and its integration into LASP in the 1984-5 academic year. It was during this integration that the name of the program was changed from the Latin American Studies Program to the Center for Latin American and Caribbean Studies (CLACS). Additionally, Hopkins facilitated the relocation from 311 Lindley Hall to 313 N. Jordan Avenue. The integration of Caribbean scholarship into LASP/CLACS was a result of Professor Conway’s drive to integrate his research on the British Caribbean into the center’s academic profile along with other affiliated

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50 YEARS of CLACS History

faculty. During this period, CLACS secured funding from the College of Arts and Sciences for academic research and graduate assistantships.Spanish Professor Russell Salmon took over CLACS’ directorship from 1988-1994, focusing his efforts on addressing the library budgetary crisis. Starting in the 1988-1989 academic year, the decline of the “once-strong Latin American collection [had…] reached the point where the holdings [were] unable to meet our research and teaching needs.” Despite increasing course enrollment and faculty critical mass and significant accomplishments, CLACS’ library budget had been decreased from 2.23% of the library’s total budget to 0.91%. In order to save the collection, some of the CLACS’ holdings were transferred to other funding sources. However, this did not save one-third of the newspaper, magazine, and academic journal subscriptions from being cancelled in 1991.Jeffrey Gould, Rudy Professor of History, then served as director of CLACS from 1995 to 2007. During his tenure, Gould reinvigorated CLACS by strategically using outside grants to expand CLACS’ programming and course offerings, culminating in the first successful solo Title VI grant application in 2006. Gould largely attributed this success to the formalization of less commonly taught language course offerings into CLACS – creating the Minority Languages and Cultures Project and integrating direct outreach to Central American K-12 institutions into CLACS

initiatives in 2002. The Brazilian Studies Project was added to CLACS’ official programming with the 2006 Title VI grant application. Another reason for his success as director was investing in connecting affiliated faculty and student research interests in order to create an academic and social community outside of official events. Another important event during his directorship was the move from 313 N. Jordan to our current location, 1125 East Atwater after 313 N. Jordan was razed to build the Neal-Marshall Black Culture Center.Latin American Librarian Glenn Read retired in 1998 after 22 years on the job. He was replaced by Julie Nilson, who held the position form 1999-2002. Luis González, current Latin American Librarian, started the position in 2003.After 13 years as Director, Gould passed the directorship to Bradley Levinson, Professor of Education, who served from 2007-2011. Levinson added the Sustainable Development Initiative to CLACS’ programmatic strategies, invested in capital improvements to 1125 East Atwater, created the Academic Secretary position, and restructured L501 to introduce MA and PhD Minors to Latin American Studies research and resources at IU. Finally, under his administration, he successfully reapplied for Title VI funding for 2010-2014. CLACS’ current director, Shane Greene, Associate Professor of Anthropology, started his tenure in 2011. He has further

increased the interdisciplinary presence of CLACS by emphasizing working across academic departments and programs. He also empowered CLACS graduate assistants to start the Graduate Student Conference in 2011. The conference reaches across disciplines and allows MA and PhD candidates from various institutions to present their research. He is currently leading the integration of CLACS into the School of Global and International Studies.Needless to say, all of CLACS’ work has been supported by the energy and insights of administrative staff. Before Melissa Britton, currently the Associate Director, the position was filled by Matthew Van Hoose, Andrea Siquiera, Eduardo Brondizio, and Diana Pritchard. Katherine Hopkins, Judy Lucas, Carol Glaze, and Ricardo Valdez have all served as Administrative Secretary at various points over the years. Michael Dauro is currently in the position. William (Bill) Tilghman, Sarah Bosk, and Katie Novak have worked as Academic Secretary. Lisa Scott is the only individual to have served as Administrative Assistant.This brief history of CLACS represents only a few of the key individuals who have worked with and advocated for CLACS over our 50-year history. From outreach volunteers and interim directors to graduate assistants and allies in other departments and institutions, CLACS would like to express its debt to all of them. To see a full history in slide form, please

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Anniversary Roundtable: Past, Present & Future of Latin American and Caribbean Studies

A distinguished panel gathered to debate the role of Latin American and Caribbean Studies and Title VI area studies centers as part of CLACS’ 50th Anniversary celebration. Shane Greene moderated with former CLACS Directors Jeffrey Gould, Bradley Levinson, and Anya Royce representing IU. Invited guests included Rolena Adorno (Yale University), Charles Hale (University of Texas at Austin), and Claudio Lomnitz (Columbia University). Funding for the event was provided by the IU College Arts and Humanities Institute.The first discussant pairing was between Lomnitz and Royce, who each commented on the potential of area studies centers as a resource within and outside of the university. Lomnitz remarked that US foreign policy has shifted away from the region and education has shifted more towards the humanities, making Latin American Studies centers an underutilized space of knowledge production and grounded critique of US policy interventions in Latin America. Royce agreed with the potential of Latin American Studies centers to serve this role, positing area studies as an interdisciplinary and global place to create conversation and new ideas while breaking paradigms. She concurred with Lomnitz that area studies face the challenge of not being seen as a resource for confronting global issues such as mobility and migration, arts and performance, and culture and cultural heritage, all of which Latin American Studies centers specialize in academically. Within the university, Royce stated, Latin American Studies enriches intellectual life and contributes to the public conversation on key global issues.

The second exchange was between Adorno and Gould. Adorno’s comments focused on the need to develop language tools for effective work in the region. Though her own experience is based on Spanish, Adorno encouraged all language learning that ties in cultural learning

simultaneously, recognizing the undeniable link between language and culture. She positioned herself as a strong advocate for maintaining language skills in order to affirm and engage constituencies of Latin American Studies situated outside as well as within the university, such as Latino Studies and Latino populations. Gould’s remarks took a different tack, echoing the importance of area studies for informing public policy. He provided historical examples of US interventions in Latin America that seemed immune to academic scholarship and made the link between Cold War policies and the emergence of area studies through Title VI centers. His remarks confirmed the challenge of Latin American and Caribbean Studies in providing scholarship relevant to regional affairs.

The last dialogue was between Hale and Levinson. Hale began by locating area studies as an interdisciplinary haven providing relief from typical institutional limitations of the university such as single discipline, ivory tower research. Latin American Studies, he posited, provides an opportunity to affirm social engagement, generate theory, and integrate voices from the margins in academia. The biggest challenges he foresees in the future are securing resources to support the changing infrastructure of scholarship such as the inclination towards using more digital resources. Levinson concluded the session with his comments confirming his vision for Latin American and Caribbean Studies to be a space to explore and deploy democracy in the region – both in Latin America and as a critique of the US system. The

political justification for Title VI from the time of the Cold War, he believes, has now been shaped in language of national security and economic competitiveness. This shift poses the challenge for area studies to play the role of advancing global equality instead of regional privilege through a better understanding of Latin American political culture such as dialogue and convivencia. By studying diverse

CLACS Celebrates 50

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Anniversary Celebration

On April 9th, CLACS celebrated 50 years at Indiana University, and there is no better way to celebrate than a party! At 7:30pm, professors, students, and friends of CLACS were all welcomed to the Neal Marshall Center for an evening full of fun. The entrance of the center displayed a beautiful booth that highlighted CLACS’ footprint both on and off campus: course offerings, outreach initiatives, and other programming events. Immediately after the booth, the attention was drawn to the buffet line catered by Juannitas Restaurant here in Bloomington. The dishes included: fajitas, tamales, rice, beans, and grilled vegetables. The food was amazing, and if that was not enough CLACS had a gorgeous cake to celebrate its birthday for dessert. On stage, the infamous Ritmos Unidos, an 8 piece band led by IU’s own Michael Spiro, began to warm up for a fun filled night. Ritmos Unidos is a band that plays mixture of Latin jazz, American funk, Brazilian pop, and anything else they can get their hands on. The evening festivities began with acknowledgments by Shane Greene, the current CLACS director. He thanked everyone for coming and gave special

thanks to the CLACS staff for putting on such a great event. Next, he announced the winners of the CLACS photo contest and presented their rewards, personal copies of their photographs in custom frames. To start the party, Larry Singell, Dean of the College of Arts and Sciences, gave a special toast to CLACS wishing us another 50 years. His toast ended with salud and a strong reply from the audience that began a night full of great live music, plenty of dancing, and plenty of fun!

cosmologies from the region, Levinson identified Latin American Studies as a site for providing insight into the most pressing global concern of environment and sustainability, especially human-environmental relationships.

Overall, the panel highlighted the importance of Latin American and Caribbean Studies in responding to global issues and informing policy decisions in the region, past, present, and future. They also identified the importance of engaging in Latin American Studies to step beyond a US-centric, discipline-focused academic perspective. While all identified challenges to area studies including funding and institutional infrastructure, the message we are left with is that area studies is an invaluable resource to the university as an institution and to the students who engage in it.

CLACS Celebrates 50

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MLCP Gradute Student Roundtable

On Wednesday March 26, 2014 the Minority Languages and Cultures Project held its spring 2014 Graduate Student Round Table. The roundtable featured Denisa Jashari, a PhD student from the History Department and Alexandra Toledo, a dual Masters student pursuing a MA in CLACS and a MPA at Denisa Jashari discussed her preliminary research experience during summer

2013 in Santiago, Chile. Denisa’s research focuses on the experiences of radicalizing shantytown youth during the Augusto Pinochet dictatorship. Her research grapples with several questions, including the forms of political organizing in the context of neoliberal authoritarianism, the relationship between shantytown youth groups and the established Chilean Left, and political subjectivity of marginalized groups.Denisa spent most of her time consulting different archival centers in Chile’s capital, Santiago. Her presentation was a reflection on how historians reconcile a research idea with the concrete historical record. Specifically, she identified limitations in some of the sources she encountered and wondered about the implications of their potential use. She gave an overview of the centers she visited, such as the National Library, the Social Aid Foundation of Christian Churches, the Museum of Memory, and the Judicial Archive. She spoke about the importance of understanding the timing and the purpose of the production of certain historical documents. She pushed for an understanding of the broader context under which historical documents are produced and urged caution in seeing archives only as a site where documents rest. To conclude, Denisa gave her fellow researchers a few tips: 1. Contact the research archives/institutions beforehand. 2. Have connections with academics in the country where

you’re conducting research 3. Have a system to organize your findings. 4. Record all your observations. 5. Become familiar with technological options for organizing and keeping track of research materials, such as Evernote.Alexandra Toledo presented her fieldwork conducted this past summer 2013 in Peru. Her research focused on food sovereignty and food security policy. After researching her topic, she traveled to Peru and identified stakeholders in the policy-making process for her interview.Her second step was to contact these individuals for potential interviews. After she finished conducting each of her hour-long interviews, she would ask her interviewees, “Do you know of someone else I can talk to? Can you give me their phone number?” Thus Alexandra mentioned the importance of networking and being persistent in order to gain access to more contacts. Alexandra then concluded her presentation by explaining the lessons she learned by conducting her research. First, she encouraged her peers to read everything they could on their topic before going to the field. This provides a solid background on the topic so that the researcher can be prepared for all different angles that the interviewees may take in their responses and prevent the need to overhaul an entire project when presented with an unexpected reality. Also, Alexandra suggested that when calling to ask for an interview, students should be ready at all moments to conduct these interviews. Unlike the U.S. where meetings are often scheduled weeks in advance, in Peru often times, she would call to ask for an interview and would be given an appointment immediately, so would then have to rush over at that exact moment for the interview. Alexandra also mentioned the importance of being aware of the diverse epistemologies of each interviewee. For instance, when she interviewed some of the politicians, they tended to use technical and academic jargon. Yet while talking to a Congresswoman trained as a peasant activist leader, Claudia Coari, about the same issues, she expressed herself in a different manner by emphasizing the reality of the rural regions in Peru like the hunger children experience and the importance of having pasture for the cows. Thus the researcher should try to understand the epistemological lens of their interviewee.

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Despite the ice and snowy roads, nine CLACS graduate students made their way to IUPUI on January 25th to present workshops on Latin American topics to over 50 Upward Bound (UB) students. Upward Bound is a federally funded TRIO program that works to prepare first generation/low income students for college. Besides providing tutoring services and a summer college-prep program, Upward Bound hosts “Saturdays Session” throughout the academic school year. During these sessions, students have an opportunity to gain insight on college related matters and broaden their world view through various presentations. CLACS students then not only had to create presentations related to Latin America, but most importantly find a way to connect their topics to the students’ own educational goals and ambitions.

For instance, in one of the sessions, students were able to learn about the current student protests in Chile. Yet towards the end of the presentation, CLACS graduate students began to ask UB students to reflect on which ways the U.S. education system should change. “Like the students in Chile, you also have a right to demand for a better education,” said Kathryn Lehman, a current M.A. student in CLACS.

In total, there were four presentations:

-Education for All: Education as a Human Right in the Americas

-Going Beyond the “Facts” and a closer look at Minorities in Higher Education

-The Right to Study: What U.S. Students Should Learn from the Chilean Student Protestors -Separate and still Unequal: The History of School Segregation and what it means today

All of the UB students were divided into two groups and had the opportunity to attend two presentations. In order to gauge how our efforts resonated with the students experience, they were given a survey at the end of the event.. Before the presentations, only 30% of students had an interest in Latin America. Afterwards, 86% of students wanted to learn more about Latin America or the Caribbean. “Overall the students seemed very happy and excited to have us there,” said M.A. student Diana Velazquez.

This outreach event was such a success and it demonstrates the new path Latin American Studies is heading. It is not just about academia but also finding ways to share this knowledge with those around us.

Sharing Latin American Issues with Upward Bound High School Students

CLACS reaches out at Upward Bound Indianapolis

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Congratulations to CLACS students!

Congratulations to CLACS’ Recent Graduates!

Master of Arts

Eddie Brudney, Dayna Cueva Alegria, Denisa Jashari, Kathryn Lehman, Alexandra Toledo, Nicholas Tschida Reuter, and Nancy Vazquez-Soto.

PhD Minor/Certificate

Mariella Arredondo, Rebecca Clouser, and Anne Marie Guerrettaz.

Undergraduate Certificate/Minor

Colin Qirriess, Karaline Cartagena, Matthew Cesnik, Rachel Flecke, Catherine Fonseca, Brett Hamm, Nicole Kaforski, Kourtney Liepelt, Katie Lorenston, Madeline Makielski, David Sirkin, Abigail Yates, and Allison Yates.

And Congratulations to CLACS’ Tinker Summer Field Research Grant and FLAS awardees!

Zachary Baquet, Natalie Boeyink, Edward Brudney, Rodrigo Chocano, Gibran Delgado, Sarah Foss, Iraida Galarza Galarza, Stephanie Huezo, Denisa Jashari, Matthew Lebrato, Gaelle Le Calvez, Kathryn Lehman, Emma McDonell, Margaret Messerschmidt, Tamara Mitchell, Alysa Schroff, Peter Wigginton, Sarah Foss, Kathryn Lehman, Tamara Mitchell, Lillian Brown, Kaitlin Guidarelli, Emma McDonell, Julián Carrillo, and Jenna Taylor.

CLACS students will be travelling to Peru, Brazil, Argentina, the Dominican Republic, Guatemala, El Salvador, Mexico, Haiti, and Bolivia!

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Saludo del Director

Ya no es tanto como antes, pero sigue siendo innarestin’ (últimamente con mas chamba de lo que uno esperaría). I’m supposed to know the ropes by now but the job keeps morphing and I keep trying to meta-morph with it. This year – this spring in particular - has been big challenges and bigger rewards. We purposely kept spring 2014 programming relatively light. And yet, check out everything else we did anyway, right here in this issue of Enfoque – a visit by Brazilian Studies specialist, Maxine Margolis, about Brazilian immigrants in the US and elsewhere; a 3rd and most excellent iteration of the Graduate Student Conference titled “Calma Pueblo”; and lots of collaborative synergy with Latino Studies (via the 2nd Latino Film Festival) and American Studies (Junot Diaz in Btown) on their own big Spring events.

Nevertheless, clearly, the original idea was to conserve energy as much as possible and then direct it into the CLACS 50th Anniversary celebration on April 9. So, we did that. It started off with a great roundtable dialogue about the history and future of Latin American and Caribbean studies, featuring past CLACS Directors (Anya Royce, Jeff Gould, and Bradley Levinson) and invited guests (Charles Hale, Rolena Adorno, and Claudio Lomnitz). And it ended, as a celebration should, in a blow-out fiesta with, well, admittedly, not enough food…BUT…the best live-and-Latin “Ritmos Unidos” in all of Bloomington. Michael Spiro and his gang of motley fusionists buzzed it up for a good couple of hours in the background to keep everybody happy - and to remind academics their brains are indeed attached to bodies. The whole time an impressively-researched slide show played on loop on the wall of the Neal Marshall Center’s Grand Ballroom where the fiesta was held. It tells the 50 year history of Latin American and Caribbean studies at IU (gracias mil, Aviva Elzufon) and can now be found on the CLACS website. I felt a little overwhelmed by it all but mostly just grateful for such an incredible show of support (did somebody count the heads and put that into IRIS?). More fundamentally, we should all feel reassured that whatever the great fate of “area” studies writ large, the vitality of Latin American and Caribbean studies at IU constitutes local value. As per academic custom and institutional privilege, a Director does little in comparison to the daily efforts of all the hard workers who help make CLACS más que una casita. Thanks to all of you (Melissa, Katie, Michael, Aviva, Kathryn, Zach, Diana, Alexandra) for making the half century birthday bash the thing it was supposed to be.

Please help support CLACS today!

Your support helps maintain and enhance our efforts in teaching, research, and outreach related to the Latin American region.

Gifts are tax-deductible as allowed by law.

Name: _________________________________________

Email: _________________________________________

Mailing Address: ________________________________

______________________________________________

Enclosed, please find my contribution in the amount of:

□ $500 □ $250 □ $100 □ $50 □ Other ___________

Donations made out to “Indiana University Foundation” may be mailed to:Center for Latin American and Caribbean StudiesIndiana University1125 E. Atwater Ave.Bloomington, IN 47401

Online donations may be made with a credit card via the CLACS website at www.indiana.edu/~clacs.

Attention Alumni! Please send us updates on your activities to share in our next edition of Enfoque. Email us at clacs@indiana.edu.

The Center for Latin American

and Caribbean Studies at Indiana University

Staff

L. Shane GreeneDirector

Melissa BrittonAssociate Director

Michael DauroAdministrative Secretary

Katie NovakAcademic Secretary

Graduate Assistants

Zach BaquetAlexandra Toledo

Aviva ElzufonKathryn LehmanDiana Velazquez

The Center for Latin American and Caribbean Studies at Indiana University

1125 E. Atwater Ave.Bloomington, IN 47401

Phone 812.855.9097Fax 812.855.5345

Email: clacs@indiana.eduVisit: www.indiana.edu/~clacs