tag:blogger.com,1999:blog-292780672024-03-14T03:55:12.628-07:00Patrick Iberillustrated C.V.: writings and photosPatrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.comBlogger181125tag:blogger.com,1999:blog-29278067.post-21586765964386413862015-05-28T22:19:00.002-07:002015-05-28T22:19:32.195-07:00MigrationI'm migrating this site and its content over to <a href="http://patrickiber.org/">patrickiber.org</a>. I won't be updating here any more, so click over.Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-67104439973726466822015-04-15T10:51:00.001-07:002015-04-15T10:51:59.049-07:00My 15 minutes, one year laterMy <a href="https://www.insidehighered.com/advice/2015/04/15/essay-long-academic-job-search" target="_blank">latest column for Inside Higher Ed</a> updates my viral essay from March 2014 about the job market, and asks us to use a bit of Rawls to think about our fate:<br />
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And for those of us who do (or will, in my case) have the privilege of working as part of an increasingly rare model that supports our activity as researchers, I have increasingly found myself thinking about what we do and do not deserve, in the manner of the philosopher John Rawls. For Rawls, we cannot possibly deserve our lot in life. This is for many reasons: our skills and attitudes depend on accidents of birth and parentage, for example. More fundamentally, the qualities that we happen to possess are (or are not) valued in certain ways by our particular social arrangement at our particular point in time.</div>
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Rawls, famously, suggests that we should design a just society from behind a veil of ignorance, not knowing which position in it we will occupy after our birth. Under these conditions, Rawls thinks, we would grant everyone basic rights, and those inequalities that exist would exist only insofar as they benefited those least well-off. It would be hard to argue, looking only at the system of higher education employment that we have today, that it would meet any kind of Rawlsian standard of justice.</div>
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Those of us who have had good fortune to be on the tenure track need to be humble about our luck. We have indeed worked hard for our position, so it can be difficult to feel that we don’t deserve it. But the number of astonishingly talented people who also deserve what we have should shame us from such feelings. We are not behind a veil of ignorance, and we cannot build a new order from scratch. But we should make sure that we are attentive to ways that we can use our positions to improve conditions for those who are least well-off. We cannot deserve our privilege, and they deserve no less.</div>
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-67649898640113126742015-03-05T14:46:00.000-08:002015-03-05T14:50:06.840-08:00Review of Deborah Cohn's "The Latin American Literary Boom"<div class="MsoNormal">
A review I wrote of<i> </i>Deborah Cohn's <i>The Latin American Literary Boom and U.S. Nationalism during the Cold War</i> that will appear in the journal <i>The Latin Americanist.</i></div>
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<span style="text-indent: 0.5in;">If the search for the great (North)
American novel goes on, the great Latin American novel was thought discovered
in 1970. That was the year that the English translation of Gabriel García
Márquez’s </span><i style="text-indent: 0.5in;">One Hundred Years of Solitude</i><span style="text-indent: 0.5in;">
appeared and became a sensation in the English-speaking world. It was the
second work by a Latin American writer to make the </span><i style="text-indent: 0.5in;">New York Times</i><span style="text-indent: 0.5in;"> bestseller list (after Jorge Amado’s </span><i style="text-indent: 0.5in;">Gabriela, Clove and Cinnamon</i><span style="text-indent: 0.5in;">), and it represented
the height of the “boom” in Latin American letters. The literature of the boom
generation, for good and for ill, continues to provide readers from around the
world with metaphors and points of reference for understanding Latin American
politics, society, and history. But, as Deborah Cohn argues in this subtle and
rewarding book, the boom happened neither precisely by accident nor by design.
It was the complex result of multiple factors, including the work of Spanish
publishing houses and literary agents, the solidarity of a small group of
talented Latin American writers, the international appeal of the Cuban
Revolution, and the Cold War politics of institutions and foundations in the
United States.</span></div>
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<span style="text-indent: 0.5in;">It is the U.S. Cold War politics of
the boom that are the primary subject of Cohn’s book, and they form a
particularly rich vein for thinking through problems of cultural transmission. Most
of the authors of the boom were resolutely left-wing—sympathizers and defenders
of the Cuban Revolution. García Márquez would be famous for his decades-long
friendship with Fidel Castro. And many of the novels of the boom explored the
decadence of the Latin American bourgeoisie and had clear anti-capitalist
interpretations. Yet U.S.-based foundations and organizations with
anti-revolutionary Cold War outlooks contributed to making the boom possible.
As Cohn writes, “Latin American literature’s circulation in the United States
thus paradoxically benefited from both hegemonic and anti-hegemonic forces—that
is, from endeavors that stemmed from commitments to anti-revolutionary and
revolutionary politics alike.” (4)</span></div>
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<span style="text-indent: 0.5in;">To make the argument, Cohn moves
through investigations of a number of institutions that had Cold War agendas at
work in the background but were made into something more complex than that by
their participants. She begins with a description of the McCarran-Walter Act of
1952, which denied visas to foreigners with suspected ties to Communism, a
provision that caused intermittent problems for many Latin American writers. The
subsequent three chapters cover the meeting of International P.E.N. in New York
in 1966, the growth of Latin American literature studies in U.S. universities
in the 1960s, the translations sponsored by grants from the Association of
American University Presses, and the Ford- and Rockefeller-funded Center for
Inter-American Relations (CIAR). The foundations that sponsored these
organizations had Cold War objectives—P.E.N. even received some money from CIA
fronts.</span></div>
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<span style="text-indent: 0.5in;">But in all cases, Cohn weaves
complex arguments about the consequences of institutional action, seeing less
capacity for ideological control than previous scholars who have examined related
topics. The P.E.N. meeting, for example, was a key moment for various Latin
American writers, many of them on the left, to meet each other and consolidate
the connections that sustained the “boom” as a community. And the CIAR,
similarly, promoted left-wing writers and perspectives. In Cohn’s words, “Cold
War efforts to neutralize the Communist threat motivated public and private
support for the cultural production of a region of great political interest to
the United States, creating a space for authors associated with the rising tide
of Marxism in Latin America and, by extension, for the expression and
dissemination in their works of the ideology that the state was trying to
eradicate.” (149)</span></div>
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<span style="text-indent: 0.5in;">This is an admirably subtle, and,
in my view, convincing argument. But perhaps it is not as surprising as it
first appears: both the Ford and Rockefeller foundations were going through politically
progressive moments in the late 1960s and 1970s, and practiced some
“self-criticism” regarding their sponsorship of earlier “Cold War” projects.
Emir Rodríguez Monegal, who edited the magazine </span><i style="text-indent: 0.5in;">Review </i><span style="text-indent: 0.5in;">for CIAR for a time, was fresh off of the exposure of the
CIA connections of his previous effort—the infamous </span><i style="text-indent: 0.5in;">Mundo Nuevo</i><span style="text-indent: 0.5in;">—and was eager to demonstrate that he had been an
independent socialist all along. And it is not clear that the “boom” literature
would always read to North American audiences as “Marxist”—as Cohn points out,
modernist literary techniques that were widely used by “boom” writers like
Gárcia Márquez were associated with anti-Communist politics in the United
States, though not in Latin America. But Cohn’s book is an important and
rewarding study that should be of interest to scholars from multiple
disciplines, and even to those outside Latin American studies who work on Cold
War institutions. She has succeeded in making the politics of the boom simultaneously
more complex, and more intelligible.</span></div>
Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-74581905728133680452014-11-06T20:11:00.000-08:002014-11-06T21:05:53.949-08:00Review of Phillip Deery's "Red Apple"I did a review of Phillip Deery's new book "Red Apple" for the Australasian Journal of American Studies.<br />
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<a href="http://fordhampress.com/media/catalog/product/cache/1/image/200x296/17f82f742ffe127f42dca9de82fb58b1/9/7/9780823253685_18.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://fordhampress.com/media/catalog/product/cache/1/image/200x296/17f82f742ffe127f42dca9de82fb58b1/9/7/9780823253685_18.jpg" /></a></div>
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In the absence of any objection, I'll post the review below.</div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-AU" style="mso-ansi-language: EN-AU;">Red Apple</span></i><span lang="EN-AU" style="mso-ansi-language: EN-AU;">. By Phillip Deery, Fordham University Press,
New York, 2014, pp. xi + 252.</span></div>
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<span lang="EN-AU" style="mso-ansi-language: EN-AU;">Few areas of historical scholarship are as contentious as that of
American Communist history, for the questions that it seeks to answer are still
politically charged. How much of a threat was Communism to American society,
and what kind of response was justified as a result? Scholars run the risk of
being seen as apologists for Stalinism on the one hand, or for McCarthyism on
the other. The great contribution of <i style="mso-bidi-font-style: normal;">Red
Apple </i>is to show the value of going small to address these big problems: in
five tight and partially self-contained chapters, it uses intimate portraits of
individuals to give some texture to the period of the early Cold War. The
result is a careful and balanced history that shows us how lives were shaped by
the politics of the era. <o:p></o:p></span></div>
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<span lang="EN-AU" style="mso-ansi-language: EN-AU;">Each of the five
chapters in <i style="mso-bidi-font-style: normal;">Red Apple </i>stands on its
own, but there are some unifying themes. Each takes place in the city of New
York at the dawn of Cold War repression, from 1945 through to the early 1950s.
The introduction states that the book is about ‘the effects of McCarthyism,’
although this is truer of some chapters than others. [1] The first three chapters
are effective, though not necessarily unsurprising, accounts of anti-Communist
repression. The first chapter deals with the case of Edward Barsky, a surgeon
at Beth Israel Hospital and member of the Joint Anti-Fascist Rescue Committee,
a body created in 1942 to aid Spanish Republican refugees then in France. The
JAFRC came to be seen by the FBI and other agencies of the U.S. government as a
Communist ‘front,’ and members of its executive committee, including Barsky,
were held in contempt of Congress for refusing to disclose their donor lists.
Barsky served his prison term, only to find on release that his medical license
was not renewed. The second chapter concerns the well-known Communist writer,
Howard Fast, who was also jailed as a member of the board of the JAFRC and
similarly found opportunities closed to him after his release. The third
chapter deals with the less known cases of two professors at New York
University, Lyman Bradley and Edwin Burgum, who were fired from NYU after
invoking their Fifth Amendment rights before Congress. Of this group, Fast and
Burgum were members of the Communist Party, but Bradley and Barsky were not. Yet
they were all criminals in the eyes of the government, and, in a climate of
McCarthyism, their troubles extended to their relationships with private institutions.
These three chapters nicely illustrate the manner in which different government
and private agencies worked “together,” even without coordination, to punish those
who were perceived as a threat to national security because of their political
commitments.<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-AU" style="mso-ansi-language: EN-AU;"><span style="mso-tab-count: 1;"> </span></span></i></div>
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<span lang="EN-AU" style="mso-ansi-language: EN-AU;">The final two portraits, of the
composer Dmitri Shostakovich and the lawyer O. John Rogge, are somewhat
different in tone and composition. (They are based on excellent articles that
have appeared in <i style="mso-bidi-font-style: normal;">American Communist
History </i>and <i style="mso-bidi-font-style: normal;">Cold War History</i>,
respectively.) These are not straightforward cases of McCarthyist repression,
but instead chronicle the difficulties that the Cold War climate created for
independent thinkers. As a Russian, Shostakovich would seem an outlier among
the book’s major figures, but he appeared in New York as part of the Cultural
and Scientific Congress for World Peace, better known as the ‘Waldorf
Conference’ of 1949, at the behest of Stalin. (‘Peace’ became a major theme of
Soviet propaganda during the early Cold War, though Deery argues that the
Waldorf Conference was only partially organized by Communists.) There, Shostakovich
had to engage in humiliating self-criticism he did not believe in order to
safeguard his own life and that of his family. O. John Rogge, meanwhile, was
the JAFRC’s lawyer, concerned in the late 1940s with what he saw as creeping
fascism in the United States, and also a frequent guest at the Soviet-aligned Peace
events. Yet he was also an independent thinker, and generally the only delegate
at ‘Peace’ events who would criticize both the U.S. and the U.S.S.R. (instead
of only the former) for their belligerence. In 1950, Rogge made an open break
with the Soviet peace groups and formed his own Independent Americans for Peace.
He was seen as a traitor by the Communists but not fully trusted by the
professional anti-Communists, and he met with little success. In addition to
advancing what little is known about the Soviet-aligned Peace movement, these
two chapters show thoughtful individuals trying to engage with the ethical
dilemmas of the early Cold War, and will be of particular interest to
historians of the period. They should also be useful in the classroom, where
they will give students much material to use and think about.<o:p></o:p></span></div>
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<span lang="EN-AU" style="mso-ansi-language: EN-AU;">The virtues of the book’s rather narrow focus do also entail some
limits. The research is thorough and comprehensive but perhaps not expansive,
drawing extensively from New York University’s Tamiment Archives and from FBI
files that the author obtained through Freedom of Information Act requests. The
sources are perfectly appropriate for a study of post-war repression, but they can’t
contain any great revelations of Soviet thinking or action. And though the book
does not aim to be a comprehensive look at the phenomenon of McCarthyism, all
of the major characters are white, male professionals.<o:p></o:p></span></div>
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<span lang="EN-AU" style="mso-ansi-language: EN-AU;">Yet taken together, the multiple biographies of <i style="mso-bidi-font-style: normal;">Red Apple </i>make an important argument. There really were Communist
‘front’ organizations, but, as Deery puts its, the idea of the Communist
‘front’ is ‘problematic, not axiomatic.’ Some were more tightly controlled than
others, and organizations like the JAFRC were ‘consistent with, but not rigidly
determined by the doctrines of party leaders in New York and Moscow.’ [12] Deery’s
is not an argument for the equivalence of Stalinism and McCarthyism: he makes
plain that, of all the characters, only Shostakovich’s life was in danger. Dissent
in the United States did not mean death. Yet these well-drawn portraits serve
as a kind of existence proof: these lives were damaged by McCarthyist anti-Communism,
and no one was made safer for it. That in itself is an important result.<o:p></o:p></span></div>
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<span lang="EN-AU" style="mso-ansi-language: EN-AU;">PATRICK IBER<o:p></o:p></span></div>
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<span lang="EN-AU" style="mso-ansi-language: EN-AU;">University of California, Berkeley<o:p></o:p></span></div>
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-5533602215360854852014-10-27T17:48:00.003-07:002015-01-20T21:14:44.432-08:00Syllabus for Spring 2015: Ideologies of Social Justice in the Twentieth Century<div align="center" class="MsoNormal" style="text-align: center;">
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Political Economy 160<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-variant: small-caps;">Ideologies of Social Justice in
the Twentieth Century<o:p></o:p></span></b></div>
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<br />
<div class="MsoNormal">
Professor Patrick Iber<o:p></o:p></div>
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Spring 2015 / MW 4-5:30 / 56 Barrows<o:p></o:p></div>
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Office Hours: Stephens 140; Friday 12-2</div>
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<br /></div>
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The twentieth century has been called the “century of the
intellectual” because of the important role that men and women of letters
played in debating, creating, and legitimizing the intense ideological conflict
that defined the era. This course will use their writings to examine the
ideological foundations of the century’s major political movements: from
Communism, fascism, and libertarianism to feminism and anti-colonialism. How
did each movement define social justice and injustice? What historical circumstances
created and shaped their beliefs? And what should we learn from the bloody
twentieth century’s debates about political economy when thinking about what we
should do in the twenty-first?<o:p></o:p></div>
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<br /></div>
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Course texts:<o:p></o:p></div>
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<br /></div>
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Terry Eagleton, <i style="mso-bidi-font-style: normal;">Ideology:
An Introduction</i>, Verso, 2007, ISBN <span style="background: white; color: #333333; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">1844671437,
978-1844671434</span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">, $25.<o:p></o:p></span></div>
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<br /></div>
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Csezlaw Milosz, <i style="mso-bidi-font-style: normal;">The
Captive Mind</i>, Vintage, 1990, ISBN <span style="background: white; color: #333333; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">0679728562,
978-0679728566</span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">, $13.<o:p></o:p></span></div>
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<br /></div>
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<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Clayborne Carson (ed.), <i style="mso-bidi-font-style: normal;">The Autobiography of Martin Luther King, Jr.</i>,
Warner Books, 2001, ISBN </span><span style="background: white; color: #333333; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">0446676500,
978-0446676502</span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">, $16.<o:p></o:p></span></div>
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<br /></div>
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Aimé Césaire, <i style="mso-bidi-font-style: normal;">Discourse
on Colonialism</i>, Monthly Review Press, 2001, ISBN <span style="background: white; color: #333333; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">1583670254,
978-1583670255, $10.<o:p></o:p></span></div>
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<br /></div>
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James C. Scott, <i style="mso-bidi-font-style: normal;">Two
Cheers for Anarchism, </i>Princeton University Press, 2014, ISBN <span style="background: white; color: #333333; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">0691161038, 978-0691161037</span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">,
$13.<o:p></o:p></span></div>
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Week 1: Introduction<o:p></o:p></div>
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W, January 21:
Introduction to the class<o:p></o:p></div>
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Week 2: What is Ideology?<o:p></o:p></div>
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M, Jan. 26: <i>No class meeting</i><o:p></o:p></div>
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W, Jan. 28: What is
ideology?: discussion of Eagleton’s book<o:p></o:p></div>
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Terry Eagleton, <i>Ideology: A Very Brief Introduction</i><o:p></o:p></div>
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Week 3: Major Ideas in
Political Economy I: Communism<o:p></o:p></div>
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M Feb. 2: Lecture:
Communism and the Beginning of the Short Twentieth Century<o:p></o:p></div>
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W Feb. 4: Discussion<b><o:p></o:p></b></div>
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Lenin, <i>The State and Revolution, </i>Chapter 5, http://www.marxists.org/archive/lenin/works/1917/staterev/ch05.htm<o:p></o:p></div>
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Rosa Luxemburg, <i>The Russian Revolution</i>, Chapter 6, “The
Problem of Dictatorship,” <a href="http://www.marxists.org/archive/luxemburg/1918/russian-revolution/ch06.htm">http://www.marxists.org/archive/luxemburg/1918/russian-revolution/ch06.htm</a><o:p></o:p></div>
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Stalin’s conversation with
H.G. Wells, 1934:<o:p></o:p></div>
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http://www.newstatesman.com/politics/2014/04/h-g-wells-it-seems-me-i-am-more-left-you-mr-stalin<o:p></o:p></div>
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Week 4: Major Ideas in
Political Economy II: Fascism <o:p></o:p></div>
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M Feb. 9: Lecture: The
Logic of Fascism’s Rise<o:p></o:p></div>
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W Feb. 11: Discussion<o:p></o:p></div>
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Giovanni Gentile and Benito
Mussolini, “The Doctrine of Fascism”<o:p></o:p></div>
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http://www.worldfuturefund.org/wffmaster/Reading/Germany/mussolini.htm<o:p></o:p></div>
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F.T. Marinetti, “The
Futurist Manifesto” <a href="http://vserver1.cscs.lsa.umich.edu/~crshalizi/T4PM/futurist-manifesto.html">http://vserver1.cscs.lsa.umich.edu/~crshalizi/T4PM/futurist-manifesto.html</a><o:p></o:p></div>
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Week 5: Major Ideas in
Political Economy III: Anti-fascism <o:p></o:p></div>
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M Feb. 16: UNIVERSITY
HOLIDAY<o:p></o:p></div>
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W, Feb. 18: Ken Loach, <i>Land and Freedom </i>[film in class]<o:p></o:p></div>
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Week 6: Major Ideas in
Political Economy IV: Market Fundamentalism / Conservative Libertarianism<o:p></o:p></div>
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M, Feb. 23: Lecture: What
does conservatism seek to conserve?<o:p></o:p></div>
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W, Feb. 25: Discussion<o:p></o:p></div>
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Friedrich Von Hayek, <i>The Road to Serfdom, </i>[condensed version,
pdf available], pp. 39-89<o:p></o:p></div>
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Ayn Rand, <i>Anthem, </i>http://www.gutenberg.org/files/1250/1250-h/1250-h.htm<o:p></o:p></div>
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Week 7: Major Ideas in
Political Economy V: Liberalism<o:p></o:p></div>
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M, March 2: Lecture: What
is liberal about liberalism?<o:p></o:p></div>
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W, March 4: Discussion<o:p></o:p></div>
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Isaiah Berlin, “Two
Concepts of Liberty” <o:p></o:p></div>
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Edward Shils, “The End of
Ideology?,” <a href="http://www.unz.org/Pub/Encounter-1955nov-00052">http://www.unz.org/Pub/Encounter-1955nov-00052</a><o:p></o:p></div>
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Michael Sandel, <i>Justice</i>, Chapter 6 on John Rawls, pp. 140-166<o:p></o:p></div>
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Week 8: The Self and the
Global I: Ex-Communism<o:p></o:p></div>
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M, March 9: Lecture:
Ideologies and the Cold War<o:p></o:p></div>
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W, March 11: Discussion<o:p></o:p></div>
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Czeslaw Milosz, <i>The Captive Mind<o:p></o:p></i></div>
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Week 9: The Self and the
Global II: Feminism<o:p></o:p></div>
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M, March 16: Lecture: The
Gender Line<o:p></o:p></div>
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W, March 18: Discussion<o:p></o:p></div>
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Woolf, A Room of One’s Own
[especially chapters 3 and 6]<o:p></o:p></div>
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<a href="http://gutenberg.net.au/ebooks02/0200791h.html">http://gutenberg.net.au/ebooks02/0200791h.html</a><o:p></o:p></div>
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Simone de Beauvoir, <i>The Second Sex</i>, Introduction and Chapter
1, http://www.marxists.org/reference/subject/ethics/de-beauvoir/2nd-sex/<o:p></o:p></div>
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SPRING BREAK, March 23-27<o:p></o:p></div>
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Week 10: The Self and the
Global III: Decolonization and Third World Liberation<o:p></o:p></div>
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M, March 30: Lecture: The
Core and the Periphery<o:p></o:p></div>
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W, April 1: Discussion<o:p></o:p></div>
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Aimé Césaire, <i>Discourse on Colonialism<o:p></o:p></i></div>
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Week 11: The Self and the
Global IV: Civil rights and anti-racism<o:p></o:p></div>
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M, April 6: Lecture: The
Color Line<o:p></o:p></div>
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W, April 8: Discussion<o:p></o:p></div>
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Carson (ed.), <i>Autobiography of Martin Luther King, Jr.</i><o:p></o:p></div>
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Week 12: Ideas Shaping the
Contemporary World I: Late Neoconservatism<o:p></o:p></div>
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M, April 13: Film: <i>Arguing the World </i> <o:p></o:p></div>
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W April 15: Discussion<o:p></o:p></div>
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Jeane Kirkpatrick,
“Dictatorships and Double Standards”<o:p></o:p></div>
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William Kristol and Robert
Kagan, “Toward a Neo-Reaganite Foreign Policy,” <i>Foreign Affairs</i>, July/August 1996, http://carnegieendowment.org/1996/07/01/toward-neo-reaganite-foreign-policy<o:p></o:p></div>
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National Security Strategy
of the United States of America, 2002, http://www.state.gov/documents/organization/63562.pdf<o:p></o:p></div>
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Week 13: Ideas Shaping the
Contemporary World II: Environmentalism<o:p></o:p></div>
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M, April 20: Lecture: The
Idea of Environmental Justice<o:p></o:p></div>
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W, April 22: Discussion<o:p></o:p></div>
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Rachel Carson, <i>Silent Spring</i>, pp. 1-37<o:p></o:p></div>
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Garrett Hardin, “The
Tragedy of the Commons,” <i>Science</i> 162
(13 December 1968): 1243-1248.<o:p></o:p></div>
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Naomi Klein, <a href="http://www.theguardian.com/commentisfree/2014/apr/23/climate-change-fight-of-our-lives-naomi-klein">http://www.theguardian.com/commentisfree/2014/apr/23/climate-change-fight-of-our-lives-naomi-klein</a><o:p></o:p></div>
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Chris Hayes, “The New
Abolitionism,” http://www.thenation.com/article/179461/new-abolitionism<o:p></o:p></div>
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Week 14: Ideas Shaping the Contemporary World
III: Post-libertarianism<o:p></o:p></div>
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M April 27: Lecture: The
State and the Legacy of the Short Twentieth Century<o:p></o:p></div>
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W April 29: Discussion<o:p></o:p></div>
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James C. Scott, <i>Two Cheers for Anarchism</i><o:p></o:p></div>
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RRR Week, May 4-8<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Final paper due: May
15<o:p></o:p></div>
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<br /></div>
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Insofar as grades interfere with your learning, you should
ignore them. The most important thing you can do in a semester is to work to
improve as a reader, writer, and thinker. But since we must do grades, this is
how they will be determined:<o:p></o:p></div>
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1) Participation: 24%. Good participation is thoughtful and considerate
of your role within a community of learners.<o:p></o:p></div>
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2) 11%: discussion document. Once during the semester, you
will sign up to bring in a primary document relevant to that week’s readings.
It could be a piece of art, music, or a document, but it should be carefully
chosen to illuminate a significant debate or dilemma regarding the ideology
under examination that week. You can send it to me to be displayed on screen,
or you can make copies, depending on what would be appropriate. You will
briefly explain your object to the class (just two or three minutes, please!)
and pose a question for brief discussion. One presentation will take place at
the end of Monday’s class, and one at the beginning of discussion on Wednesday.<o:p></o:p></div>
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3) 32%: two short papers. Twice during the semester, you
will write a short paper of approximately 4 pages (1000 words). At least one of
the papers needs to be done by week seven of the class. The short paper should
imagine what that week’s thinkers would identify as one of the major problems
facing the world today, and how they would want to respond to that challenge. I
will comment on your first paper and grade it on a credit/no credit basis. The
second paper will be given a letter grade. <o:p></o:p></div>
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4) 33% final project. Your final should be a medium-length
research project. You can present it either as a traditional paper, as a web
site, or as an art project. Written projects should be about 12-15 pages or the
online equivalent. One possible final project would involve finding an
intellectual or literary review. Examine it in its most important year(s).<span style="mso-spacerun: yes;"> </span>What was its project, politically and
aesthetically?<span style="mso-spacerun: yes;"> </span>How did it expect to
achieve its goals?<span style="mso-spacerun: yes;"> </span>Who contributed to it
and why?<span style="mso-spacerun: yes;"> </span>As a useful exercise, I would
encourage you to do this <i style="mso-bidi-font-style: normal;">without</i>
consulting the secondary literature. An alternative final paper structure would
involve writing a short intellectual biography of a person of interest to you.
An art project or performance is a riskier final and would have to be connected
directly to the themes of the class. Whatever you choose, please make the time
to visit me at least briefly during office hours to talk about your plans.<o:p></o:p></div>
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-20292250052649173622014-10-27T17:47:00.002-07:002015-01-21T12:46:48.455-08:00Syllabus for Spring 2015: Market Empire and American Foreign Intervention<div class="MsoNormal">
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<span style="font-variant: small-caps;">International and Area Studies 150<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-variant: small-caps;">Market Empire and American
Foreign Intervention<o:p></o:p></span></b></div>
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Professor Patrick Iber<o:p></o:p></div>
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Spring 2015 / MWF 11-12 / 122 Wheeler<o:p></o:p></div>
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Office Hours: Stephens 140, Friday 12-2<o:p></o:p></div>
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The foreign policy of the United States has been shaped,
since the beginning of the twentieth century, by the country’s position as the
preeminent defender of capitalism, which its leaders generally consider both
an ethical system as well as one of political economy. But how often have its
interventions worked? What were their long-term consequences? This course will
look at the history of U.S. foreign interventions from a political economy
perspective—not only from the point of view of U.S. policy elites, but also
from the “outside in,” by those who managed and resisted U.S. rule.<o:p></o:p></div>
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Course texts:<o:p></o:p></div>
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Emily S. Rosenberg, <i style="mso-bidi-font-style: normal;">Spreading
the American Dream: American Economic and Cultural Expansion, 1890-1945</i>,
(New York: Hill and Wang, 1982), <span style="background: white; color: #333333;">0809001462</span>,
<span style="background: white; color: #333333;">978-0809001460</span>, $21.<o:p></o:p></div>
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Nick Cullather, <i style="mso-bidi-font-style: normal;">Secret
History: The CIA’s Classified Account of Its Operations in Guatemala 1952-1954</i>,
2<sup>nd</sup> ed., (Stanford: Stanford University Press, 2006), <span style="background: white; color: #333333;">0804754683</span>, <span style="background: white; color: #333333;">978-0804754682</span>, $19.<o:p></o:p></div>
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Graham Greene, <i style="mso-bidi-font-style: normal;">The
Quiet American</i>, (New York: Penguin Classics, 2004), <span style="background: white; color: #333333;">0143039024</span>, <span style="background: white; color: #333333;">978-0143039020</span>, $16.<o:p></o:p></div>
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Mark Atwood Lawrence, <i style="mso-bidi-font-style: normal;">The
Vietnam War: A Concise International History</i>, (New York; Oxford: Oxford
University Press, 2010), <span style="background: white; color: #333333;">0199753938,
978-0199753932 </span>, $15<o:p></o:p></div>
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Rajiv Chandrasekharan, <i style="mso-bidi-font-style: normal;">Imperial
Life in the Emerald City: Inside Iraq’s Green Zone</i>, (Vintage: New York,
2007), <span style="background: white; color: #333333;">0307278832</span>, <span style="background: white; color: #333333;">978-0307278838</span>, $16.<o:p></o:p></div>
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<b>Course schedule: <o:p></o:p></b></div>
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Week 1: Introduction<o:p></o:p></div>
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W, Jan. 21: Introduction
to the class, syllabus<o:p></o:p></div>
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F, Jan 23: <i>No class meeting</i><o:p></o:p></div>
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Readings: <o:p></o:p></div>
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Please listen to the “National
Pride, National Shame” debate held between Angela Davis, Richard Rorty, and
Gordon Wood in 2003: http://auroraforum.stanford.edu/event/national-pride-national-shame<o:p></o:p></div>
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Week 2, The Rise of the
United States<o:p></o:p></div>
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M, Jan 26: <i>No class meeting</i><o:p></o:p></div>
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W, Jan 28: The Rise of the
United States<o:p></o:p></div>
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F, Jan 30: <i>Discussion: What does it mean for the United
States to be an empire?</i><o:p></o:p></div>
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Readings: <o:p></o:p></div>
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Rosenberg, <i>Spreading the American Dream</i>, 1-62<o:p></o:p></div>
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Mark Twain, “To the Person
Sitting in Darkness”<o:p></o:p></div>
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Odd Arne Westad, Chapter
1, “The Empire of Liberty,” in <i>The Global
Cold War</i>, 8-38<o:p></o:p></div>
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Week 3, Dollar Diplomacy<o:p></o:p></div>
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M, Feb 2: Dollar Diplomacy
<i><o:p></o:p></i></div>
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W, Feb 4: Primary
documents: Smedley Butler<o:p></o:p></div>
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F, Feb 6: <i>Instructor-led debate</i><o:p></o:p></div>
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Readings:<o:p></o:p></div>
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Rosenberg, <i>Spreading the American Dream</i>, 63-160<o:p></o:p></div>
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Alan McPherson, <i>The Invaded</i>, 53-58, 73-90, 213-237<o:p></o:p></div>
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Week 4, Anti-Fascism<o:p></o:p></div>
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M, Feb. 9: Good Neighbor
Policies<i><o:p></o:p></i></div>
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W, Feb. 11: World War II<o:p></o:p></div>
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F, Feb. 13: <i>Student-led debate</i><o:p></o:p></div>
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Reading: <o:p></o:p></div>
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Henry Luce, “The American
Century”<o:p></o:p></div>
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Rosenberg, <i>Spreading the American Dream</i>, 161-234<o:p></o:p></div>
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Benn Steil, “Red White,” <a href="http://www.foreignaffairs.com/articles/138847/benn-steil/red-white">http://www.foreignaffairs.com/articles/138847/benn-steil/red-white</a><o:p></o:p></div>
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Benn Steil, “How Dollar
Diplomacy Spelled Doom for the British Empire,” http://www.bloombergview.com/articles/2013-03-06/how-dollar-diplomacy-spelled-doom-for-the-british-empire<o:p></o:p></div>
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Week 5: Constructing Anti-Communism
<o:p></o:p></div>
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M, Feb. 16: <i>No Classes</i><o:p></o:p></div>
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W, Feb. 18: Post-war
Europe and Japan<i><o:p></o:p></i></div>
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F, Feb. 20: <i>Student-led debate</i><o:p></o:p></div>
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Readings: <o:p></o:p></div>
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David Riesman, “The Nylon
War,” <i>Common Cause </i>4, no. 7 (February
1951): 379-385.<o:p></o:p></div>
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Paul Nitze, NSC-68, <a href="http://www.fas.org/irp/offdocs/nsc-hst/nsc-68.htm">http://www.fas.org/irp/offdocs/nsc-hst/nsc-68.htm</a><o:p></o:p></div>
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Victoria de Grazia, <i>Irresistible Empire</i>, 1-15, 336-375<o:p></o:p></div>
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Mire Koikari, “Exporting
Democracy?: American Women, ‘Feminist Reforms,’ and the Politics of Imperialism
in the U.S. Occupation of Japan, 1945-1952,” <i>Frontiers</i> 23, no. 1 (2002): 23-45.<o:p></o:p></div>
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Week 6: The First Cold War
Interventions: Guatemala and Iran<o:p></o:p></div>
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M, Feb. 23: Covert
Intervention<o:p></o:p></div>
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W, Feb. 25: Guatemala and
Iran<o:p></o:p></div>
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F, Feb. 27: <i>Student-led debate </i><o:p></o:p></div>
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Reading: <o:p></o:p></div>
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Cullather, <i>Secret History<o:p></o:p></i></div>
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Week 7: Vietnam I<o:p></o:p></div>
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M, Mar. 2: The Vietnam Era<o:p></o:p></div>
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W, Mar. 4: Primary
documents: W.W. Rostow, <i>The Stages of
Economic Growth<o:p></o:p></i></div>
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F, Mar. 6: <i>Student-led debate<o:p></o:p></i></div>
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Reading: <o:p></o:p></div>
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Graham Greene, <i>The Quiet American<o:p></o:p></i></div>
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Week 8: Vietnam II<o:p></o:p></div>
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M, Mar 9: Film: <i>The Fog of War<o:p></o:p></i></div>
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W, Mar. 11: Film: <i>The Fog of War</i><o:p></o:p></div>
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F, Mar. 13: <i>Student-led debate </i><o:p></o:p></div>
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Reading: Mark Atwood
Lawrence, <i>The Vietnam War<o:p></o:p></i></div>
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Week 9, Chile<o:p></o:p></div>
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M, Mar. 16: The World of
Henry Kissinger<o:p></o:p></div>
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W, Mar. 18: Film: <i>The Trials of Henry Kissinger</i><o:p></o:p></div>
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F, Mar. 20: <i>Student-led debate</i><o:p></o:p></div>
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“Project FUBELT,” pp.
1-35, 47-48, 58-61 and “Destabilizing Democracy: The United States and the
Allende Government,” pp. 79-115, 138-139, 146-149 in Peter Kornbluh, <i>The Pinochet File: A Declassified Dossier on
Atrocity and Accountability</i>, (New York: New Press, 2003). <o:p></o:p></div>
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Fermandois, Joaquin. “The persistence of a myth: Chile in the eye
of the Cold War hurricane.” <i>World Affairs</i> 167, no. 3 (Winter 2005),
101-112.<o:p></o:p></div>
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Juan Gabriel Valdés, <i>Pinochet’s Economists</i>, pp. 16-38<o:p></o:p></div>
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March 24-28: SPRING BREAK<o:p></o:p></div>
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Week 10: Liberation and
Repression in the 1980s<o:p></o:p></div>
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M, Mar. 30: Liberation: Eastern
Europe<o:p></o:p></div>
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W, Apr. 1: Repression:
Central America<o:p></o:p></div>
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F, Apr. 3: <i>Student-led debate</i><o:p></o:p></div>
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Timothy Garton Ash, <i>The Magic Lantern</i>, 25-46<o:p></o:p></div>
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Carl Bernstein, “The Holy
Alliance,” <i>Time</i>, February 24 1992, <a href="http://www.carlbernstein.com/magazine_holy_alliance.php">http://www.carlbernstein.com/magazine_holy_alliance.php</a><o:p></o:p></div>
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Greg Grandin, <i>Empire’s Workshop</i>, 52-86<o:p></o:p></div>
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Thomas Sheehan, “Friendly
Fascism: Business as Usual in America’s Backyard,” from Richard J. Golsan, ed.,
<i>Fascism’s Return: Scandal, Revision, and
Ideology since 1980</i>, pp. 260-300.<o:p></o:p></div>
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Week 11: The 1990s <o:p></o:p></div>
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M, Apr. 6: The End of the
Cold War<o:p></o:p></div>
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W, Apr. 8: Unipolarity and
decline?<i><o:p></o:p></i></div>
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F, Apr. 10: <i>Student-led debate <o:p></o:p></i></div>
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Readings: <o:p></o:p></div>
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Emily S. Rosenberg,
“Consumer Capitalism and the end of the Cold War,” 489-512 in <i>Cambridge History of the Cold War</i>, vol.
III.<o:p></o:p></div>
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Victoria de Grazia, <i>Irresistible Empire, </i>“Supermarketing,”
376-415<o:p></o:p></div>
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Daniel Rodgers, <i>Age of Fracture</i>, “The Rediscovery of the
Market,” 41-76<o:p></o:p></div>
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Week 12: The War on Terror
I<o:p></o:p></div>
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M, Apr. 13: The response
to 9/11<o:p></o:p></div>
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W, Apr. 15: Film: <i>The Unknown Known<o:p></o:p></i></div>
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F, Apr. 17: Film: <i>The Unknown Known<o:p></o:p></i></div>
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Reading: Chandrasekaran, <i>Imperial Life in the Emerald City </i>[for
next Monday]<o:p></o:p></div>
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Week 13: The War on Terror
II<o:p></o:p></div>
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M, Apr. 20: <i>Student-led debate </i><o:p></o:p></div>
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W, Apr. 22: Supervised time
to work on projects<o:p></o:p></div>
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F, Apr. 24: Supervised
time to work on projects<o:p></o:p></div>
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Week 14: Group Projects<o:p></o:p></div>
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M, Apr. 27: Poster
presentations<o:p></o:p></div>
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W, Apr. 29: Poster presentations<o:p></o:p></div>
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F, May 1: Summing up<o:p></o:p></div>
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Your grade will be based on the following:<o:p></o:p></div>
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24% Debate brief. Once during the semester, each student will
be responsible for writing a debate brief of 5-7 pages. You should identify a
key controversy raised by the week’s readings. To be a good question, it should
be possible to imagine various reasonable responses to it. Some examples might
be: <i>Is Robert McNamara guilty of war
crimes</i>?, or <i>Did the United States
contribute more to dismantling or to building empire in the 1950s</i>? Your
paper should present your question and lay out a defense of the position you
find most convincing. You may also want to address opposing views and the
reasons you find them less compelling. You may use class readings; you will
likely find it useful to do some outside research, though a lot is not
expected. You should plan to meet with me in the half-hour before the relevant
debate to discuss your question and how we will talk about it during class. You
may then be responsible for leading teams of discussion during in-class debate.
<o:p></o:p></div>
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18% Debate and discussion participation.<o:p></o:p></div>
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26% project. Using FRUS documents, or more recent WikiLeaks
materials, you will examine an important aspect of US foreign policy of your
choosing. You will develop a poster or PowerPoint presentation that shows and
interprets the documents in question. Your work will be presented and displayed
during the final week of class. This project may be done alone or in a group,
as long as divisions of labor are clear.<o:p></o:p></div>
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32% final. As required in 100-level courses, there is an
in-class final. Ours is scheduled for May 12, from 7-10pm.<o:p></o:p></div>
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-38638571091900079892014-10-24T21:27:00.001-07:002014-10-24T21:27:42.917-07:00How to Treat AdjunctsMy latest on issues in higher education is up, on the subject of how to treat contingent faculty with respect.<br />
<blockquote class="tr_bq" style="background-color: white; color: #444444; font-family: 'Lucida Grande', Verdana, Corbel, 'Bitstream Vera Sans', 'DejaVu Sans', sans-serif; font-size: 14px; line-height: 21px; padding-bottom: 10px;">
It used to be the case that non-tenure-track faculty were assumed to be inferior to their tenure-line colleagues. These days, however, jobs have become so scarce in many fields that one’s position in the academic hierarchy is largely an accident of birth. One could probably instantly create a new university that would rival the world’s best simply by hiring from the pool of the un- and under-employed.</blockquote>
Suggests for best practices, <a href="https://www.insidehighered.com/advice/2014/10/24/essay-how-tenure-track-faculty-members-should-treat-adjuncts" target="_blank">at the link</a>. I want to hasten to emphasize that I myself feel I have been generally well-treated, and that some of the these practices are based on things I have experienced.<br />
<div>
<br /></div>
Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-61772466237392622862014-09-15T10:18:00.000-07:002014-10-24T21:28:00.941-07:00Syllabus, Fall 2014: Culture, Society, and Politics in Latin America<div>
<br /></div>
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<span style="font-variant: small-caps;">HISTORY 70/170B<o:p></o:p></span></div>
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<b><span style="font-variant: small-caps;">Culture, Society, and Politics in
Latin America<o:p></o:p></span></b><br />
<b><span style="font-variant: small-caps;"><br /></span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj11Jcc2noIf7FOEW5EkUFukF6esn7m2jPx5DSGBNSlen4gCaPjqnMvPa9THyb0fkaIHLUL2pdhuyfXv_uok3qUVeF_AnCIvkMR1GNEc_XJu5qqA3w74r9H1XoMkgVBNYVnTHzh/s1600/church+in+glass.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj11Jcc2noIf7FOEW5EkUFukF6esn7m2jPx5DSGBNSlen4gCaPjqnMvPa9THyb0fkaIHLUL2pdhuyfXv_uok3qUVeF_AnCIvkMR1GNEc_XJu5qqA3w74r9H1XoMkgVBNYVnTHzh/s1600/church+in+glass.JPG" height="320" width="240" /></a></div>
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Professor Patrick Iber<o:p></o:p></div>
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Fall 2014 / TTh / 9:00 – 10:15<o:p></o:p></div>
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Room 360-361A<o:p></o:p></div>
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Office Hours: after class, 10:15-11:15, and by appointment</div>
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<br /></div>
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This course will give a broad overview of Latin American
history from the pre-colonial era to the present day. Particular emphasis will
be placed on the socioeconomic, cultural, and political structures and
processes that shaped and continue to influence life in Latin America. Key
issues such as colonialism, nationalism, democracy, dictatorship, and
revolution will be examined critically in light of broad comparative themes in
Latin American and world history. Course materials include secondary sources in
history, economics, and political science, as well as primary documents,
fiction, and film in order to provide insight into the complex and diverse
history of the region. Among the topics
to be explored in detail will be labor and slavery, the Mexican and Cuban
revolutions, and the transition from dictatorship to democracy.<o:p></o:p></div>
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Students with Documented Disabilities: Students who may
need an academic accommodation based on the impact of a disability must
initiate the request with the Office of Accessible Education (OAE). Professional staff will evaluate the request
with required documentation, recommend reasonable accommodations, and prepare
an Accommodation Letter for faculty dated in the current quarter in which the
request is made. Students should contact
the OAE as soon as possible since timely notice is needed to coordinate
accommodations. The OAE is located at
563 Salvatierra Walk (phone: 723-1066, URL: http://studentaffairs.stanford.edu/oae).<o:p></o:p></div>
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Course texts:<o:p></o:p></div>
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<br /></div>
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John Chasteen, <i>Born in
Blood and Fire</i> (3<sup>rd</sup> edition), New York: Norton, 2011, $50.<o:p></o:p></div>
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<br /></div>
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Alma Guillermoprieto.
<i>Looking for History: Dispatches
from Latin America</i>. New York:
Vintage, 2002, $15.<o:p></o:p></div>
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<br /></div>
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Mariano Azuela, <i>The
Underdogs</i>, New York: Penguin Classics, 2008, $10.<o:p></o:p></div>
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<br /></div>
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Lawrence Weschler, <i>A
Miracle, A Universe: Settling Accounts with Torturers</i>, Chicago: University
of Chicago Press, 1998, $20.<o:p></o:p></div>
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<br /></div>
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Junot Díaz, <i>The Brief
Wondrous Life of Oscar Wao</i>. New York:
Riverhead Books, 2008, $10.<o:p></o:p></div>
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Other than the main texts, course readings are available
through the coursework website.<o:p></o:p></div>
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To get good advice on what I will be looking for from your
reading and writing, I recommend the following resources:<o:p></o:p></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal">Don’t
write things like “<i>The Fascist
octopus has sung its swan song!</i>”<i> </i>Every prose writer should read
George Orwell’s “Politics and the English Language” at least once a
year. <a href="http://www.mtholyoke.edu/acad/intrel/orwell46.htm">http://www.mtholyoke.edu/acad/intrel/orwell46.htm</a><o:p></o:p></li>
<li class="MsoNormal">To get
the most out of your reading, I generally endorse the views of Timothy Burke,
as laid out in his “Staying Afloat: Some Scattered Suggestions on Reading
in College.” <a href="http://www.swarthmore.edu/SocSci/tburke1/reading.html">http://www.swarthmore.edu/SocSci/tburke1/reading.html</a>
<o:p></o:p></li>
<li class="MsoNormal">On
plagiarism and proper citations, please see this excerpt from Charles
Lipson’s <i>Doing Honest Work in
College</i>. You should use citations
proper to your primary discipline in your final paper. <a href="http://www.press.uchicago.edu/books/lipson/honestcollege/citationfaq.html">http://www.press.uchicago.edu/books/lipson/honestcollege/citationfaq.html</a><o:p></o:p></li>
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<b>Readings<o:p></o:p></b></div>
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Week 1, September 23-25:
Spain, Portugal, and the Americas: Origins and Contacts<o:p></o:p></div>
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Chasteen, <i>Born in Blood and Fire, </i>Chapter 1, pp. 11-46<i><o:p></o:p></i></div>
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Charles Mann, “1491,” <i>The Atlantic</i>, March 2002, http://www.theatlantic.com/magazine/archive/2002/03/1491/2445/<o:p></o:p></div>
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Bartolomé de las Casas, <i>Short history of the Destruction of the
Indies</i>, 5-30.<o:p></o:p></div>
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<b>Questions to consider this week: <o:p></o:p></b></div>
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1) What impact did the
encounter between Europe and the Americas have on the ecology of the Americas,
including its people?<o:p></o:p></div>
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2) Why did Bartolomé de
las Casas write his text? How should
that affect how we think about its reliability?<o:p></o:p></div>
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3) What impact did the
encounter between Europe and America have on the history of ideas in Europe?<o:p></o:p></div>
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Week 2, September
30-October 2: Labor, Slavery, and Race<o:p></o:p></div>
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Chasteen, Chapters 2 and
3, pp. 49-114<o:p></o:p></div>
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Sandra Lauderdale Graham, <i>Caetana Says No</i>, pp. 1-73<o:p></o:p></div>
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Zephyr Frank, <i>Dutra’s World</i>, 96-121<o:p></o:p></div>
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Questions to consider this
week:<o:p></o:p></div>
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1) What were the causes of
Spanish American independence? How were things different in Brazil?<o:p></o:p></div>
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2) How are ideas about
race different in Mexico and Brazil?<o:p></o:p></div>
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3) How are ideas about
race different in Brazil and the United States? Can the same methods be used in
both places to address a history of discrimination on the basis of race?<o:p></o:p></div>
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Week 3, October 7-9: Politics
and Development in the Nineteenth Century<o:p></o:p></div>
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Chasteen, Chapters 4 and
5, pp. 117-179<o:p></o:p></div>
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John Coatsworth,
“Obstacles to Economic Growth in Nineteenth-Century Mexico,” <i>American Historical Review</i> 83, no. 1
(February 1978): 80-100.<o:p></o:p></div>
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Kenneth L. Sokoloff and
Stanley L. Engerman, “History Lessons: Institutions, Factor Endowments, and
Paths of Development in the New World,” <i>Journal
of Economic Perspectives</i> 14, no. 3 (Summer 2000): 217-232.<o:p></o:p></div>
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<b>Questions to consider this week: <o:p></o:p></b></div>
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1) What are some of the
traditional reasons given to explain Latin American underdevelopment? What kind
of evidence contradicts and supports those theories?<o:p></o:p></div>
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2) How has sharp
inequality shaped the course of Latin American development?<o:p></o:p></div>
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Week 4, October 14-16: Mexico
and its Revolution<o:p></o:p></div>
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Chasteen, Chapter 6 and
part of Chapter 7, pp. 181-233<o:p></o:p></div>
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Azuela, <i>The Underdogs<o:p></o:p></i></div>
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<b>Questions to consider this week:<o:p></o:p></b></div>
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1) What contending groups
and visions contributed to the Mexican Revolution? How does this diversity affect how we think
about the “legacy” on the Revolution? <o:p></o:p></div>
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2) What reasons did ordinary
people have for joining the Revolution?<o:p></o:p></div>
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Week 5, October 21-23: Nationalism
and Populism<o:p></o:p></div>
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Chasteen, parts of
Chapters 7 and 8, pp. 233-268<o:p></o:p></div>
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Guillermoprieto,
<i>Looking for History</i>, “Little Eva,”
3-17<o:p></o:p></div>
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<b><i>Reading is reduced this week
because there is an in-class midterm on Thursday, October 23</i>. <i>It will include questions about week 5
material</i>.<o:p></o:p></b></div>
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<b>Questions to consider this week:<o:p></o:p></b></div>
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1) What is populism? How does it differ from other strategies for
governing?<o:p></o:p></div>
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2) How was gender
(including ideas of both masculinity and femininity) used as part of Perón’s
populist strategy?<o:p></o:p></div>
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Week 6, October 28-30: Cuba and its Revolution</div>
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<o:p></o:p></div>
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Chasteen, part of Chapter 8, pp. 269-283<o:p></o:p></div>
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Selections from <i>The Cuba Reader</i><o:p></o:p></div>
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How the Poor Got More, 344-353<o:p></o:p></div>
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The Literacy Campaign, 389-394<o:p></o:p></div>
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<o:p></o:p></div>
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Guillermoprieto, <i>Looking for History</i>, “The Harsh Angel,” 73-86, “Fidel in the Evening,” 126-152<o:p></o:p></div>
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José Manuel Prieto, “The Cuban Revolution Explained to Taxi Drivers,” <a href="http://www.thenation.com/article/travels-taxi-reflections-cuba">http://www.thenation.com/article/travels-taxi-reflections-cuba</a><o:p></o:p></div>
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<b>Questions to consider this week:<o:p></o:p></b></div>
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1) What were the principal causes of the Cuban Revolution?<o:p></o:p></div>
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2) Were the sacrifices imposed on ordinary people necessary to achieve the gains of the Revolution? Did Fidel Castro have less authoritarian alternatives that he could have used to stay in power? What political coalition would have supported him?</div>
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Week 7, November 4-6: Democracy
to Dictatorship<o:p></o:p></div>
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Chasteen, Chapter 9, pp.
285-316<o:p></o:p></div>
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Lawrence Weschler, <i>A Miracle, A Universe: Settling Accounts
with Torturers</i>, pp. 1-172<o:p></o:p></div>
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<b>Questions to consider this week: <o:p></o:p></b></div>
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1) How did Latin American
dictatorships justify their actions? Who did they consider to be their enemies?<o:p></o:p></div>
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2) How did dictatorships
stay in power? Why do ordinary people support dictatorships?<o:p></o:p></div>
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Week 8, November 11-13:
Dictatorship to Democracy<o:p></o:p></div>
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Weschler, <i>A Miracle, A Universe</i>, pp. 173-246<o:p></o:p></div>
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Guillermoprieto, <i>Looking for History</i><o:p></o:p></div>
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The Bitter Education of Vargas Llosa, 155-177<o:p></o:p></div>
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The Only Way to Win, 224-238<o:p></o:p></div>
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The Peso, 275-285<o:p></o:p></div>
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Elections 2000, 286-303<o:p></o:p></div>
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<b>Questions to consider this week:<o:p></o:p></b></div>
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1) Why do people who had
supported dictatorships turn against them?<o:p></o:p></div>
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2) How did the process of
achieving democracy differ in Brazil, Peru, Uruguay, and Mexico?<o:p></o:p></div>
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Week 9, November 18-20: Neoliberalism
and its Discontents<o:p></o:p></div>
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Chasteen, Chapter 10, pp.
319-340<o:p></o:p></div>
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Jon Lee Anderson,
“Slumlord,” <i>New Yorker</i>, 28 January
2013, pp. 40-51.<o:p></o:p></div>
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Greg Grandin, “On the
Legacy of Hugo Chávez<i>,</i>” <i>The Nation</i>, 5 March 2013, http://www.thenation.com/article/173212/legacy-hugo-chavez<o:p></o:p></div>
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<b><i>Reading is reduced this week to
give you time to begin working on your final</i>.<o:p></o:p></b></div>
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<b>Questions to consider this week:<o:p></o:p></b></div>
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1) How do we explain the
strength of the left in the first decade of the twenty-first century? How is this left different from that of the
twentieth century?<o:p></o:p></div>
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2) What conditions have
allowed recent governments to deliver growth with equity?</div>
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Week 10, December 2-4: [End-Quarter Period] The Past and the Present</div>
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<o:p></o:p></div>
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Over break or during travel, read Junot Díaz, <i>Brief Wondrous Life of Oscar Wao<o:p></o:p></i></div>
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<b><i>Lectures this week will review and summarize course material. The book should be completed by Tuesday. All or part of Thursday’s class may be devoted to review and discussion of paper ideas for students enrolled in 170B.<o:p></o:p></i></b></div>
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1) How do the themes of the novel explore major ideas that we’ve explored throughout the course?<o:p></o:p></div>
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2) Junot Diaz says his novel is about the “coloniality of power,” its ability to get us to accept its terms on even the most intimate matters. How is this theme expressed throughout the novel?<o:p></o:p></div>
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3) How is Latin American immigration to the U.S. shaped by the historical forces we have discussed throughout the course?<o:p></o:p></div>
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<b>Grading:<o:p></o:p></b></div>
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Your grade will be based on the following:<o:p></o:p></div>
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21% participation (this will be a section grade if there are
sections, or based on in-class participation if not). Active participation in
class is essential; our learning will be richest as more of you become involved
in the conversation and debate. Therefore, all readings must be completed
before you meet in section (or in class on Thursday), and you should attend
every week. In general, Tuesday classes will feature a lecture of 45-50 minutes
and a document analysis for the remaining time. Thursday classes will feature a
short lecture and a discussion of the week’s readings.<o:p></o:p></div>
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22% short writing. Two times during the course (in weeks of
your choosing), prepare and bring to Thursday’s class a short response to the
week’s readings, of 500-750 words. These responses should not summarize the
readings (though you may find it necessary to restate arguments), but should
expand on what you have read by raising doubts, analyzing evidence, connecting
to your experiences, or making connections to another week’s reading or work
from other courses, and, above all, <i>answering
questions with evidence</i>. You may try to answer one of the questions posed
in the syllabus, although this is not required. You should, however, be sure
that you are making some kind of argument. If you need to miss a week of class,
you must turn in a short response for the missed week after you return.<o:p></o:p></div>
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23% midterm. There
will be one in-class midterm in week 5. The midterm will contain material from
the first five weeks of readings and lectures as well as a map section with
questions about the geography of Latin America.<o:p></o:p></div>
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34% final exam. Students who are taking the class for
three units will have a take-home exam. The exam will be distributed on the
last day of class and will be due Thursday, December 11<sup>th</sup>. Those who
are taking the class for 5 units will do a brief research paper. The paper
should consult a limited number of outside sources (two books and a few other
sources constitute a minimum) and present an argument or interpretation on the
basis of evidence gleaned from the sources. The research paper should place the
evidence and argument in the larger context of issues explored in the class. This
paper should be from 8 to 10 pages long, or 2000 to 2500 words.<o:p></o:p></div>
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<!--EndFragment--><br />Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-72215270240746023902014-08-06T15:03:00.002-07:002014-08-06T15:03:51.740-07:00Arches National Park, Summer 2014We drove home across the country after we cleared out my mother's house in Iowa in July. There were many stops each day to keep the children as happy as possible. Here were are in Arches National Park in Utah.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRc9Gk_L2elybNc1JNZ6rO40RTRBvY3sK0A9B88RfgBwC6M7RG8-1gukJLnfGKahOHh8PUeuoYNMv-vWgfIJfd2pBQa4aZMz0sHpMCcRx03MPoHTDsUMTVh7JqESJKcQ7t3Bht/s1600/IMG_1028.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRc9Gk_L2elybNc1JNZ6rO40RTRBvY3sK0A9B88RfgBwC6M7RG8-1gukJLnfGKahOHh8PUeuoYNMv-vWgfIJfd2pBQa4aZMz0sHpMCcRx03MPoHTDsUMTVh7JqESJKcQ7t3Bht/s1600/IMG_1028.jpg" height="240" width="320" /></a></div>
Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-85748147303460168212014-07-01T20:44:00.000-07:002014-08-24T15:47:27.517-07:00Syllabus, Fall 2014: The Problem of Inequality (and how to solve it)<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-variant: small-caps;">IAS 194</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-variant: small-caps;">The Problem of Inequality (And
How to Solve It)<o:p></o:p></span></b></div>
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Professor Patrick Iber<o:p></o:p></div>
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Fall 2014 / W 2-4 / 125 Dwinelle<o:p></o:p></div>
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Office Hours: Stephens 140; W 10-12 and by appointment on
Monday or Friday</div>
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Inequality has come to be seen as the defining political
problem of our time. Some protesters with Occupy Wall Street, for example,
marched with signs showing the growing income share of the very wealthy. But
what kinds of inequality really matter? What problems does it cause? Should
inequality between nations concern us more or less than inequality within them?
And how is inequality today different from inequality of previous decades or
centuries? This course will draw on a growing literature to try and understand
these problems. We will study the origins of global economic inequality,
political movements that attempted to challenge and reduce inequality, and the
effects of inequality on democracy in the United States today. Readings will
include important books from Branko Milanovic and Timothy Noah, as well as
classics such as Karl Polanyi’s <i style="mso-bidi-font-style: normal;">The Great
Transformation</i> and the book of the hour, Thomas Piketty’s <i style="mso-bidi-font-style: normal;">Capital in the Twenty-first Century</i>. <o:p></o:p></div>
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Course texts:<o:p></o:p></div>
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Branko Milanovic, <i style="mso-bidi-font-style: normal;">The
Haves and the Have Nots</i>, Basic Books, 0465031412, 978-0465031412,
paperback, 2012, $13.49.<o:p></o:p></div>
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Timothy Noah, <i style="mso-bidi-font-style: normal;">The
Great Divergence</i>, Bloomsbury, 1608196356, 978-1608196357, paperback, 2013, $10.10.<o:p></o:p></div>
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Adam Hochschild, <i style="mso-bidi-font-style: normal;">Bury
the Chains</i>, Mariner, 0618619070, 978-0618619078, paperback, 2006, $13.29.<o:p></o:p></div>
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Aravind Adiga, <i style="mso-bidi-font-style: normal;">The
White Tiger</i>, Free Press, 1416562605, 978-1416562603, paperback, 2008, $9.04.<o:p></o:p></div>
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Week 1, September 3: What
is inequality and why does it matter? I<o:p></o:p></div>
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Introduction to the class.
Time permitting, we will watch selections from Robert Reich’s film, <i>Inequality for All</i><o:p></o:p></div>
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Week 2, September 10: What
is inequality and why does it matter? II<o:p></o:p></div>
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Elizabeth S. Anderson,
“What is the point of equality?” <i>Ethics</i>
109, no. 2 (January 1999): 287-337.<o:p></o:p></div>
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Martin Gilens, “Inequality
and Democratic Responsiveness,” <i>Public
Opinion Quarterly </i>69, no. 5 (special issue 2005): 778-796.<o:p></o:p></div>
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Watch: Richard Wilkinson,
“How economic inequality harms societies,” http://www.ted.com/talks/richard_wilkinson<o:p></o:p></div>
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Week 3, September 17: What
is inequality and why does it matter? III<o:p></o:p></div>
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Milanovic, <i>The Haves and the Have Nots</i>, 3-52,
83-215<o:p></o:p></div>
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Week 4, September 24: Historical
Origins of Inequality I<o:p></o:p></div>
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Heather Pringle, “The
Ancient Roots of the 1%,” <i>Science </i>344,
no. 6186 (23 May 2014): 822-825.<o:p></o:p></div>
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David S. Landes, <i>The Wealth and Poverty of Nations</i>,
Chapters 13-15, pp. 186-230<o:p></o:p></div>
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Kenneth Pomeranz,
“Political Economy and Ecology on the Eve of Industrialization: Europe, China,
and the Global Conjuncture,” <i>American
Historical Review</i> 107, no. 2 (April 2002): 425-446.<o:p></o:p></div>
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<i>Recommended reading</i>: Pierre-Joseph Proudhon, “What is property?,”
Chapter 1 <a href="http://www.marxists.org/reference/subject/economics/proudhon/property/ch01.htm">http://www.marxists.org/reference/subject/economics/proudhon/property/ch01.htm</a><o:p></o:p></div>
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Week 5, October 1: Historical
Origins of Inequality II<o:p></o:p></div>
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Karl Polanyi, <i>The Great Transformation </i>[available
through oskicat as an eBook], xviii-xxxviii, 71-140, 257-268<o:p></o:p></div>
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Frederick Engels, <i>The Condition of the Working Class in
England</i>, selections from Marx-Engels reader, ed. Robert Tucker, pp. 579-585<o:p></o:p></div>
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Margaret Somers and Fred
Block, “The Return of Karl Polanyi,” <i>Dissent</i>,
Spring 2014, http://www.dissentmagazine.org/article/the-return-of-karl-polanyi<o:p></o:p></div>
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Week 6, October 8: Historical
Origins of Inequality III: Evidence from Latin America<o:p></o:p></div>
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Kenneth L. Sokoloff and
Stanley L. Engerman, “History Lessons: Institutions, Factor Endowments, and
Paths of Development in the New World,” <i>Journal
of Economic Perspectives</i> 14, no. 3 (Summer 2000): 217-232.<o:p></o:p></div>
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Daron Acemoglu et al.,
“Reversal of Fortune: Geography and Institutions in the Making of the Modern
World Income Distribution,” MIT Working Paper 01-38, August 2001.<o:p></o:p></div>
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Roberto DaMatta, “Do you
know who you’re talking to?”, in <i>Carnivals,
Rogues and Heroes</i>, 137-197<o:p></o:p></div>
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<i>In-class workshop on calculating inequality<o:p></o:p></i></div>
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Week 7, October 15: Redressing
Inequalities I: Anti-slavery campaigns<o:p></o:p></div>
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<i>Calculating inequality problem set due in class. Adam Hochschild’s book
is gripping but also long—so get started this week, even though we won’t
discuss it until October 29. <o:p></o:p></i></div>
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Film in class: <i>Burn<o:p></o:p></i></div>
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Week 8, October 22: Redressing
Inequalities II: The Rights of Women<o:p></o:p></div>
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Amy Dru Stanley, “Conjugal
Bonds and Wage Labor: Rights of Contract in the Age of Emancipation,” <i>Journal of American History</i> 75, no. 2
(September 1988): 471-500.<o:p></o:p></div>
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Christine Stansell, <i>The Feminist Promise: 1792 to the Present<o:p></o:p></i></div>
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<i> </i>Brothers and
Sisters, Women’s Rights and the Abolition of Slavery, 27-50<o:p></o:p></div>
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Modern Times, Political Revival and Winning the Vote,
147-176<o:p></o:p></div>
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Keep on going with
Hochschild, <i>Bury the Chains</i> in the
background, though it won’t be the primary book under discussion until next
week. It may come up in relation to this week’s other readings.<o:p></o:p></div>
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Week 9, October 29: Redressing
Inequalities III: Anti-slavery campaigns<o:p></o:p></div>
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Adam Hochschild, <i>Bury the Chains</i> [entire book]<o:p></o:p></div>
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<i>Adam Hochschild will join us for a discussion of his book.<o:p></o:p></i></div>
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Week 10, November 5: Redressing
Inequalities IV: Communism <o:p></o:p></div>
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André Gide, <i>Return from the USSR, </i>3-62<o:p></o:p></div>
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Milovan Djilas, <i>The New Class</i>, pp. 37-69<o:p></o:p></div>
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Medea Benjamin, Joseph
Collins, and Michael Scott, “How the Poor Got More,” from <i>The Cuba Reader</i>, pp. 344-353<o:p></o:p></div>
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Milanovic, <i>The Haves and the Have-nots</i>, “Was
Socialism Egalitarian?” 53-60<o:p></o:p></div>
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Week 11, November 12: Redressing
Inequalities V: Social Democracy<o:p></o:p></div>
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Mark Mazower, <i>Dark Continent</i>, “Democracy Transformed:
Western Europe, 1950-75,” pp. 286-326<o:p></o:p></div>
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Tony Judt, <i>Ill Fares the Land</i>, “The World we have
Lost,” 41-80<o:p></o:p></div>
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Gøsta Esping-Andersen, <i>Three Worlds of Welfare Capitalism</i>, 1-34<o:p></o:p></div>
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<i>One- or two-paragraph description of what you plan to do for your final
is due. <o:p></o:p></i></div>
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Week 12, November 19: The
Present and Future of Inequality I<o:p></o:p></div>
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Noah, <i>The Great Divergence<o:p></o:p></i></div>
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Week 13, November 26: The
Present and Future of Inequality II<o:p></o:p></div>
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Mara Hvistendahl, “While
emerging economies boom, equality goes bust,” <i>Science </i>344, no. 6186 (23 May 2014): 832-835. <o:p></o:p></div>
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Aravind Adiga, <i>The White Tiger<o:p></o:p></i></div>
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Week 14, December 3: The
Present and Future of Inequality III<o:p></o:p></div>
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<i>These two reviews will help orient you to the conversation about
Piketty:<o:p></o:p></i></div>
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Kathleen Geier, “Taking on
the Heiristocracy,” <a href="http://www.washingtonmonthly.com/magazine/march_april_may_2014/on_political_books/taking_on_the_heiristocracy049299.php?page=all">http://www.washingtonmonthly.com/magazine/march_april_may_2014/on_political_books/taking_on_the_heiristocracy049299.php?page=all</a><o:p></o:p></div>
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Mike Konczal, “Studying
the Rich: Thomas Piketty and his Critics,” <a href="http://www.bostonreview.net/books-ideas/mike-konczal-thomas-piketty-capital-studying-rich">http://www.bostonreview.net/books-ideas/mike-konczal-thomas-piketty-capital-studying-rich</a><o:p></o:p></div>
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<i>This short article summarizes some of the points made at greater length
in Piketty’s book<o:p></o:p></i></div>
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Thomas Piketty and
Emmanuel Saez, “Inequality in the long run,” <i>Science </i>344, no. 6186 (23 May 2014): 838-843, <a href="http://www.sciencemag.org/content/344/6186/838.full">http://www.sciencemag.org/content/344/6186/838.full</a><o:p></o:p></div>
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<i>And, most importantly, “Piketty” itself: <o:p></o:p></i></div>
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Piketty, <i>Capital in the Twenty-first Century</i>,
430-539, 571-577<o:p></o:p></div>
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Grading:<o:p></o:p></div>
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30% participation: I will reward participation that is
curious, engaged, and constructive.<o:p></o:p></div>
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5%: problem set on calculating inequality.<o:p></o:p></div>
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20% short responses: Four times throughout the semester, prepare
a short response to the week’s readings, of 300-500 words. These responses
should not summarize the readings (though you may find it necessary to restate
the argument), but should expand on what you have read by raising doubts,
analyzing evidence, connecting to your experiences, or making connections to
another week’s reading or work from other courses. If you need to miss a week
of class, you must turn in a short response for the missed week after you
return.<o:p></o:p></div>
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5%: brief, one- or two-paragraph description of what you
will do for your final. Due November 12<sup>th</sup>. Describe what you plan to
do, what question or questions you hope to answer, and what sources you think
you will use.<o:p></o:p></div>
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40% final project: 12-15 page paper, or online equivalent if
you choose to build a web site. There are multiple options for a final project:<o:p></o:p></div>
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<!--[if !supportLists]-->1)<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span><!--[endif]-->A public policy analysis. Piketty, for example, argues
for a global tax on capital. But what policy, or set of policies, do you think
should be changed? Make a proposal and describe its intended consequences, the
institutions that would have to be changed in order to realize it, the
political coalition that would fight for it, and the impact it would have on
inequality. Successful papers will find and use data.<o:p></o:p></div>
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</span><!--[endif]-->A historical paper that looks back at some aspects of
inequality or a movement that sought to change it.<o:p></o:p></div>
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</span><!--[endif]-->Data analysis of trends in inequality. You might draw from
the World Top Incomes Database and/or World Bank data to examine trends in one
or more countries. For example: can you find a country or countries where Gini
coefficients dropping but the top 1% taking an even greater share of income in
recent years? What policies and conjunctures explain these trends?</div>
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</span></span><!--[endif]-->Some other project related to the topic of the course
that will educate you and the broader public about an important aspect of
inequality. If you have another project in mind, just clear it with me!<o:p></o:p></div>
<!--EndFragment-->Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-87523715883615338092014-06-17T15:48:00.000-07:002014-07-01T20:59:58.710-07:00Seven clips from Monty Python that you can use to teach the history of Latin AmericaMany years ago when I was a graduate student, I found myself teaching a course, shortly after the coup in Honduras, called "Democracy in Central America." (Yes, yes, the obvious joke: "That will be a short class.") I was interested in exploring the different ways in which democracy has been understood and defined, and the topicality of the Honduras coup was quite helpful, as there were many at the time who defended the unconstitutional coup as perfectly democratic, while others (more plausibly, in my view) insisted that it was not. In the course of one of my early lectures for the class, I made a reference to Monty Python and was stunned to discover that my students had no idea what I was talking about. And so I set myself a challenge: to incorporate one clip from Monty Python into my lectures each week. It was a pleasant thing to try, because the themes that dominate academic study of the Latin America are often so bleak. Here are some of the clips that I used.<br />
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1) For teaching about liberation theology: the clip from The Life of Brian when the folks in the back get into an altercation while Jesus delivers the Sermon on the Mount, saying "blessed are the peacemakers." When I lived in a base community in El Salvador, the Sermon on the Mount was part of daily ritual, and I find sharing it with students is one of the best ways to explain the parts of Christianity that liberation theology emphasizes. Bonus use for the clip: since the crowd in the back mishears Jesus as saying "blessed are the cheesemakers," you can tell the students about the cheese-making Quakers who moved to Costa Rica after that country abolished its army.<br />
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2) For teaching about U.S. occupations of Central American countries in the early twentieth century: "What have the Romans ever done for us?" from The Life of Brian. This one is very tricky, because it seems to imply that Roman occupation of Judea was in fact quite positive for infrastructural development. So I would use it like this: to explain that there were U.S. occupations that that didn't do nearly as much as the "Romans," and that what is being expressed is an ideology that justifies empire, not a serious argument in its favor. Also, that U.S. occupations did indeed attempt to change and reform political, cultural, and economic institutions in the countries they occupied, and that there were some ways that this went beyond simply "good" and "bad" effects.<br />
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3) For teaching about sectarianism on the left: "The Judean People's Front." I don't think this one needs much explanation. It came up a lot in my class on Central America, with regards to the internal composition of El Salvador's FMLN or Nicaragua's FSLN, for example.<br />
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4) For teaching about the Spanish Inquisition: the Spanish Inquisition clips from the Flying Circus, of course. I think that the "torture" scene where the lady is pummeled with soft pillows is probably the most useful, because it makes it possible to introduce the idea of the Black Legend of the Spanish Inquisition, and all of the ways that we now know that it was exaggerated for English consumption. The very fact that the Pythons are doing sketches about the Spanish Inquisition says something about their own educations, although naturally they subvert convention in a way that may be pedagogically useful. Of course the Inquisition was more than soft pillows, but this may help to both introduce and dislodge the idea of a "totalitarian" Inquisition.</div>
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5) For teaching about anarchism: the anarcho-syndicalist peasant from the Holy Grail. Anarchism was a major political ideology, especially in fin-de-siecle Argentina (but also in Mexico and elsewhere). With Occupy Wall Street and the like, students today may be somewhat more familiar with anarchist ideas than they were even five years ago. But it is important to reinforce the notion that anarchism is not the same thing as chaos, nor of individualism. The anarcho-syndicalist peasant explaining commune rules can get that conversation started (though should decisions be by consensus?) Apropos of nothing, the peasant is Eric Idle when he is walking but Michael Palin once he is down the hill. </div>
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And two general-purpose clips that can help with classroom management:</div>
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1) The argument clinic, of course. "But I came here for an argument." "Oh, this is abuse!" A poor model for classroom conversation and debate, but a dead ringer for arguments online.</div>
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2) For getting students to relax before an exam: Karl Marx answers questions about football. Just promise them that you won't do this sort of thing to them.</div>
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-65440259259742629442014-06-11T20:25:00.000-07:002014-08-23T20:33:32.855-07:00In which I read David Brat's dissertation so you don't have to<div style="text-align: left;">
<span style="font-family: Times, 'Times New Roman', serif;">By a series of improbable near-coincidences, I happened to be looking at the dissertation of David Brat today, on the day after he defeated Eric Cantor in the Republican primary. Under the circumstances, I wrote a review of the dissertation, which is being </span><a href="http://equitablegrowth.org/2014/06/11/patrick-iber-review-republican-congressional-candidate-david-brats-va-7-dissertation/" style="font-family: Times, 'Times New Roman', serif;" target="_blank">featured by Washington Center for Equitable Growth</a><span style="font-family: Times, 'Times New Roman', serif;">.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">In defeating House majority leader Eric Cantor in his Republican Party primary, Tea Party-identified David Brat has surprised the political world—including Eric Cantor, whose pollsters assured him he had a comfortable lead. (It has also done some damage to the no-doubt partly-true thesis that the difference between the Tea Party insurgents and the “mainstream” Republican Party had narrowed to the point of insignificance.) Brat defeated Cantor in spite of having only a fraction of Cantor’s power, a fraction of his spending, and a fraction of his allies. Journalists and poltiicos have since been scrambling to learn more about Brat’s thinking. Because Brat is a professor of economics and business at Randolph-Macon College, he has left a large paper trail. Many Tea Party-aligned works—such as W. Cleon Skousen’s <em style="box-sizing: border-box;">The 5,000 Year Leap</em>, a dreadful “history” of the United States as a Christian nation—have been offensive to professional standards. Does Brat’s work fit into that category? It does not.</span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">There is, unsurprisingly,
no question that Brat is a conservative. He is to the right of Cantor on most
issues. He ran against Cantor’s “corruption,” something that seems consonant
with a 2011 essay titled “God and Advanced Mammon—Can Theological Types Handle
Usury and Capitalism?” There, he warns of both conservative and liberal
hypocrisy and calls for a church that coexists with modern capitalism. (He also
writes that he has “the sinking feeling” that someone like Hitler could rise
again.<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference">[1]</span><!--[endif]--></span></span></a>) </span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">Brat
also administers a $500,000 grant from Branch Banking & Trust Company to
teach the “moral foundations of capitalism” at Randolph-Macon, a program that
teaches the “free market” principles of Ayn Rand. Brat says that he himself is
not a “Randian,” though he says he has been influenced by her works and her
perspective.<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference">[2]</span><!--[endif]--></span></span></a> (Rand,
of course, was an atheist who thought that belief in God was irrational. One
reasonable hypothesis would be that Brat shares Rand’s views of capitalism, but
doesn’t accept the anti-religious elements of her worldview.) In an interview
in 2010, Brat asserted that “[t]he latest in economic research shows that
ethical ideas may matter just as much as traditional economic variables in
generating long-run economic growth.”<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><!--[if !supportFootnotes]--><span class="MsoFootnoteReference">[3]</span></a></span></span></span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">His works make clear that the intersection of religion and capitalism has long been a matter of interest and concern. And though the published work mentioned above shows no signs of meeting high academic standards, he did earn a Ph.D. in economics in 1996 from American University. His dissertation was called “Human Capital, Religion, and Economic Growth,” and situates itself in the large debate about why some countries are rich and some are poor. Like many dissertations in economics, it is split into three semi-related chapters, at least some of which were later published as journal articles.<span style="background-color: transparent;"> </span></span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">What ties the dissertation chapters together is an interest in the stock of total social knowledge within nations. Brat believes that this aggregate “research and development” capital does a great deal to explain the differences between rich and poor nations: the more, obviously, the better.<span style="background-color: transparent;"> </span></span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">The first chapter of his dissertation is concerned with “[Research & Development] Spillovers and International Convergence,” and focuses on R&D “spillovers” from those that do the research to those that don’t, and finds that these spillovers contribute to the convergence between rich and poor economies. It also argues that the effect of research and development capital is stronger than the effect of human capital, defined in a limited way as investments in secondary education. The second chapter of the dissertation, “Inequality among Nations,” examines changes in inequality between 1960 and 1988. He finds that global inequality worsened over that period, and attributes the differences to R&D investment. In the absence of “spillover” that he explored in Chapter 1, he argues, inequality would be even worse.<span style="background-color: transparent;"> </span></span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">But why, he asks at the end of the chapter, are human capital inputs such as scientists so unevenly distributed throughout the world? It’s a question that he addresses in the third chapter of dissertation, which, by appearances within the text and also given his subsequent career, seems like the most personal. (It also takes up about half of the pages of the dissertation.) In chapter 3, “Science and Religion in the 19th Century,” Brat contributes to a debate in historical sociology that stretches back to Max Weber about the role of religion in economic growth. (Weber, though briefly discussed, is shockingly not cited in the dissertation.)</span><span style="background-color: transparent;"> </span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">Like Weber, Brat believes that Protestantism shapes other social institutions in a way that leads to economic growth. For Brat, however, it is not so much that Protestantism inculcates personal thrift and hard-work, but, more importantly, that it is most compatible with the rise of science. Brat’s hero of economic growth is not the Calvinist farmer or shopkeeper, but the Protestant scientist.<span style="background-color: transparent;"> </span></span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">The chapter examines the rise of scientific education in (Protestant) Germany and England and contrasts it with Catholic France. The basic findings are that Protestantism stimulates scientific production by influencing educational institutions, the organization of the state, and philosophical modes of thinking among scientists. Yet in making the case, Brat is forced to confront the weakness of his own evidence. He catalogues a variety of mild effects attributed to Protestantism on education and the state—and, in particular, in limiting the state in England and allotting a large share of R&D to private industry. (My own view, in my capacity as an historian, is that “Protestantism” is probably not even the right category of analysis for what he is trying to accomplish.)<span style="background-color: transparent;"> </span></span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">Nevertheless, his examination of France leads him to conclude that “Protestantism is not a necessary condition for the advancement of science.” State support, such as existed in France, is sufficient in the short-run, he concludes, but only Protestant-derived states provide the right kind of government structure to provide stability over time, as well as the decentralized environment that can produced good science and research. There is, it must be said, much that is dubious and little if anything that is original in this chapter. Everything is based on the work of other historians and economists; there is no real additional contribution. There is a huge amount of hand-waving in the chain of causation from Protestantism leading to constitutional republics leading to educational institutions leading to good environments for research and development leading to economic growth. It is certainly not the dishonest hack-work of a Skousen, but neither is it scholarship worth much consideration. The conclusion that Protestantism was indeed important for economic growth, though the effect was not large compared to other factors, does show some degree of intellectual restraint.<span style="background-color: transparent;"> </span></span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">But although the pieces are not connected in the dissertation, it is troubling to place the three chapters together. First, because challenging questions for a self-identified “free-marketer,” such as why the state has been so central to the research and development that he believes drives economic growth, are totally unexamined. But more importantly, the question posed at the end of chapter two, about why some countries lack of research and development capital, is given an implied (but not explicit) answer in the third chapter: they have the wrong religion.</span><span style="background-color: transparent;"> </span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">It is easy to see the basis of his interest in the relationship between religious values and ethics and economic growth, even in a nearly twenty-year-old dissertation. But his thinking shows no sign of having grown more complex in the intervening years, and the interview he gave in 2010—in which he states that “ethical ideas may matter just as much as traditional economic variables in generating long-run economic growth” suggests that the modesty of some of the dissertation’s claims has fallen away.<span style="background-color: transparent;"> </span></span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;">It has left him, perhaps, with the kind of immodesty and conviction that led him to believe that he could challenge an incumbent Majority Leader—and win.</span></blockquote>
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<span style="font-family: Times, Times New Roman, serif;"><a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference">[1]</span></span></a> Reid J. Epstein, “David Brat’s Writings: Hitler’s Rise ‘Could All Happen Again’,” http://blogs.wsj.com/washwire/2014/06/11/david-brats-writings-hitlers-rise-could-all-happen-again/<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref2" name="_ftn2" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference">[2]</span></span></a> Eric Lach, “Dave Brat Runs a $500,000 Program to Push Ayn Rand’s Ideas at College,” http://talkingpointsmemo.com/muckraker/dave-brat-bbt-moral-foundations-of-capitalism<o:p></o:p></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref3" name="_ftn3" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference">[3]</span></span></a> David S. Joachim, “A Long Shot so Long, the Tea Party Took a Pass,” http://www.nytimes.com/2014/06/12/us/politics/david-brat-waged-solo-fight-against-eric-cantor.html?module=Search&mabReward=relbias%3Ar </span></div>
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-9543823491016020702014-06-09T11:43:00.001-07:002014-06-09T11:43:47.339-07:00An Anti-Conference (Interview) ManifestoNow up at Inside Higher Ed:<br />
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The basic argument against the conference interview is straightforward: It imposes considerable costs on the interviewees at a time in their lives when they are likely to be painful to absorb. Professional membership dues, conference registration, airfare, and lodging can easily run to $1,000 or more. Most job-seekers are, naturally, people without secure jobs: graduate students, lecturers, adjuncts, and postdocs. Only the latter (and occasionally the first) are likely to have a support budget from their university to attend the conference, meaning that for most the money will come, in whole or in part, out of pocket. Candidates are sometimes only notified if they will have an interview a few weeks — or, in egregious cases, just a few days — before the conference begins. </blockquote>
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For a graduate student, $1,000 probably equals a month’s salary; for adjuncts and lecturers, it still represents many weeks of labor: money that they will be forced to spend on a kind of grotesque parody of an actual vacation. To this might be added the environmental costs of flying and the difficulties imposed on families, especially those with young children, and you have an institution that would seem to have little to recommend it. If it were not already a tradition, and someone proposed that candidates hoping for tenure-track jobs should have to pay a four-figure dollar amount simply to be eligible for possible employment, it would be considered an unconscionable form of pay-to-play. Yet because it is already the norm, it is accepted.</blockquote>
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Read the whole thing <a href="http://www.insidehighered.com/advice/2014/06/09/essay-calls-end-job-interviews-academic-conferences#sthash.XnrvH382.a4NU0aAe.dpbs" target="_blank">here</a>. Also read Rebecca Schuman, who <a href="https://chroniclevitae.com/news/251-market-crash-course-iv-kill-the-conference-interview" target="_blank">makes a similar case</a>.</div>
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Since writing, a friend in Stanford's History Department wrote to tell me that they've voted this year to eliminate conference interviewing. And the positive examples I give in the piece are based on experiences I've had on the job market. Best practices, or at least better practices, are available!</div>
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-15764151797495140852014-04-01T22:42:00.001-07:002014-06-11T20:27:13.155-07:00Paraíso de espías (Paradise of Spies: Mexico City in the Cold War)<span style="font-family: inherit;">A new text of mine has <a href="http://www.nexos.com.mx/?p=20004" target="_blank">appeared in <i>Nexos</i></a>. It updates and extends my academic paper about Vicente Lombardo Toledano, placing Mexico's relative nonchalance about the Snowden revelations in historical context. I argue that Mexico, unusually among Latin American countries during the Cold War, turned the espionage of foreign powers into an asset. It seems to have allowed foreign spies to operate with relative impunity, and therefore gave erstwhile enemies--the U.S., the U.S.S.R., Cuba--a stake in the continuation of the regime in Mexico.</span><br />
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<span style="font-family: inherit;"><a href="http://www.nexos.com.mx/wp-content/uploads/2014/03/10-paraiso-02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.nexos.com.mx/wp-content/uploads/2014/03/10-paraiso-02.jpg" height="180" width="320" /></a></span></div>
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Un ensayo mío acaba de <a href="http://www.nexos.com.mx/?p=20004" target="_blank">aparecer en <i>Nexos</i></a>. Aquí los párrafos últimos, que resumen los argumentos principales:<br />
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<span style="font-family: inherit;">Las redes eran complicadas y seguramente mucho sigue sin saberse. Lo que sí queda claro es que había peligro en la Casablanca mexicana, pero que a la vez —siempre y cuando estuviera bien administrado— también había oportunidad. Para bien y para mal, en América Latina probablemente sólo Costa Rica fue tan “estable” como el PRI en los años que le siguieron a la Segunda Guerra Mundial. Buena parte de aquella estabilidad provenía del autoritarismo suave practicado por el PRI en sus asuntos domésticos. No obstante, casi una excepción en el concierto de naciones, México no tenía enemigo externo. Tolerar los juegos de espionaje de las potencias extranjeras en rivalidad puso a México en una posición de poder: ni Cuba, ni la Unión Soviética o Estados Unidos estuvieron interesados en promover un cambio de régimen en México que pusiera en riesgo el arreglo existente. Lo mismo que sus subsidios a la cuasioposición local que barrían desde la derecha hasta la izquierda (sin significar ningún apoyo), la tolerancia mexicana al espionaje extranjero constituyó una suerte de “subsidio” dirigido a las fuerzas con más potencial desestabilizador en el mundo con el fin de mantenerlas interesadas en preservar al gobierno de México en el poder. La policía secreta mexicana llegó a ser, especialmente en los años sesenta y setenta, un agente de represión en su propio país. Pero, en el ámbito internacional, ayudó a canalizar la intervención extranjera y a administrar los riesgos que aquella era tuvo para México.</span></div>
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<span style="font-family: inherit;">A aquellos días de la Casablanca mexicana ya se los llevó el tiempo. El viejo equipo de espionaje fue vendido en los años 1990, la década en que muchas otras cosas se pusieron a la venta. Durante la Guerra Fría, México pareció haber cedido apenas suficiente soberanía a los espías extranjeros que, a fin de cuentas, terminó perdiendo muy poco. Hoy en día los retos a la soberanía estatal vienen desde dentro y son considerablemente más siniestros. La política del espionaje de la Guerra Fría era sucia y corrupta, pero al menos tuvo una chispa de glamour y un ocasional toque de comedia. Fueron malos tiempos aquellos, pero hoy parecen haber sido, quizá paradójicamente, demasiado buenos para durar.</span></div>
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-62632464227312376092014-03-27T18:40:00.000-07:002014-06-09T11:44:25.987-07:00Juan Rulfo, the Centro Mexicano de Escritores, and the Cold War in the pressSo what is Juan Bosch, chopped liver? He got meaningful CIA support, but no one has taken notice. However, the apparent oddity of Juan Rulfo having received CIA dollars, revealed in the essay I recently published with S-USIH, has been making the rounds in the Mexican and international press. Here were <a href="http://www.24-horas.mx/juan-rulfo-financiado-por-la-cia/" target="_blank">some</a> of the early <a href="http://www.ejecentral.com.mx/la-cia-financio-el-centro-mexicano-de-escritores/" target="_blank">stories</a>.<br />
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Then Alejo Schapire of Radio Francia Internacional sent me some interesting follow-up questions, and the interview was published <a href="http://www.espanol.rfi.fr/americas/20140331-juan-rulfo-un-escritor-sueldo-de-la-cia" target="_blank">here</a>.<br />
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Geney Beltrán Félix did another <a href="http://confabulario.eluniversal.com.mx/dinero-de-la-cia-para-juan-rulfo/" target="_blank">interview for Confabulario de El Universal</a>, which appeared alongside a translation of the S-USIH essay.<br />
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If anyone else in the press wants to talk to me about this, please get in touch through twitter or one of my email addresses, such as [firstname] . [lastname] @ gmail.<br />
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-8312853288477350352014-03-13T21:29:00.000-07:002015-03-14T07:50:56.456-07:00How the CIA bought Juan Rulfo some land in the country<i>An essay of mine is being featured at the <a href="http://s-usih.org/2014/03/how-the-cia-bought-juan-rulfo-some-land-in-the-country-guest-post-by-patrick-iber.html" target="_blank">blog of the Society of U.S. Intellectual History</a>. The piece came about as a response to Eric Bennett's fascinating "<a href="http://chronicle.com/article/How-Iowa-Flattened-Literature/144531/" target="_blank">How Iowa Flattened Literature</a>." I had a few things to say in response, and then a few more, and a few more, and I ended up with this rather long reply. [Update 3/13/2015: This essay has reached the <a href="http://www.3quarksdaily.com/3quarksdaily/2015/03/3qd-politics-social-science-prize-finalists-2015.html?utm_source=twitterfeed&utm_medium=twitter" target="_blank">finalist stage</a> of the 3 Quarks Daily politics and social science prize for online writing.] <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwNqcgE5YfGNyOlVLf-v99mMqR0oETxiFQG6iHDR3hA5WL38HadQZ5HQZFTqLUh3jYKwsIoD-A80hvi3wcMDtwdxLtkDr4Vuw9SsZBaOWh-mRdpp61hbDdJzyi4kYOKvsG8eKK/s1600/juan-1024x1024.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwNqcgE5YfGNyOlVLf-v99mMqR0oETxiFQG6iHDR3hA5WL38HadQZ5HQZFTqLUh3jYKwsIoD-A80hvi3wcMDtwdxLtkDr4Vuw9SsZBaOWh-mRdpp61hbDdJzyi4kYOKvsG8eKK/s1600/juan-1024x1024.jpg" height="320" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Juan Rulfo: mountaineer, author, unwitting recipient of CIA funds</td></tr>
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<span style="font-family: "Times New Roman";">Did the CIA fund
creative writing in Mexico? The answer is “yes.” In the second half of the
twentieth-century, Mexico’s most prestigious creative writing center, Mexico
City’s <i style="mso-bidi-font-style: normal;">Centro Mexicano de Escritores</i>,
gave writers year-long grants to devote themselves exclusively to writing.
Senior authors taught technique and supervised workshops based on the model of
the Iowa Writers’ Workshop. Beginning in the late 1950s the CME began to
receive funding from the Farfield Foundation, a CIA front, for its
publications. Later, more money that was likely from the CIA arrived via the
Congress for Cultural Freedom, facilitated by John Hunt, a novelist and CIA
case officer who had once taught courses at Iowa. The Farfield Foundation, in
the late 1960s, even helped Juan Rulfo, the CME’s prize graduate and teacher,
purchase a parcel of land in the countryside.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">This February,
the Chronicle of Higher Education ran a dynamic and engaging essay, “How Iowa
Flattened Literature,” by Eric Bennett, offering both an early look at the
findings of his forthcoming book, and a story of how that work came to be.<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">[1]</span></span><!--[endif]--></span></span></a>
The hook at the beginning of his article is structurally the same as the one
used here: “Did the CIA fund creative writing in America?” and the answer is
also the same: it is “yes.” The mechanisms and timing were also identical: the
Farfield Foundation, John Hunt, mid-to-late 1960s. But in spite of their
similarities, putting the two cases side-by-side seems to me not to suggest a
reading of the evidence that speaks to the power of the CIA over culture at the
height of the Cold War, but rather of the successful mobilization of Cold War
politics by program directors seeking to fund necessarily unprofitable work.
Put differently, it suggests that institutional writing programs used the CIA
more than the other way around. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">Before turning
to an examination of the evidence, let me begin with an elaborate set of
personal disclaimers, for Eric Bennett’s essay arrived at my virtual doorstep like
an unexpected gift. The great majority of my childhood was spent in Iowa City,
the home of the Iowa Writers’ Workshop. As a young man surrounded largely by
cornfields, in a state with many more pigs than people, the Writers’ Workshop
provided a serviceable illusion of cosmopolitanism. Important things happened
elsewhere, but important writing happened <i style="mso-bidi-font-style: normal;">there</i>.
I still remember the feeling of embeddedness in a larger cultural universe that
came when, at age 14 or 15, I read Iowa teacher Kurt Vonnegut mention the local
Sears Roebuck in <i style="mso-bidi-font-style: normal;">Slaughterhouse-Five</i>.
(Though Bennett’s essay makes one wonder whether this might have been some sort
of canny product placement.) Though I left Iowa City some fifteen years ago, as
with Bennett, it remains one of my favorite places on earth. But there is more:
I have since become a scholar of the cultural Cold War. Bennett’s book,
forthcoming with the University of Iowa (!) press—is one that I have been
hoping desperately that someone would write. As soon as it is published, it
will immediately move to the front of my reading list. If the book in any way
resembles the essay to which we now have access, it will be almost everything
that we can ask of a book: thoughtful, bold, and entertaining. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">But will it also
be right? Bennett’s essay is occasionally difficult to pin down; like an
anxious bug, its argument seems to change direction just as it is about to be
caught. If I have understood it correctly, there are two related central
claims. The most important is that something is amiss in the world of literary
fiction: a universe that now produces an excess of technically sound work
without producing anything that meets the highest standards of what Bennett
thinks fiction should be—a literature of ideas. The second claim is that this
is not some accident, but that the field of fiction programs was given shape by
the politics of the Cold War, including in direct contributions by the CIA to
Iowa, the standard-bearer of the MFA army.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">These arguments
need to be addressed in reverse order, so let me begin with the claim that the
hegemony of Iowa in the creative writing ecosystem is responsible for certain deformities
in the environment of literary fiction. Bennett’s essay is, in part, a memoir
of frustration. Before he did his Ph.D.—where he did the research from which
his recent essay was drawn—he too was a student at the Writers’ Workshop.
There, he says, there were three types of writing that were possible: 1)
modernist fiction à la Eliot, Hemingway, or Munro; 2) “winningly loquacious”
writing like Fitzgerald or Cheever; and 3) magical realism. What was
discouraged was “postmodernism”; the starting point of fiction was not supposed
to be in the world of ideas but in the realms of sense and emotion. This
attitude then cascaded throughout the country, for Iowa’s program influenced
the formation of all the others: Stanford created the second by hiring Wallace
Stegner, one of Iowa’s first graduates, to replicate the model. (And, as
Bennett notes, Stegner shared similar impulses, believing that a novelist was
“a vendor of the sensuous particulars of life […] not a dealer in concepts.”)
The proliferation of MFA programs that came in the years to come bore the Iowa
imprint as well, making our era of fiction <i style="mso-bidi-font-style: normal;">The
Program Era</i>, to borrow the title of Mark McGurl’s book about it.<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">[2]</span></span><!--[endif]--></span></span></a>
And that landscape resembles the cornfields from which it sprung: pleasantly
rolling—not flat—but certainly not dramatically changeable.<o:p></o:p></span></div>
<div class="MsoNormal">
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<div class="MsoNormal">
<span style="font-family: "Times New Roman";">This argument
has a level of plausibility to it that is hard to dismiss. It seems to have
struck a chord with many of my friends with MFAs in creative writing, and it
reminded me of a conversation that I had many years ago with my friend and
teacher John L’Heureux, who taught writing and English at Stanford, and who
warned me years ago against the “puzzle literature” of David Foster Wallace
that I found exciting in those days. But there is a slippage in Bennett’s essay
that I can’t follow: from a dislike of “cute” postmodern literature at Iowa to
an absence of a literature of ideas. The authors that Bennett’s teacher Frank
Conroy at Iowa discouraged from serving as models were the “postmodernists”
like Barth and Pynchon: “Meaning, Sense, and Clarity” was the mantra. Bennett
seems to be arguing that imposing these structural and stylistic constraints
make it difficult to write Something Very Important. In a Bourdeauian sense,
the “field” of literary fiction has been structured in a way that excludes the
kind of work that would be foundational to a literature of ideas. “Texts worth
reading,” Bennett writes in the final paragraph of the essay, “worth reading
now, and worth reading 200 years from now—coordinate the personal with the
national with the international; they embed the instant in the instant’s full
context and history.” As an historian and not as a fiction writer, this seems
to me perfectly reasonable. But the writers who Bennett signals are coming
closest to that standard today, Jonathan Franzen and Marilynne Robinson, are working
in a different tradition than Barth and Pynchon.<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">[3]</span></span><!--[endif]--></span></span></a>
(And, for what it might be worth, Robinson teaches at Iowa.) <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Additionally, speaking
as a teacher, asking students to attempt to write something that will have
value in two hundred years seems like an invitation to total disaster. Bennett wants
us to work to produce a great work of ideas: the kind of thing that will come
around every half century years or so, summoning the spirit of the age with one
hand and asking it to wait with the other. But perhaps the work has already
been written; what people fifty and a hundred years from now will find
remarkable about our age may well not be what we think it is today. Though some
miasmatic version of Bennett’s argument about the influence of Iowa seems
plausible, I can’t help but think that even Iowa could not stand in the way of
Something Very Important being written, at least over the long run.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">But whatever my
own doubts might be, this is world to which I cannot speak from experience. Many
of my MFA-graduate friends seemed to find significance in Bennett’s piece, as
if their exquisitely rendered career frustrations could be likened to a hollow novelty
birthday cake out of which had just popped a man with dark glasses and an
obvious record of human rights abuses. And to this second point, I can speak
with more authority: what does it mean that the CIA funded creative writing at
Iowa? <o:p></o:p></span></div>
<div class="MsoNormal">
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<div class="MsoNormal">
<span style="font-family: "Times New Roman";">The “smoking
gun” is a contribution to Paul Engle of the Iowa Writers’ Workshop from the
Farfield Foundation, dated 1967. As Bennett notes, the Farfield Foundation was
not an ordinary charitable organization: it was a CIA front.<span style="mso-spacerun: yes;"> </span>Its most important task was to provide the
public face for the money that to the Congress for Cultural Freedom, the CIA’s
major vehicle for the support of anti-Communist artistic and intellectual work
during the Cold War. The Farfield Foundation was “in” on the whole thing.
Julius “Junkie” Fleischmann, the head of the Foundation, saw himself as doing
the CIA a favor. One of the CIA officials who arranged for the money to be
transferred described him as one of the many “rich people who wanted to be of
service to government…They were made to feel they were big shots because they
were let in on this secret expedition to battle the Communists.”<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">[4]</span></span><!--[endif]--></span></span></a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">The full scope
of CIA engagement with culture is beyond the scope of this essay, but let me be
clear that it is not something that I want to defend. Indeed, around the time
of Farfield’s contribution to Engel, such activities were becoming
(appropriately, in my view), unacceptable. The Congress for Cultural Freedom
had arranged to sever its financial relationship with the CIA in 1965; bailed
out by a long-term grant from the Ford Foundation that substituted for it
beginning in late 1966. The CIA was worried that its actions were close to
being exposed (and they were, in newspaper articles in the <i style="mso-bidi-font-style: normal;">New York Times </i>in 1966 and in more detail in the magazine <i style="mso-bidi-font-style: normal;">Ramparts </i>in 1967). Subsequent actions
required that these CIA contributions to cultural and “civil society” groups be
wound down; a few of the most valuable properties, like Radio Free Europe/Radio
Liberty, were maintained, and most were not and such functions were eventually
passed over to quasi-governmental National Endowment for Democracy, created in
the 1983. The contribution to Iowa in 1967 comes at the very end of possibility
for such a transaction from the CIA.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">But what are we
to make of it? Here, I think the contrast with the Mexican Writing Center is
instructive. The <i style="mso-bidi-font-style: normal;">Centro Mexicano de
Escritores</i> was founded in fits and starts during the early 1950s; its prime
mover was a North American novelist named Margaret Shedd. She was a
semi-permanent resident of the Bay Area, and had witnessed Stegner building the
program at Stanford, where she sometimes taught extension courses. (In that
sense, the Mexican Center is probably the first attempt to internationalize the
Iowa model, at two steps of remove.) Shedd’s husband had worked in the U.S.
embassy in Mexico, and her boredom led her to formulate plans for a binational
writing workshop. As with Iowa, a lot of money in the 1950s came from the
Rockefeller Foundation, which provided year-long grants, mostly for Mexican writers
but occasionally for some from the U.S. or elsewhere in Latin America, to
devote themselves exclusively to their craft. Shedd and others taught
much-ridiculed courses in technique, while students met in frequent workshops. The
record of selecting promising writers was extraordinary: over its life,
graduates of the CME included Juan Rulfo, Carlos Fuentes, Elena Poniatowska, Rosario
Castellanos, Carlos Monsiváis, and many others that number among Mexico’s best
novelists, poets, playwrights, and essayists.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">National
security concerns were always present in the motivations of the CME’s foreign
funders. The Rockefeller Foundation believed that exchange between North
American and Mexican writers would improve relations between the two countries
at an important node, making the (implausible) assumption that writers “spoke
for their countries.” In 1959, the CIA-front Farfield Foundation began
contributing a small percentage of the annual budget—something like 2% of the
total. In the early 1960s, the Congress for Cultural Freedom itself grew
interested, and paid the salary of Juan Rulfo for at least a couple of years.
Rulfo’s lifetime literary output consisted of a celebrated short novel, <i style="mso-bidi-font-style: normal;">Pedro Páramo</i>, and a book of short
stories, <i style="mso-bidi-font-style: normal;">El llano en llamas </i>(<i style="mso-bidi-font-style: normal;">The Burning Plain</i>), both finished on CME
grants in the early 1950s. He would never publish anything else again. Money
from the Congress for Cultural Freedom paid for Rulfo’s salary in the mid-1960s,
hoping that he would become a more prominent author to rival famous Communist
writers like Pablo Neruda. In the late 1960s, the Farfield Foundation seems to have
been persuaded to buy him that plot of land in the country—to give him the
peace and quiet to write, of course—something he never did again. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">It would be
easy, at this juncture, to decry the CIA’s influence over Mexican culture. And
indeed, the CME does seem to have had a policy of not admitting Communists in
the 1950s. In turn, some on the literary left insulted the “Gringo-Mexican
Institute” for its Rockefeller funding, and imagined that Shedd was writing a
novel called the <i style="mso-bidi-font-style: normal;">Subterranean Penetration
of the USA in Mexico</i>. But in the 1960s, when the CIA was providing some of
the budget, there were actually several Communist students. Plenty of others
who passed through the Center, such as Carlos Fuentes, Elena Poniatowska, and
Carlos Monsiváis, remained associated with one variety or another of left-wing
politics and certainly did not shy from criticism of U.S. imperialism. The
CIA’s manipulations seem entirely wasted: it is very difficult to see any clear
relationship between the politics of the Center’s funders and what its literary
output. The Rockefeller Foundation wanted Mexico and the U.S. to “understand”
each other better; the CIA wanted to boost the profiles of anti-Communist
writers. But the naïve Pan-Americanism and anti-Communist both went
unfulfilled. After the 1960s, when the Mexican government and private
corporations supplied most of the budget, they wanted the Center to produce
great writers that would redound to the glory of Mexico. But this too was a
failure: it was the years of most compromised foreign funding that produced the
best graduates. It seems to me that the CME was a remarkable failure as an
instrument of cultural diplomacy, but was, all the same, one of the most
important and successful writing centers in the world during its best years. It
closed in 2005, and looks to me like a noble monument to success through
failure.<o:p></o:p></span></div>
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<!--StartFragment-->
<span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">What is striking, then, given
the parallels to Iowa—where many of the same features were present—is not the
influence of the CIA over culture, but the ability of cultural producers to use
the politics of the Cold War to further their own endeavors. “[Iowa’s Paul] Engle
constantly invoked the need to bring foreign writers to Iowa so they could
learn to love America,” writes Bennett. “That was the key to raising money. If
intellectuals from Seoul and Manila and Bangladesh could write and be read and
live well-housed with full stomachs amid beautiful cornfields and unrivaled
civil liberties, they would return home fighting for our side. This was what
Engle told Midwestern businessmen, and Midwestern businessmen wrote big
checks.” Yes, Paul Engle at Iowa was a Cold Warrior. He accepted money from the
CIA, and used the language of the Cold War to earn sponsorship from both local
businesses and the state bureaucracy. Just as in Mexico, creative writing in
the United States depended on shining the boots of the capitalist class and the
state bureaucracy that defended it. But if the effects of this on what was
written were minimal, then who, exactly, was using whom?</span>
<!--EndFragment--><br />
<div style="mso-element: footnote-list;">
<!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<br />
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a> <a href="http://chronicle.com/article/How-Iowa-Flattened-Literature/144531/">http://chronicle.com/article/How-Iowa-Flattened-Literature/144531/</a>
The essay is adapted from a somewhat longer essay in a brand-new edited volume:
<!--[if supportFields]><span style='mso-element:field-begin'></span><span
style="mso-spacerun:yes"> </span>ADDIN ZOTERO_ITEM CSL_CITATION
{"citationID":"DeCr6QlC","properties":{"formattedCitation":"{\\rtf
Eric Bennett, \\uc0\\u8220{}The Pyramid Scheme,\\uc0\\u8221{} in \\i MFA vs.
NYC: The Two Cultures of American Fiction\\i0{}, ed. by Chad Harbach (New York:
n+1/Faber and Faber, 2014), 51\\uc0\\u8211{}72.}","plainCitation":"Eric
Bennett, “The Pyramid Scheme,” in MFA vs. NYC: The Two Cultures of American
Fiction, ed. by Chad Harbach (New York: n+1/Faber and Faber, 2014),
51–72."},"citationItems":[{"id":2866,"uris":["http://zotero.org/users/local/2WIwbhN0/items/NJUCUPEI"],"uri":["http://zotero.org/users/local/2WIwbhN0/items/NJUCUPEI"],"itemData":{"id":2866,"type":"chapter","title":"The
Pyramid Scheme","container-title":"MFA vs. NYC: The Two
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York","author":[{"family":"Bennett","given":"Eric"}],"editor":[{"family":"Harbach","given":"Chad"}],"issued":{"date-parts":[[2014]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}
<span style='mso-element:field-separator'></span><![endif]--><span style="mso-ascii-font-family: Cambria;">Eric Bennett, “The Pyramid Scheme,” in <i>MFA
vs. NYC: The Two Cultures of American Fiction</i>, ed. by Chad Harbach (New
York: n+1/Faber and Faber, 2014), 51–72.</span><!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--><o:p></o:p></div>
</div>
<div id="ftn2" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> <!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style="mso-spacerun:yes"> </span>ADDIN ZOTERO_ITEM CSL_CITATION
{"citationID":"8JuSiBEo","properties":{"formattedCitation":"{\\rtf
Mark McGurl, \\i The Program Era: Postwar Fiction and the Rise of Creative
Writing\\i0{} (Cambridge, Mass.: Harvard University Press,
2009).}","plainCitation":"Mark McGurl, The Program Era:
Postwar Fiction and the Rise of Creative Writing (Cambridge, Mass.: Harvard
University Press,
2009)."},"citationItems":[{"id":1549,"uris":["http://zotero.org/users/local/2WIwbhN0/items/UTPQGQGS"],"uri":["http://zotero.org/users/local/2WIwbhN0/items/UTPQGQGS"],"itemData":{"id":1549,"type":"book","title":"The
Program Era: Postwar Fiction and the Rise of Creative
Writing","publisher":"Harvard University
Press","publisher-place":"Cambridge,
Mass.","event-place":"Cambridge,
Mass.","author":[{"family":"McGurl","given":"Mark"}],"issued":{"date-parts":[[2009]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}
<span style='mso-element:field-separator'></span><![endif]--><span style="mso-ascii-font-family: Cambria;">Mark McGurl, <i>The Program Era: Postwar
Fiction and the Rise of Creative Writing</i> (Cambridge, Mass.: Harvard
University Press, 2009).</span><!--[if supportFields]><span style='mso-element:
field-end'></span><![endif]--><o:p></o:p></div>
</div>
<div id="ftn3" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a>
Additionally, there are clearly graduates of MFA programs who have worked in
the “postmodern” tradition. I think, for example, of Chris Bachelder, a
graduate of the University of Florida in 2002 and his satire <i style="mso-bidi-font-style: normal;">Bear vs. Shark</i>. And also his later <i style="mso-bidi-font-style: normal;">U.S.!, </i>a masterful novel of ideas that
describes the world’s reaction to the resurrection of the undead corpse of
Upton Sinclair—one of the smartest things about the left in the United States
that I have ever read.<o:p></o:p></div>
</div>
<div id="ftn4" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a> <!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style="mso-spacerun:yes"> </span>ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1qemrZ7n","properties":{"formattedCitation":"{\\rtf
Frances Stonor Saunders, \\i The Cultural Cold War: The CIA and the World of
Arts and Letters\\i0{} (New York: New Press: Distributed by W.W. Norton &
Co., 2000), 126.}","plainCitation":"Frances Stonor
Saunders, The Cultural Cold War: The CIA and the World of Arts and Letters (New
York: New Press: Distributed by W.W. Norton & Co., 2000),
126."},"citationItems":[{"id":2147,"uris":["http://zotero.org/users/local/2WIwbhN0/items/BX62IGCD"],"uri":["http://zotero.org/users/local/2WIwbhN0/items/BX62IGCD"],"itemData":{"id":2147,"type":"book","title":"The
Cultural Cold War: The CIA and the World of Arts and
Letters","publisher":"New Press: Distributed by W.W. Norton
& Co.","publisher-place":"New York","number-of-pages":"ix,
509","event-place":"New
York","ISBN":"156584596X
9781565845961","author":[{"family":"Saunders","given":"Frances
Stonor"}],"issued":{"date-parts":[[2000]]}},"locator":"126"}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}
<span style='mso-element:field-separator'></span><![endif]--><span style="mso-ascii-font-family: Cambria;">Frances Stonor Saunders, <i>The Cultural
Cold War: The CIA and the World of Arts and Letters</i> (New York: New Press:
Distributed by W.W. Norton & Co., 2000), 126.</span><!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--><o:p></o:p></div>
</div>
</div>
<br />Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-58400682353311013532014-03-12T13:35:00.002-07:002014-04-01T22:44:51.540-07:00Baby IIDid you find this page after reading a harrowing account of the last couple of months of my life? Welcome: your prize is this cute picture of my baby.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMmsZFMEW2RbcQpLFKAM9z39M5FWOB1UJj1zXKWYkwxmH8IknGB3fes6bQ8s7a6axssmrKeWLKPFf59aRD7ncg8kaGALrQvJqxI2ECf_lJGs3AXBe4gC9ym1notEAv5kCN9ciw/s1600/julian+smiling.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMmsZFMEW2RbcQpLFKAM9z39M5FWOB1UJj1zXKWYkwxmH8IknGB3fes6bQ8s7a6axssmrKeWLKPFf59aRD7ncg8kaGALrQvJqxI2ECf_lJGs3AXBe4gC9ym1notEAv5kCN9ciw/s1600/julian+smiling.jpg" height="320" width="240" /></a></div>
Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com3tag:blogger.com,1999:blog-29278067.post-68697761316587459462014-03-10T10:25:00.000-07:002014-06-09T11:43:54.446-07:00Refusing to quit academeAn essay I wrote about my experience on the academic job market, my children, and my mother's death, has been <a href="http://www.insidehighered.com/advice/2014/03/10/essay-about-inability-find-tenure-track-job-academe" target="_blank">featured at Inside Higher Ed</a>. The key sentences: "how do you ask a year to be the last one to die for a mistake?" and "The academic job market has taken so much from me over the last years; I don't want to let it take away my career as well."<br />
<br />
Update: the piece was picked up by <a href="http://www.slate.com/articles/life/inside_higher_ed/2014/03/quitting_the_academic_job_market_should_i_give_up_on_trying_to_be_a_professor.html" target="_blank">Slate</a>.<br />
<blockquote class="tr_bq">
<span style="font-family: 'Lucida Grande', Verdana, Corbel, 'Bitstream Vera Sans', 'DejaVu Sans', sans-serif; font-size: 16px;"><br /></span></blockquote>
Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com7tag:blogger.com,1999:blog-29278067.post-63663574313533850102014-01-09T12:48:00.002-08:002014-06-11T20:27:33.628-07:00Syllabus: Latin America and the World, Spring 2014<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-variant: small-caps;">HISTORY 100E<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-variant: small-caps;">Latin America and the World<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Professor Patrick Iber<o:p></o:p></div>
<div class="MsoNormal">
Spring 2014 / MWF 11AM-12 <span style="mso-spacerun: yes;"> </span>/ 88 Dwinelle<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="color: #222222;">If anything knits together the
diverse region known as Latin America, it is a shared experience of imperialism
and neo-imperialism on the world stage. This course will examine the ways in
which the nations of Latin America have managed that fate: resisting it,
embracing it, and trying to reform it. We will examine cases of clear
interventions by foreign empires, from France in nineteenth-century Mexico to
the U.S. in Central America and Chile in the late twentieth. But we will also
look at more subtle forms of economic and cultural influence, and consider the
ways that Latin American nations from Cuba to Costa Rica tried to limit the
power of the U.S. and project their own influence. We will end with a
discussion of transnational issues in contemporary Latin America, including the
drugs trade. Class will feature frequent student-led debates.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Course texts:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Stephen Rabe, <i style="mso-bidi-font-style: normal;">The Killing Zone: The United States Wages
Cold War in Latin America</i>. New York: Oxford University Press, 2012.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Gobat,
Michel.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Confronting the American Dream: Nicaragua Under U.S. Imperial Rule</i>.<span style="mso-spacerun: yes;"> </span>Durham, North Carolina: Duke University
Press, 2005, $27.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Emily S.
Rosenberg, <i style="mso-bidi-font-style: normal;">Spreading the American Dream:
American Economic and Cultural Expansion, 1890-1945</i>, (New York: Hill and
Wang, 1982), $21.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Nick Cullather, <i style="mso-bidi-font-style: normal;">Secret History: The CIA’s Classified Account
of Its Operations in Guatemala 1952-1954</i>, Stanford: Stanford University
Press, 2006, $19.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Piero Gleijeses, <i style="mso-bidi-font-style: normal;">The Cuban Drumbeat</i>, Chicago: Seagull
Books, 2009, $15.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Ioan Grillo. <i style="mso-bidi-font-style: normal;">El Narco: Inside Mexico’s Criminal
Insurgency</i>, New York: Bloomsbury Press, 2012, $18.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Your grade will be based on the following:<o:p></o:p></div>
<div class="MsoNormal">
20% reading journals. As you do the course readings, keep a
running log of your reactions. Each week, you should write a couple of
paragraphs in response (200-300 words), explaining reactions, responses, and
questions raised by the readings. You can skip writing your reaction (but not
the reading!) in two weeks out of the semester without penalty. Your journals
will be collected twice: once in the middle of the term, and again at the end.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
20% Debate brief. Once during the semester, each student
will be responsible for writing an elaborate debate brief, of 5-7 pages, based
on that week’s readings. The brief should have three parts: it should lay out
the debate position you are defending, explain the most powerful rebuttals to
your argument, and finally feature a counter-rebuttal in which you attempt to
respond to those arguments. Students who prepare briefs will then lead teams
during the in-class debate. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
20% Debate participation.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
20% Group WikiLeaks projects. The WikiLeaks document release
contained interesting material about Latin America, and it has made possible a
partial understanding of the techniques and limitations of U.S. diplomacy in
the region in very recent years. You will sign up to analyze one country. With
the other people signed up for the same country, you will develop a
presentation for the class that excerpts the most important parts of leaked
documents and explains the overall picture of U.S.-Latin American relations
that emerges from them. Presentations will be given in class during week 13,
and during RRR week if necessary.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
20% final. As required in all “100” courses, there is an
in-class final. Ours is scheduled for Tuesday May 13, from 7-10PM.<o:p></o:p></div>
<div class="MsoNormal">
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Week 1: Introduction<o:p></o:p></div>
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W, Jan. 22: Introduction
to the class, syllabus<o:p></o:p></div>
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F, Jan. 24: Discussion<o:p></o:p></div>
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Readings: <o:p></o:p></div>
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“Introduction,” 3-12 in
George Lichtheim, <i style="mso-bidi-font-style: normal;">Imperialism</i>, (New
York: Praeger, 1971).<o:p></o:p></div>
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“Imperialism as a Special
Stage of Capitalism,” in V. I. Lenin, <i style="mso-bidi-font-style: normal;">Imperialism:
The Highest Stage of Capitalism</i>, (New York: International Publishers,
1939). <o:p></o:p></div>
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Rabe, <i style="mso-bidi-font-style: normal;">Killing Zone</i>, “Introduction”<o:p></o:p></div>
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Discussion: What is the
most useful definition of imperialism for the purposes of thinking about the
relationship of the U.S. to Latin America?<o:p></o:p></div>
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Week 2, Foreign Empire and
the Creation of Latin America <o:p></o:p></div>
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M, Jan 27: The
international system and Latin American independence; plus Mexican wars: U.S.
& France<o:p></o:p></div>
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W, Jan 29: Class
discussion of readings, led by instructor<o:p></o:p></div>
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F, Jan 31: NO CLASS<o:p></o:p></div>
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Readings: <o:p></o:p></div>
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John Leddy Phelan,
“Pan-Latinism, French Intervention in Mexico (1861-1867) and the genesis of the
idea of Latin America,” in <i style="mso-bidi-font-style: normal;">Conciencia y
autenticidad históricas: escritos en homenaje a Edmundo O’Gorman</i>, J. Ortega
y Medina, ed., Mexico City, UNAM, 1968.<o:p></o:p></div>
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Leslie Bethell, “Brazil
and ‘Latin America,’” <i style="mso-bidi-font-style: normal;">Journal of Latin
American Studies</i> 42, 457-485.<o:p></o:p></div>
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Discussion: How has empire
shaped the concept of Latin America?<o:p></o:p></div>
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Week 3, The Rise of the
United States<o:p></o:p></div>
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M, Feb 3: Video: <i style="mso-bidi-font-style: normal;">The Gringo in Mañanaland<o:p></o:p></i></div>
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W, Feb 5: Primary document
analysis: <i style="mso-bidi-font-style: normal;">Latin America in Caricature</i>
<o:p></o:p></div>
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F, Feb 7: The Rise of the
US: Venezuela, Cuba, Mexico<o:p></o:p></div>
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Readings:<o:p></o:p></div>
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Rabe, <i style="mso-bidi-font-style: normal;">The Killing Zone</i>, “Roots of Cold War Interventions,” pp. 1-20<o:p></o:p></div>
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Rosenberg, <i style="mso-bidi-font-style: normal;">Spreading the American Dream</i>, pp. 1-161<o:p></o:p></div>
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Week 4: New Strategies for
Informal Empire<o:p></o:p></div>
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M, Feb. 10: The Good
Neighbor Policy<i style="mso-bidi-font-style: normal;"><o:p></o:p></i></div>
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W, Feb. 12: Debate <o:p></o:p></div>
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F, Feb. 14: Pan-Americanism
in Wartime<o:p></o:p></div>
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Reading:<o:p></o:p></div>
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Gobat, <i style="mso-bidi-font-style: normal;">Confronting the American Dream</i>, 1-17,
150-280<o:p></o:p></div>
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Debate: U.S. intervention
left a dictatorship in Nicaragua, not a democracy. Was this the result of
intended or unintended consequences at work?<o:p></o:p></div>
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Week 5: Pan-Americanism<o:p></o:p></div>
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M, Feb. 17: NO CLASSES<o:p></o:p></div>
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W, Feb. 19: Movie: <i style="mso-bidi-font-style: normal;">Saludos Amigos<o:p></o:p></i></div>
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F, Feb. 21: Debate<o:p></o:p></div>
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Readings: <o:p></o:p></div>
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Rabe, <i style="mso-bidi-font-style: normal;">The Killing Zone</i>, “The Kennan Corollary,” pp. 21-35<o:p></o:p></div>
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“The alliance for
modernization,” pp. 109-136 and “Resistance communities,” 137-159 in Thomas
O’Brien, <i style="mso-bidi-font-style: normal;">The Revolutionary Mission:
American Enterprise in Latin America, 1900-1945</i>, (Cambridge: Cambridge
University Press, 1996).<o:p></o:p></div>
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Rosenberg, <i style="mso-bidi-font-style: normal;">Spreading the American Dream</i>, 162-234<o:p></o:p></div>
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Debate: Should the Good
Neighbor Policy be a model for today’s inter-American relations?<o:p></o:p></div>
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Week 6: Guatemala<o:p></o:p></div>
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M, Feb. 24: The Origins of
Latin America’s Cold War <o:p></o:p></div>
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W, Feb. 26: Bananas and
Empire<o:p></o:p></div>
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F, Feb. 28: Debate<o:p></o:p></div>
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Rabe, <i style="mso-bidi-font-style: normal;">Killing Zone</i>, “Guatemala—The Mother of Interventions,” 36-58<o:p></o:p></div>
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Cullather, <i style="mso-bidi-font-style: normal;">Secret History<o:p></o:p></i></div>
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Debate: What was the most
important cause in the overthrowing of Jacobo Arbenz: U.S. government pressure
or the actions and beliefs of conservatives in Guatemala and elsewhere in Latin
America?<o:p></o:p></div>
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Week 7: Managing Empire
for Fun and Profit<o:p></o:p></div>
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M, Mar. 3: The Country
that Shouldn’t Exist: Costa Rica<o:p></o:p></div>
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W, Mar. 5: The Bolivian
Revolution<o:p></o:p></div>
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F, Mar. 7: Debate<o:p></o:p></div>
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Readings: <o:p></o:p></div>
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Kyle Longley, “Peaceful
Costa Rica, the first Battleground: The United States and the Costa Rican
Revolution of 1948,” <i>The Americas</i> 50,
no. 2 (October 1993): 149-175.<o:p></o:p></div>
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Steven Schwartzberg,
“Romulo Betancourt: From a Communist Anti-Imperialist to a Social Democrat with
US Support,” <i>Journal of Latin American
Studies</i> 29, no. 3 (October 1997): 613-665. <o:p></o:p></div>
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Patrick Iber, “‘Who will
impose democracy?’: Sacha Volman and the Contradictions of CIA Support for the
Anticommunist Left in Latin America,” <i>Diplomatic
History</i>.<o:p></o:p></div>
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Debate: Did the
Anti-Communist Left represent a real opportunity during the Cold War, or did
its alliance with the U.S. fatally compromise its ability to enact left-wing
change?<o:p></o:p></div>
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Week 8: The making of Cuba<o:p></o:p></div>
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M, Mar 10: Film: Triumph
of the Cuban Revolution<o:p></o:p></div>
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W, Mar. 12: The U.S., the
Cuban Revolution, and the New Left<o:p></o:p></div>
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F, Mar. 14: Icons of
Revolution<o:p></o:p></div>
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<i>No reading this week: get together with your group to work on your
WikiLeaks projects.</i><o:p></o:p></div>
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Week 9, Cuba at Home and
Abroad <o:p></o:p></div>
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M, Mar. 17: Steven
Soderbergh, <i>Che </i>[Part II]<o:p></o:p></div>
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W, Mar. 19: Steven
Soderbergh, <i>Che </i>[Part II]<o:p></o:p></div>
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F, Mar. 21: Debate<o:p></o:p></div>
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Rabe, <i>Killing Zone</i>, “War Against Cuba,” pp. 59-84<o:p></o:p></div>
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Gleijeses, <i>The Cuban Drumbeat</i><o:p></o:p></div>
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Debate: Was U.S. diplomacy
against Cuban interests more successful than Cuban diplomacy against U.S.
interests, or the other way around?<o:p></o:p></div>
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March 24-28: SPRING BREAK<o:p></o:p></div>
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Week 10: Chile<o:p></o:p></div>
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M, Mar. 31: Cold War,
internal and external <o:p></o:p></div>
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W, Apr. 2: Revisiting <i>La Batalla de Chile</i><o:p></o:p></div>
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F, Apr. 4: Debate<o:p></o:p></div>
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Rabe, <i>Killing Zone</i>, “No More Cubas,” and “Military Dictators: Cold War
Allies,” pp. 85-143<o:p></o:p></div>
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“Project
FUBELT,” pp. 1-35, 47-48, 58-59 and “Destabilizing Democracy: The United States
and the Allende Government,” pp. 79-115, 138-139, 146-149 in Peter Kornbluh, <i>The Pinochet File: A Declassified Dossier on
Atrocity and Accountability</i>, (New York: New Press, 2003).<o:p></o:p></div>
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Fermandois,
Joaquin. “The persistence of a myth:
Chile in the eye of the Cold War hurricane.”
<i>World Affairs</i> 167, no. 3
(Winter 2005), 101-112.<o:p></o:p></div>
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Tanya
Harmer, “Brazil’s Cold War in the Southern Cone, 1970-1975,” <i>Cold War History</i> 12, no. 4 (2012):
659-681.<o:p></o:p></div>
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Debate: Should Henry
Kissinger be prosecuted for crimes against humanity because of his role in
destabilizing the Allende government?<o:p></o:p></div>
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Week 11: Central America<o:p></o:p></div>
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M, Apr. 7: Nicaragua<o:p></o:p></div>
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W, Apr. 9: Guatemala<o:p></o:p></div>
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F, Apr. 11: Debate<o:p></o:p></div>
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Rabe, <i>Killing Zone</i>, “Cold War Horrors—Central America,” pp. 144-174<o:p></o:p></div>
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Walter LaFeber, <i>Inevitable Revolutions</i>, 242-255,
271-304, 312-318, 353-358, 362-368<o:p></o:p></div>
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Oñate, Andrea. “The Red
Affair: FMLN-Cuban Relations during the Salvadoran Civil War, 1981-1992,” <i>Cold War History</i> 11, no. 2 (2011):
133-154.<o:p></o:p></div>
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Debate: Would the outcomes
of the Central American conflicts of the 1980s have been different in the
absence of outside interference?<o:p></o:p></div>
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Week 12: Transnational Crime
in Latin America<o:p></o:p></div>
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M, Apr. 14: Colombia<o:p></o:p></div>
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W, Apr. 16: Mexico<o:p></o:p></div>
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F, Apr. 18: Debate<o:p></o:p></div>
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Grillo, <i>El Narco</i>, pp. 109-291<o:p></o:p></div>
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Debate: Should the U.S.
legalize drugs in order to lessen the suffering associated with cartelized
trade?<o:p></o:p></div>
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Week 13: WikiLeaks Group
Projects<o:p></o:p></div>
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M, Apr. 21: Group
presentations<o:p></o:p></div>
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W, Apr. 23: Group
presentations<o:p></o:p></div>
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F, Apr. 25: Group
presentations<o:p></o:p></div>
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Week 14: Latin America and
the World<o:p></o:p></div>
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M, Apr. 28: ALBA diplomacy<o:p></o:p></div>
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W, Apr. 30: Another BRIC
in the Wall<o:p></o:p></div>
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F, May 2: Summing up<o:p></o:p></div>
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Rabe, <i>Killing Zone</i>, “Aftermath,” 175-195<o:p></o:p></div>
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More readings will be
announced, based on current events<o:p></o:p></div>
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RRR Week, May 5-9, may feature group presentations if necessary.<o:p></o:p></div>
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Final Exam: Tuesday May 13, 7-10PM<o:p></o:p></div>
Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com1tag:blogger.com,1999:blog-29278067.post-86211699785934376112014-01-09T11:35:00.001-08:002014-06-11T20:27:33.631-07:00Syllabus: Artists, Intellectuals, and Social Change in Latin America, Spring 2014<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-variant: small-caps;">HISTORY 103E<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-variant: small-caps;">Artists, Intellectuals, and
Social Change in Latin America<o:p></o:p></span></b></div>
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Professor Patrick Iber<o:p></o:p></div>
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Spring 2014 / 2303 Dwinelle / F 2-4PM<o:p></o:p></div>
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Latin American history has featured horrific dictatorships
and turbulent revolutions. In spite of this instability, or perhaps because of
it, the region has also consistently produced one first-class export: the work
of its artists, writers, and intellectuals. This course looks at the myth and
reality of Latin American intellectuals—often said to be more influential
politically than in any other region of the world—over the course of the
region’s modern history. (Gabriel García Márquez once quipped that “In the
history of power in Latin America, there are only military dictatorships or
intellectuals.”) How have Latin American artists and writers used their
cultural production to expose injustice?<span style="mso-spacerun: yes;">
</span>When have those attempts made things better, and when worse?<span style="mso-spacerun: yes;"> </span>By looking at the historical
literature—supplemented with poetry, memoir, painting, and film—this course
will examine the important role of Latin American intellectuals in creating
social change in the region.<o:p></o:p></div>
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Course texts:<o:p></o:p></div>
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Angel Rama, <i style="mso-bidi-font-style: normal;">The Lettered City</i>, Durham, N.C.: Duke
University Press, 1996, ~$22.<o:p></o:p></div>
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Jorge Coronado, <i style="mso-bidi-font-style: normal;">The Andes Imagined: Indigenismo, Society,
and Modernity</i>, Pittsburgh, PA: University of Pittsburgh Press, 2009, ~$27.<o:p></o:p></div>
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Jorge Castañeda, <i style="mso-bidi-font-style: normal;">Compañero: The Life and Death of Che Guevara</i>,
New York: Vintage, 1998, ~$15. (Kindle edition available for $12.)<o:p></o:p></div>
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Jorge Edwards, <i style="mso-bidi-font-style: normal;">Persona non grata: A Memoir of
Disenchantment with the Cuban Revolution, </i>New York: Nation Books, 2004.
Kindle edition is available for $10, and many used copies for $1 and up.)<o:p></o:p></div>
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David Craven, <i style="mso-bidi-font-style: normal;">Art and Revolution in Latin America,
1910-1990</i>, 2<sup>nd</sup> edition, New Haven, CT: Yale University Press,
2006, $30.<o:p></o:p></div>
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<br /></div>
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Salman Rushdie, <i style="mso-bidi-font-style: normal;">The Jaguar Smile: A Nicaraguan Journey</i>,
New York: Random House, 2008, $14.<o:p></o:p></div>
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<br /></div>
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Fernando Henrique
Cardoso, <i style="mso-bidi-font-style: normal;">The Accidental President of
Brazil</i>, New York: PublicAffairs, 2007, $12.<o:p></o:p></div>
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Presentation: Starting in week 3, our discussion will be led
by a student who has prepared a short presentation of approximately10-15
minutes, drawing out the major questions raised by the week’s readings.<span style="mso-spacerun: yes;"> </span>Presentations should be practiced and
polished, and end by posing one or two central questions to begin discussion.<o:p></o:p></div>
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For the rest of your grade, you should write approximately
20 pages.<span style="mso-spacerun: yes;"> </span>You can choose how to
distribute those pages either as a) five short review papers; b) a mixture of review
papers and a shorter final; or c) a long final.<o:p></o:p></div>
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Papers:<o:p></o:p></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Short review papers of
approximately four pages are to be turned in before class in any week of
the quarter.<span style="mso-spacerun: yes;"> </span>You are free to write
in the form that you choose, but each paper should be an essay that
relates that week’s reading to at least one of the major themes of the
course: intellectual responsibility, the relationship of events to the
formation of political opinion, or the impact of the intellectual on
politics, etc.<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Whether short or long, I
suggest two formats for final papers but I am open to alternate
plans.<span style="mso-spacerun: yes;"> </span>The first suggestion is to
find an intellectual or literary review and examine it in its most
important year(s).<span style="mso-spacerun: yes;"> </span>What was its
project, politically and aesthetically?<span style="mso-spacerun: yes;">
</span>What did it expect to achieve its goals?<span style="mso-spacerun: yes;"> </span>Who contributed to it and why?<span style="mso-spacerun: yes;"> </span>As a useful exercise, I would encourage
you to do this <i style="mso-bidi-font-style: normal;">without</i>
consulting the secondary literature. An alternative final paper structure
would involve writing a short biography of an intellectual of interest to
you.<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">All writers who strive to
write good prose would do well to read George Orwell’s “Politics and the
English Language” at least once a year: <a href="http://www.mtholyoke.edu/acad/intrel/orwell46.htm">http://www.mtholyoke.edu/acad/intrel/orwell46.htm</a><o:p></o:p></li>
</ul>
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Your grade will be calculated as 20% discussion; 20%
presentation; 60% papers.<o:p></o:p></div>
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Week 1, January 24: The
problems of Latin American intellectuals<o:p></o:p></div>
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To read and discuss in
class:<o:p></o:p></div>
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Charles Kurzman and Lynn
Owens, “The Sociology of Intellectuals,” <i style="mso-bidi-font-style: normal;">Annual
Review of Sociology</i> 28 (2002): 63-90.<o:p></o:p></div>
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Week 2, January 31: The
Lettered City<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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Ángel Rama, <i style="mso-bidi-font-style: normal;">The Lettered City</i><o:p></o:p></div>
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Week 3, February 7: The
making of the modern<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding: 0in;">
Nicola Miller,
“Intellectuals and the Modernizing State in Spanish America,” and “From <i>Ariel </i>to Caliban: Anti-imperialism among
Spanish-American Intellectual,” <i>In the
Shadow of the State: Intellectuals and the Quest for National Identity in
Twentieth-Century Spanish America</i>, pp. 43-94, 174-209<o:p></o:p></div>
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José Enrique Rodó, <i>Ariel</i>, 31-32, 70-101<o:p></o:p></div>
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Mauricio Tenorio, “Stereophonic
Scientific Modernisms: Social Science between Mexico and the United States,
1880s-1930s,” <i>The Journal of American
History</i> 86, no. 3, (Dec. 1999): 1156-1187.<o:p></o:p></div>
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Week 4, February 14: Nation,
State, and Revolution<o:p></o:p></div>
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David Craven, <i>Art and Revolution in Latin America</i>, Introduction
and The Mexican Revolution, pp. 1-73<o:p></o:p></div>
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Helen Delpar, “Mexican
Culture, 1920-1945,” pp. 543-572 from <i>The
Oxford History of Mexico<o:p></o:p></i></div>
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Deborah Cohn, “The Mexican
Intelligentsia, 1950-1968: Cosmopolitanism, National Identity, and the State,” <i>Mexican Studies / Estudios Mexicanos</i> 21,
no. 1 (Winter 2005): 141-182.<o:p></o:p></div>
</div>
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Week 5, February 21: Reinventing
Marxism without a Proletariat<o:p></o:p></div>
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Jorge Coronado, <i>The Andes Imagined<o:p></o:p></i></div>
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Week 6, February 28:
Theories of Dependency<o:p></o:p></div>
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Joseph Love, “Economic
ideas and ideologies in Latin America since 1930,” from <i>Ideas and Ideologies in Twentieth-Century Latin America</i>, 207-274<o:p></o:p></div>
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Fernando Henrique Cardoso
and Enzo Falletto, <i>Dependency and
Development in Latin America</i>, pp. vii-xxv<o:p></o:p></div>
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André Gunder Frank,
“Foreign Investment in Latin American Underdevelopment,” in <i>Capitalism and Underdevelopment in Latin
America: Historical Studies of Chile and Brazil</i>, pp. 281-318<o:p></o:p></div>
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Week 7, March 7: The Cuban
Dilemma<o:p></o:p></div>
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Film in class: Tomás
Gutiérrez Alea, <i>Memories of
Underdevelopment<o:p></o:p></i></div>
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There is no reading this
week, but next week’s book is long so get started.<o:p></o:p></div>
</div>
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Week 8, March 14: Making
heroes into intellectuals<o:p></o:p></div>
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Jorge G. Castañeda, <i>Compañero</i><o:p></o:p></div>
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</div>
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March 24-28: SPRING BREAK<o:p></o:p></div>
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Week 9, March 21: The Culture
of Solidarity<o:p></o:p></div>
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<div class="MsoNormal" style="border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding: 0in;">
Craven, “The Cuban
Revolution,” 75-116<o:p></o:p></div>
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Mario Vargas Llosa,
“Literature is Fire”<o:p></o:p></div>
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Jean Franco, “Liberated
Territories,” from <i>The Decline and Fall
of the Lettered City</i>, 86-117 [available in electronic form through oskicat]<o:p></o:p></div>
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Roberto Fernández Retamar,
“Calibán: Notes Towards a Discussion of Culture in Our America,” in <i>Caliban and Other Essays</i>, 3-45<o:p></o:p></div>
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Week 10, April 4: The Pain
of Solidarity<o:p></o:p></div>
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Jorge Edwards, <i>Persona non grata<o:p></o:p></i></div>
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Heberto Padilla, <i>Fuera del juego</i>, “En tiempos difíciles,”
“Los poetas cubanos ya no sueñan,” and “Fuera del juego”<o:p></o:p></div>
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Week 11, April 11: Theology
of Liberation<o:p></o:p></div>
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Enrique Dussel, “A note on
liberation theology,” from <i>Ideas and
Ideologies in Latin America</i>, ed. Leslie Bethell, 275-285<o:p></o:p></div>
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David Craven, “The Nicaraguan
Revolution,” 117-175<o:p></o:p></div>
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Rushdie, <i>The Jaguar Smile</i><o:p></o:p></div>
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Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-7835549106837617722014-01-06T21:15:00.000-08:002014-03-13T21:29:29.591-07:00An unexpected eulogy<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwsG0G6EmXegj0wkTczbk3yL4t-U4WQLCCUPseRZmHcs0scRWYuWdWPFASGa9SiTDalUWwvJlwpuacOKE4bS-EEn4S4QdyEc4uXI5XOaDVh7e90gldOzZGlZN9lc6uIQCcLJh6/s1600/1548138_10151885809788310_895420238_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwsG0G6EmXegj0wkTczbk3yL4t-U4WQLCCUPseRZmHcs0scRWYuWdWPFASGa9SiTDalUWwvJlwpuacOKE4bS-EEn4S4QdyEc4uXI5XOaDVh7e90gldOzZGlZN9lc6uIQCcLJh6/s1600/1548138_10151885809788310_895420238_o.jpg" height="400" width="300" /></a></div>
We miss you already and we will always love you, Mom. I will try to see myself as you saw me.<br />
<br />
-------------<br />
<br />
The eulogy I delivered at Mom's memorial services on February 1st, 2014: First of all, I want to thank you all for your presence
today. It is a great comfort to me and it was to my mother as well; you
represent the communities that made her life a happy one. My name is Patrick;
many of you I know and many of you I don’t. If you knew my mom, though, you
have probably heard about me. What you have heard I have absolutely no idea,
but my mom was a proud mother and she may have, on more than one occasion,
spoken to you about something I was doing that may or may not have been interesting.
I beg your indulgence; she was, she was a happy and proud mother, mother-in-law,
and, in the last couple of years, grandmother.<br />
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<!--StartFragment-->
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
When she was hospitalized over the holidays, neither she nor
I thought that her life was near its end. But I did make sure that she knew how
much I loved her. What I didn’t find the moment to tell her I will tell you now:
I was enormously proud of her as well. She grew up in Kenosha, Wisconsin, a
place that my poor San Francisco-born wife thought looked eerily like a Norman
Rockwell painting when she first saw it. She was a mayor’s daughter, the first
girl of twelve, and so had a kind of co-parent role for many of her younger
siblings. Kenosha is on the border with Illinois, not far from Chicago, and at
a regional mayor’s conference, she once told me, her father and then-mayor
Richard Daley worked on business while she had the responsibility for
babysitting Richard Jr. – who went on to be the mayor himself. But my mom was
never going to be a mayor-- careers were just beginning to open up for women,
and though my mom got excellent grades and a degree from an excellent school in
Marquette, she didn’t quite have a profession. Part of that was by choice. She traveled
the world, learning transcendental meditation and teaching it to others. She
married my father at 25. My father never wanted to settle down, and could pack
up and move every few months. I was born seven years later, in Santa Cruz,
California. Not so long afterwards, they moved to Santa Barbara. And a few
months later, to Fairfield, Iowa.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My first memory is there, and my mom is stuck in the snow. I
was looking out a window. She was trying to drive a car up the hill, and
several people had gone out to help push her out of the rut she was in. I think
I remember the wheels spinning. I had never seen anything like it. For the next
16 years, with one short interruption, she and I lived here in Iowa. She was a
creative and dedicated mother. The best way that I can describe my childhood is
enchanted. My mom did not draw firm lines between imagination and reality. I
lived on a farm where there were cows – and, when you think about it, how much
more implausible than a cow is a dragon really? I loved gnomes, so she left
little notes around the house for me to find: under the couch from the couch
gnomes, under the stairs from the stair gnomes. But she encouraged me to learn
too. Childhood TV was Mister Rodgers, nature documentaries, and, for reasons
I’ll never fully be able to understand, repeated viewings of Stanley Kubrick’s
2001: A Space Odyssey. In the evenings she spent hours reading books to me.
There were days that I would come home to find the kitchen table turned into a
series of science experiments. I remember that the large magnet that would hold
sewing needles would show me the power of magnetism by tying a weight to a
string and a paperclip, so that the paperclip would be suspended in air by the
strong sewing magnet. My life was so full of enrichment that it took me years
to learn that we were not at all rich.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
After the end of her marriage, my Mom spent a decade devoted
to making things okay for me. We had been living in University of Iowa graduate
student housing while my dad worked on his Ph.D.; in order to stay in there, in
the cheapest apartments in the city, Mom enrolled one class per semester. A
couple of years later, we moved across town so that I would be able to stay
with the cohort of friends from my elementary school. Her job then did not pay
well, but it did support her to take classes for professional advancement, and
over the course of a decade during which she balanced work, school, and
parenting a teenager I can describe from experiences as intermittently
tolerable, she earned a degree in library science that changed her life. Finally
she was able to have a professional career, and a home here at Cornell College that
took full advantage of her talents. The last dozen years of her life were among
the best. She found a job that used so many of her talents – not just as a
librarian, but as a human being. My mom was open and accepting to new
experiences and new people. Instead of worrying about her interactions with
people of different backgrounds or life experiences, as some might do, she
truly treasured diversity. She always wanted to learn, and wasn’t intimidated
by what she didn’t know. She had a ready smile for the people who came into her
life. She was one of the least judgmental people I have ever known, not because
she was not discriminating, but because she directed her attention to what was
good in people, and she found much to love in almost everyone. So I will say
now what I never quite told her: I’m proud of what she did with her life, how
hard she worked to get it, and the legacy that she will leave. She may have
sprung from a Norman Rockwell painting but she developed a global outlook, and
there are people all around the world that loved her and will miss her.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There was one contradiction in my mom’s personality.
Although she was the kind of person who allowed you to be yourself with her,
and who accepted people for who they were, she could be quite hard on herself.
She had an internal voice, as I do, and as many of us do, that tells us that
what we have done is not good enough. We knew that she was wonderful, but she
sometimes didn’t. She knew that we were wonderful, though we sometimes do not.
My mother is no longer with us, and I miss her terribly. I haven’t known many
people with her extraordinary capacity for accepting us as who we are. But she
is no longer with us to do that. And so we are going to have to do it for
ourselves. Not that we stop trying to live with peace and care. But that when
we feel the strains of self-judgment, we might stop for a moment and see us not
as we see ourselves in that moment, but as she would have seen us. To focus loving
attention on ourselves and others, and accept that we can be good people
without being perfect. If we can do this for ourselves and for others, my
mother will still be with us. I will try my best, and I ask you to try to do so
as well, in memory of her. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment-->Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-53152670462261810712013-12-03T21:29:00.002-08:002014-06-11T20:26:43.967-07:00Filling the Empty Box?: Equitable Growth and Latin America Today<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i>This post is part two of a two-part essay on equitable growth in Latin America. For part one, click <a href="http://patrickiber.blogspot.com/2013/12/what-should-united-states-learn-from.html" target="_blank">here</a></i>. <i>The <a href="http://equitablegrowth.org/2013/12/11/1074/the-united-states-in-the-latin-american-mirror-friday-focus-december-13-2013" target="_blank">combined piece</a> has been featured by the <a href="http://equitablegrowth.org/" target="_blank">Washington Center for Equitable Growth</a>.</i><br />
<br />
In spite of the many obstacles, there have been signs of
hope in Latin America for equitable growth in the last decade. The region’s
economy has grown at about 4% annually over the last ten years, and, in several
high profile cases, also managed to reduce measured inequality. So is
Fajnzylber’s box still empty? His original table was calculated in a rather
crude way. High growth was considered anything over a 2.4% annual increase in GDP,
the developed world average over the previous two decades at the time of his
writing. His measurement of inequality was based on the ratio of the income
share of the poorest 40% of the population to the richest 10%—a calculation
that did not account for relative increases or decreases in inequality. At the
time, the developed world average was 0.8 – that is, the lower 40% had combined
income equal to 80% of the richest 10%. Fajnzylber’s standard for Latin
American inequality was, arbitrarily, half of that measure: a ratio of 0.4. His
results in 1990 were as follows:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">Fajnzylber’s original “empty box” table, 1990<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
<br /></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
High growth<o:p></o:p></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Low growth<o:p></o:p></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
High equity<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Argentina, Uruguay<o:p></o:p></div>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Low equity<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Brazil, Colombia, Ecuador, Mexico, Paraguay, Panama,
Dominican Republic<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Bolivia, Chile, Peru, Venezuela, Haiti, Costa Rica, El
Salvador, Guatemala, Honduras, Nicaragua<o:p></o:p></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Using data from the World Bank, I recreated Fajnzylber’s
table, using the most current statistics available and the same criteria that
he established. Given the reputation that the Latin American economies have had
over the last few years, the results are perhaps surprising:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Updating Fajnzylber’s table, with current data<o:p></o:p></b></div>
<div class="MsoNormal">
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<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
<br /></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
High growth<o:p></o:p></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Low growth<o:p></o:p></div>
</td>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
High equity<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
<br /></div>
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</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
<br /></div>
</td>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Low equity<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica,
Dominican Republic, Ecuador, Guatemala, Honduras, Mexico, Nicaragua, Panama,
Paraguay, Peru, Uruguay, Venezuela<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
El Salvador<o:p></o:p></div>
</td>
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</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Every country with available data in the region has grown by
more than a 2.4% annual rate over the last decade with the exception of El
Salvador. But there are no countries that meet Fajnzylber’s standard for
relative equality left in Latin America. Indeed, to re-run his numbers is to
confront a world changed by inequality, for there are few countries in the
world left that meet the standard he established twenty-five years ago. His
developed world average had been a ratio of 0.8; now the world’s best
performers on that metric are the Scandinavian countries and a few places in
Eastern Europe, hovering around 0.6. Canada and France today barely meet his
lowered-expectations standard for Latin America in 1990, at 0.4. The United
States has a ratio of 0.23, and the Latin American countries are terrible
performers: Uruguay and Nicaragua are the only countries over 0.2; Mexico’s
ratio is 0.184, Argentina’s is 0.156, Venezuela’s is 0.152, Chile’s is 0.140 and
many are below 0.1, including Brazil at 0.093, Guatemala at 0.089, and Bolivia
at 0.046.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
Plainly, by using an absolute
standard of inequality rather than one that measures the rate of change, this
data does not register the progress that some Latin American countries have
made in reducing equality over the last decade. To address this, I’ve produced
a modified table, using the same growth standard but looking at change in the
countries’ Gini indexes over time. Most Latin American countries had a local
maximum in their Gini index between 1998 and 2002, and almost all have reached
a local minimum in the last year or two. If we take a significant decline in
inequality to be a peak to trough reduction in Gini index of 4 points over
those ten years, this is the table that results.<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></a><o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><br /></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>A rate-of-change accounting of growth and inequality fills the empty
box<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
<br /></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
High growth<o:p></o:p></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Low growth<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Significant decline in inequality (>4 points)<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Argentina, Bolivia, Brazil, Colombia, Dominican Republic,
Ecuador, Honduras, Mexico, Panama, Peru<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
El Salvador<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Small decline in inequality<o:p></o:p></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 2.05in;" valign="top" width="148"><div class="MsoNormal">
Chile, Costa Rica, Uruguay<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
</td>
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<br /></div>
</td>
</tr>
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<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The story embedded in the data is clear: working from an
extremely poor starting point, the experience of most of Latin America has been
one of strong and equitable growth over the last decade. The principal reasons
that this has been possible are clear enough. Rapid growth in Asia has kept
commodity prices high, and Latin America, though now also the producer of many
types of sophisticated manufactured goods, remains a major exporter of raw and
semi-finished goods. At the same time, most of the region has been ruled by
left and center-left governments that have made improving the lives of the poor
among their highest priorities. This has taken many forms. Venezuela’s has been
the most polarizing: both nationally and internationally, judgments on the
effectiveness of the social missions and the economic management of Venezuela’s
government allow for little middle ground. In the last decade or so, the
poverty rate has been cut in half, from more than 60% of the population to
around 30%. But excessive oil dependence, shortages of basic goods, increasing
violence, and the recent imposition of price controls suggest that, at best,
Venezuela’s economy could have been managed much better than it has been, and,
at worst, may be following a classic pattern of populist spending that may be
lead to future adjustment that will come at a high cost, both politically and
economically.<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></a><o:p></o:p></div>
<div class="MsoNormal">
Most of the
region, however, has used more conventional macroeconomic management, and,
somewhat in the manner that President Obama did with the health care industry,
compromised with powerful economic interests in the pursuit of broader goals. Brazil’s
ascent, under its charming president Lula da Silva and his successor Dilma
Roussef, has been so spectacular that the old joke that “Brazil is the country
of the future, and always will be,” no longer seems to hold. But other
countries have had even more impressive statistical progress. Ecuador has
knocked more than ten points off its Gini index, while Panama has grown at more
than 8% annually over the last decade.<o:p></o:p></div>
<div class="MsoNormal">
How then
should progress be maintained and extended? There are already some signs of
trouble. In Brazil, for example, once-rapid growth has slowed to a trickle;
Mexico, frequently championed as one of the world’s great emerging economies, is
on the verge of outright recession. And though much of the region has been
governed by the left in the last decade, significant redistribution remains rare.
There are signature anti-poverty programs, like Oportunidades in Mexico and
Bolsa Família in Brazil, that give conditional cash grants in exchange for
behaviors like children’s school attendance. But these progressive policies are
mixed in with a huge amount of regressive government spending. The budget for
Oportunidades in Mexico, for example, is dwarfed by the cost of regressive
energy subsidies.<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn3" name="_ftnref3" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></a> Tax
collection as a percentage of GDP has increased modestly, but remains meager.
As a result, major Latin American economies do almost nothing to reduce their
levels of measured inequality through taxes and transfers. European countries
knock 19 points off their Gini indexes through taxation and redistribution;
Latin America only 2 points. Pre- and post-tax Gini indexes are virtually
identical for the region’s major economies.<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftn4" name="_ftnref4" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></a><o:p></o:p></div>
<div class="MsoNormal">
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The hopeful reading of that situation is that there are huge
benefits to be gained from relatively straightforward welfare-enhancing
programs and the elimination of regressive subsidies, and there is ample room
for both growth and the reduction in poverty to follow. The pessimistic reading
of the situation is that the last ten years have been among the most propitious
in Latin American history for equitable growth, and much more probably should
have been delivered. It remains to be seen whether the political systems of
societies that remain grossly unequal will be able to make further progress in
the decades to come.<o:p></o:p></div>
<!--EndFragment--><br />
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<br />
<div id="ftn1" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a> In
a few cases, there is insufficient data to make a clear determination.
Guatemala’s most recent year is 2006; Venezuela peaked in 2005 and troughed in
2006 and lacks subsequent data. The CIA Gini index, which is considered less
reliable than the World Bank’s, now has Venezuela’s Gini as the lowest of
measurable Latin American countries, so it would probably belong in the high
growth, significant decline box as well.<o:p></o:p></div>
</div>
<div id="ftn2" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a>
See <!--[if supportFields]><span style='mso-element:field-begin'></span><span
style="mso-spacerun:yes"> </span>ADDIN ZOTERO_ITEM CSL_CITATION
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Rudiger Dornbusch and Sebastian Edwards, eds., \\i The Macroeconomics of
Populism in Latin America\\i0{} (Chicago: University of Chicago Press,
1991).}","plainCitation":"Rudiger Dornbusch and Sebastian
Edwards, eds., The Macroeconomics of Populism in Latin America (Chicago:
University of Chicago Press,
1991)."},"citationItems":[{"id":2842,"uris":["http://zotero.org/users/local/2WIwbhN0/items/DRCZDER8"],"uri":["http://zotero.org/users/local/2WIwbhN0/items/DRCZDER8"],"itemData":{"id":2842,"type":"book","title":"The
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<span style='mso-element:field-separator'></span><![endif]--><span style="mso-ascii-font-family: Cambria;">Rudiger Dornbusch and Sebastian Edwards,
eds., <i>The Macroeconomics of Populism in Latin America</i> (Chicago:
University of Chicago Press, 1991).</span><!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--><o:p></o:p></div>
</div>
<div id="ftn3" style="mso-element: footnote;">
<div class="MsoNormal">
<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a>
John Scott Andretta, “¿Quién se beneficia de los subsidies energéticos en
México?” in Carlos Elizondo Mayer-Serra and Ana Laura Magaloni Kerpel (eds.), <i style="mso-bidi-font-style: normal;">Uso y abuso de los recursos públicos</i>,
Mexico, CIDE, 2012.</div>
</div>
<div id="ftn4" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=29278067#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a>
The data is from 2008. The chart comes from the OECD report, “Latin American
Economic Outlook 2012,” http://www.oecd-ilibrary.org/development/latin-american-economic-outlook-2012_leo-2011-en<o:p></o:p></div>
</div>
</div>
Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-40084633074210889202013-12-03T13:37:00.000-08:002014-06-11T20:26:43.965-07:00What should the United States learn from the lack of equitable growth in Latin America?<div class="MsoNormal">
<i>This post is part one of a two-part essay on equitable growth in Latin America. For part two, click <a href="http://patrickiber.blogspot.com/2013/12/filling-empty-box-equitable-growth-and.html" target="_blank">here</a></i>. <i>The <a href="http://equitablegrowth.org/2013/12/11/1074/the-united-states-in-the-latin-american-mirror-friday-focus-december-13-2013" target="_blank">combined piece</a> has been featured by the <a href="http://equitablegrowth.org/" target="_blank">Washington Center for Equitable Growth</a>.</i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When the improbably-named Fernando Fajnzylber published the
unappealingly-titled <i>Unavoidable
Industrial Restructuring in Latin America</i> in 1990, it hardly had the
makings of a classic. But Fajnzylber had identified a problem so fundamental to
the region’s economies that it became exactly that. At the beginning of the
book, he made a two-by-two grid, labeling the rows by high and low equity and the
columns by high and low growth. Looking at the period from 1965 to 1984,
Fajnzylber found Latin American countries that had managed high growth,
countries that had high equity, and some that had neither. But one box was
conspicuously empty: the one showing simultaneous high equity and high growth.<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></a> Fajnzylber’s
work helped make filling his “empty box”—getting to growth with equity—a policy
goal of most economists and governments in the region ever since.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>To be sure,
the period from 1965 to 1984 that Fajnzylber analyzed was not just any time in
the history of Latin America. A wave of military dictatorships had taken power
in the major economies of South America. They blamed high inflation and
economic turmoil on the left and sometimes on powerful unions. To combat those
problems they turned to the recipes of the Chicago school: “shock therapy” that
involved ending price and wage controls, privatizing state-owned businesses,
and reducing tariffs to very low levels. Terror ensured that people could not effectively
organize to protest their lost wages. After initial economic contraction, some
countries experienced strong growth. The fact that this growth was coupled with
major reductions in real purchasing power for workers and hence with widening
inequality was not the sign of a process gone wrong: it was the intended policy
outcome. Debt crises in the 1980s led to a lost decade for growth and further
“neoliberal” reforms, as state monopolies were sold off—mostly to be replaced
by private near-monopolies that created enormous fortunes for those connected
to the state (for example, Mexico’s Carlos Slim, who eventually became the
world’s richest man).<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Of course,
inequality—Latin America’s original economic sin, more so than poverty
itself—was hardly new to the region. Class divisions run deep throughout Latin
American economies.<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> It
would be a mistake to attribute this to immutable and ahistorical national
characteristics, but it is a very old phenomenon. The region’s colonial economy
was driven primarily by the wealth extracted by mining precious metals and by
plantation agriculture. The basic situation for European colonists—after the
reduction in the indigenous population due to disease and, later, campaigns of removal—was
that land was cheap but labor was scarce, and the best way to resolve that
problem was through a variety of forms of coerced labor, in particular the
enslavement of Africans and the indigenous people who remained. The resulting
gaps between those with political and economic power and those without were
enormous.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>The reforms
that liberal and positivist elites enacted in the early nineteenth century,
after independence was achieved in the most of the region, did little to ease
inequality. Liberals believed in free trade and individual landholding: they
tried to distribute lands held in common to individual proprietors and reduce
the power of the Catholic Church, which had operated as the region’s largest
landowner, bank, educator, and welfare institution. Though they succeeded in the
latter goal over the course of the century, the states they headed lacked the
capacity to replace the church’s functions, and in some ways, they actually
exacerbated inequality. Recent work by Moramay López Alonso, for example, on
the second half of the nineteenth century in Mexico, shows that even in a
period of economic growth and modernization, living standards (as indicated by
heights) declined for the majority of the population.<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a> In
other words, growth without equity is nothing new to Latin America.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>In the
twentieth century, Latin America has been practically synonymous with the
problem of underdevelopment. There are rival theories about its cause. To
reduce things to their most basic, two frameworks have been dominant. The first
was the “dependency” school, which placed responsibility for Latin America’s
underdevelopment on its disadvantageous dependence on the advanced economies of
Europe and the United States. The basic problem, it was thought, was of Latin
America’s insertion into an imperialistic world-system. Some dependency
theorists sought solutions in moderate reforms, such as introducing protections
for domestic industries. These were sometimes successful, and sometimes led to
the creation of uncompetitive businesses that couldn’t survive in the absence
of state support. More radical interpretations of dependency also emerged,
counseling armed socialist uprising and economic autarky. After its revolution
of 1959, Cuba tried a version of this. Inequality fell from the levels of
Brazil to levels of Sweden in a few short years, and some forms of extreme
poverty were eradicated. But, facing an economic embargo from the United
States, it had to rely on the Soviet Union, and its measure of “dependence”
increased. To say nothing of the absence of fundamental political freedoms, economic
management has careened from one unstable plan to another, and what was once
one of Latin America’s richest countries has consistently lost ground.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Over time,
the grounds for belief in strong forms of dependency theory looked increasingly
flimsy, and historians began to offer explanations based on a growth-economics
tradition.<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftn4" name="_ftnref4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a> The
decline in the terms of trade between raw materials and finished goods that had
inspired the original dependency analysis proved cyclical, not secular. Close
analysis showed that Latin American economies were not helpless participants in
the international economy, but able to influence important commodity prices.
And socialist revolution proved either unattainable or economically disastrous.
Historians and analysts increasingly explained Latin America’s economic
conditions as problems of “institutions” that needed reform, not only its
position in the world economy.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>From the
point of view of generally left-wing dependency theory, this “institutional”
analysis sometimes has the appearance of victim blaming and political
conservatism. But it needn’t be understood in those terms. Kenneth Sokoloff and
Stanley Engerman, for example, have argued that Latin America’s institutions
are precisely the result of colonial inequalities and the largely successful
struggle of outnumbered elites to maintain their privileges. Their data shows,
for example, a clear inverse relationship between extant inequality and the
years that voting rights are extended to cover most of the population.<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftn5" name="_ftnref5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[5]</span></span><!--[endif]--></span></span></a>
Frightened elites do not invest in, and indeed actively suppress, dangerous
forms of human capital formation among the common people. The persistence of
inequality is, according to this model, the expected result of elites acting to
maintain their privileges over decades and even centuries. That explanation
takes a view of things from a very great height, and leaves the details to be
worked out elsewhere. But it sounds a powerful warning to the United States as
levels of inequality there approach those traditionally associated with the
other Americas. If Latin America has a lesson for the United States today, it
is that maintaining a relatively egalitarian society is not only important for
growth, it is also important for keeping politics balanced within boundaries
that can support a healthy and responsive democracy.<o:p></o:p></div>
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<div id="ftn1" style="mso-element: footnote;">
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<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a> <!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style="mso-spacerun:yes"> </span>ADDIN ZOTERO_ITEM CSL_CITATION
{"citationID":"URvPIxK0","properties":{"formattedCitation":"{\\rtf
Fernando Fajnzylber, \\i Unavoidable Industrial Restructuring in Latin America\\i0{}
(Durham, N.C.: Duke University Press, 1990),
2.}","plainCitation":"Fernando Fajnzylber, Unavoidable
Industrial Restructuring in Latin America (Durham, N.C.: Duke University Press,
1990),
2."},"citationItems":[{"id":2829,"uris":["http://zotero.org/users/local/2WIwbhN0/items/J2SM9N74"],"uri":["http://zotero.org/users/local/2WIwbhN0/items/J2SM9N74"],"itemData":{"id":2829,"type":"book","title":"Unavoidable
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<span style='mso-element:field-separator'></span><![endif]--><span style="mso-ascii-font-family: Cambria;">Fernando Fajnzylber, <i>Unavoidable
Industrial Restructuring in Latin America</i> (Durham, N.C.: Duke University
Press, 1990), 2.</span><!--[if supportFields]><span style='mso-element:field-end'></span><![endif]-->
Fajnzylber’s standard for high growth was an average annual growth rate over
2.4%, the industrial world’s average. His measure of equity was the take ratio
of the lowest 40% to the highest 10% of 0.4, half that of the developed world
average in the late 1970s/early 1980s.<o:p></o:p></div>
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<div id="ftn2" style="mso-element: footnote;">
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<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></a> As
Branko Milanovic has put it, inequality in Asia is based on location—some
countries are much richer than others—while inequality in Latin America is
based on class. <!--[if supportFields]><span style='mso-element:field-begin'></span><span
style="mso-spacerun:yes"> </span>ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"dwvJwzQk","properties":{"formattedCitation":"{\\rtf
Branko Milanovic, \\i The Haves and the Have-nots: A Brief and Idiosyncratic
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Milanovic, The Haves and the Have-nots: A Brief and Idiosyncratic History of
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<span style='mso-element:field-separator'></span><![endif]--><span style="mso-ascii-font-family: Cambria;">Branko Milanovic, <i>The Haves and the
Have-nots: A Brief and Idiosyncratic History of Global Inequality</i> (New
York: Basic Books, 2011), 185.</span><!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--><o:p></o:p></div>
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<div id="ftn3" style="mso-element: footnote;">
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<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></a> <!--[if supportFields]><span
style='mso-element:field-begin'></span><span
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{"citationID":"nNToFnY3","properties":{"formattedCitation":"{\\rtf
Moramay L\\uc0\\u243{}pez-Alonso, \\i Measuring Up: A History of Living
Standards in Mexico, 1850-1950\\i0{} (Stanford: Stanford University Press,
2012).}","plainCitation":"Moramay López-Alonso, Measuring
Up: A History of Living Standards in Mexico, 1850-1950 (Stanford: Stanford
University Press, 2012)."},"citationItems":[{"id":2837,"uris":["http://zotero.org/users/local/2WIwbhN0/items/K7DMXEF3"],"uri":["http://zotero.org/users/local/2WIwbhN0/items/K7DMXEF3"],"itemData":{"id":2837,"type":"book","title":"Measuring
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Up","author":[{"family":"López-Alonso","given":"Moramay"}],"issued":{"date-parts":[[2012]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}
<span style='mso-element:field-separator'></span><![endif]--><span style="mso-ascii-font-family: Cambria;">Moramay López-Alonso, <i>Measuring Up: A
History of Living Standards in Mexico, 1850-1950</i> (Stanford: Stanford
University Press, 2012).</span><!--[if supportFields]><span style='mso-element:
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</div>
<div id="ftn4" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftnref4" name="_ftn4" style="mso-footnote-id: ftn4;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[4]</span></span><!--[endif]--></span></span></a>
For a introduction to this debate, see especially <!--[if supportFields]><span
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Stephen Haber, ed., \\i How Latin America Fell Behind: Essays on the Economic
Histories of Brazil and Mexico, 1800-1914\\i0{} (Stanford: Stanford University Press,
1997).}","plainCitation":"Stephen Haber, ed., How Latin
America Fell Behind: Essays on the Economic Histories of Brazil and Mexico,
1800-1914 (Stanford: Stanford University Press,
1997)."},"citationItems":[{"id":2840,"uris":["http://zotero.org/users/local/2WIwbhN0/items/Z9TGRUI9"],"uri":["http://zotero.org/users/local/2WIwbhN0/items/Z9TGRUI9"],"itemData":{"id":2840,"type":"book","title":"How
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<span style='mso-element:field-separator'></span><![endif]--><span style="mso-ascii-font-family: Cambria;">Stephen Haber, ed., <i>How Latin America
Fell Behind: Essays on the Economic Histories of Brazil and Mexico, 1800-1914</i>
(Stanford: Stanford University Press, 1997).</span><!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--><o:p></o:p></div>
</div>
<div id="ftn5" style="mso-element: footnote;">
<div class="MsoFootnoteText">
<a href="http://www.blogger.com/blogger.g?blogID=29278067#_ftnref5" name="_ftn5" style="mso-footnote-id: ftn5;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">[5]</span></span><!--[endif]--></span></span></a> <!--[if supportFields]><span
style='mso-element:field-begin'></span><span
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Kenneth Sokoloff and Stanley Engerman, \\uc0\\u8220{}Institutions, Factor
Endowments, and Paths of Development in the New World,\\uc0\\u8221{} \\i
Journal of Economic Perspectives\\i0{} 14, no. 3 (Summer 2000):
226.}","plainCitation":"Kenneth Sokoloff and Stanley
Engerman, “Institutions, Factor Endowments, and Paths of Development in the New
World,” Journal of Economic Perspectives 14, no. 3 (Summer 2000):
226."},"citationItems":[{"id":2832,"uris":["http://zotero.org/users/local/2WIwbhN0/items/NZQBFN7F"],"uri":["http://zotero.org/users/local/2WIwbhN0/items/NZQBFN7F"],"itemData":{"id":2832,"type":"article-journal","title":"Institutions,
Factor Endowments, and Paths of Development in the New
World","container-title":"Journal of Economic
Perspectives","page":"217-232","volume":"14","issue":"3","author":[{"family":"Sokoloff","given":"Kenneth"},{"family":"Engerman","given":"Stanley"}],"issued":{"date-parts":[["2000"]],"season":"Summer"}},"locator":"226"}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}
<span style='mso-element:field-separator'></span><![endif]--><span style="mso-ascii-font-family: Cambria;">Kenneth Sokoloff and Stanley Engerman, “Institutions,
Factor Endowments, and Paths of Development in the New World,” <i>Journal of
Economic Perspectives</i> 14, no. 3 (Summer 2000): 226.</span><!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--><o:p></o:p></div>
</div>
</div>
Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-71207719175544280272013-11-05T09:30:00.001-08:002014-08-06T15:06:40.135-07:00The CIA and Latin America's Anticommunist LeftMy <a href="http://patrickiber.blogspot.com/2013/04/who-will-impose-democracy-sacha-volman.html" target="_blank">piece on Sacha Volman and Latin America's anticommunist left</a> has finally last appeared in <i>Diplomatic History </i>37, no. 5, November 2013. Since I submitted the piece a few years ago, I had the opportunity to do some additional research in the Dominican Republic, none of which would not substantially alter the piece or its argument. Nevertheless, I was able to confirm that Juan Bosch was fully aware that Volman represented a link to the CIA. And I was able to learn a bit more about Volman's life after Balaguer returned to power and his subsequent involvement in anti-Castro activities. Those details will get incorporated into some future work I have planned on the subject.<br />
<br />
Update, August 2014: Ernesto Semán of the University of Richmond has a review of my article for H-DIPLO, <a href="https://networks.h-net.org/node/28443/discussions/35051/article-review-472-who-will-impose-democracy-sacha-volman-and" target="_blank">here</a>.Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0tag:blogger.com,1999:blog-29278067.post-90023425457832671542013-08-27T13:25:00.004-07:002014-10-24T21:28:32.217-07:00Latin American Revolutions syllabus, Fall 2013<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-variant: small-caps;">Latin American Revolutions:
Causes, Consequences, Myths and Memories<o:p></o:p></span></b></div>
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Professor Patrick Iber<o:p></o:p></div>
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Fall 2013 / Wed. 10-12AM / 3104 Dwinelle<o:p></o:p></div>
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This course will examine the causes, consequences, and
legacies of Latin America’s major revolutions of the twentieth century. It will
focus on the violent social revolutions of Mexico, Cuba, and Nicaragua, as well
as equally important experiments in social change in Guatemala, Chile, and contemporary
Venezuela. We will put these revolutions in comparative perspective, and use
more personal reflections made through memoirs and film to examine their
effects on people who experienced them.<span style="mso-spacerun: yes;">
</span>We will try to understand what why these revolutions occurred, what they
changed in the societies that experienced them, and in what ways they satisfied
and disappointed those who fought for change.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Course requirements<o:p></o:p></b></div>
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Your grade will be based on the following:<o:p></o:p></div>
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20%
participation. Active participation in class is essential; our learning will be
richest as more of you become involved in the conversation and debate. You
should complete all readings before we meet, attend very week, and be an active
participant in discussion. If you know in advance that you will miss a day, you
should clear it with the instructor by email. Since we will be a large class,
it is important to note that your participation will be esteemed on the basis
of its quality, courtesy, and thoughtfulness, not on its quantity.<o:p></o:p></div>
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<br /></div>
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20% weekly
responses. Each week you should bring a brief written response, on the order of
250-350 words, to class. Use that space to reflect on the most significant
ideas of the reading, or that which you found most surprising or puzzling. You should
end your paragraphs by posing a question that you would like to take up during
class. These assignments will be collected and given a credit / no credit mark.
You can skip one week without penalty.<o:p></o:p></div>
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<br /></div>
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20% Short paper.
Prompts for a short, 4-5-page paper based on the early readings will be
distributed in class on October 2<sup>nd</sup>. It will be due in class the
following week, October 9<sup>th</sup>.<o:p></o:p></div>
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40% final paper,
8-10 pages. Your final paper will be short research paper, of between 2000 and
2500 words. You should consult books and articles outside of those used in
class with the goal of exploring in depth a topic related to the major themes
of the class. A brief paragraph explaining your plans for the final are due in
class on November 27<sup>th</sup>. For those students expecting to enroll in a
History 101 course this spring or next year, you may choose to write a paper
prospectus instead of this research paper. The prospectus should lay out the major
question of your research, the primary sources you will consult, and begin to address
the historiography on the topic. If you are planning to choose this option
instead of the research paper, you should talk directly with the instructor in
advance. The final papers are due on December 18<sup>th</sup>.<o:p></o:p></div>
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Course texts:<o:p></o:p></div>
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John Womack, <i style="mso-bidi-font-style: normal;">Zapata
and the Mexican Revolution</i>, New York, Vintage, 1970, $19.<o:p></o:p></div>
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Gil Joseph and Jürgen Buchenau, <i style="mso-bidi-font-style: normal;">Mexico’s Once and Future Revolution: Social Upheaval and the Challenge
of Rule since the Late Nineteenth Century</i>, Durham: Duke University Press,
2013, $20. <b style="mso-bidi-font-weight: normal;">Please note that this book
will be published on September 4, 2013.<o:p></o:p></b></div>
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Stephen Schlesinger and Stephen Kinzer, <i style="mso-bidi-font-style: normal;">Bitter Fruit: The Story of the American Coup in Guatemala</i>, Boston:
David Rockefeller Center for Latin American Studies, 2005, $21.<o:p></o:p></div>
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Nick Cullather, <i style="mso-bidi-font-style: normal;">Secret
History: The CIA’s Classified Account of Its Operations in Guatemala 1952-1954</i>,
Stanford: Stanford University Press, 2006, $19.<o:p></o:p></div>
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Aviva Chomsky, <i style="mso-bidi-font-style: normal;">A
History of the Cuban Revolution</i>, Malden, MA: Wiley-Blackwell, 2010, $20.<o:p></o:p></div>
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Reynaldo Arenas, <i style="mso-bidi-font-style: normal;">Before
Night Falls: A Memoir</i>, New York: Penguin, 1994, $16.<o:p></o:p></div>
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Peter Winn, <i style="mso-bidi-font-style: normal;">Weavers of
Revolution: The Yarur Workers and Chile’s Road to Socialism</i>, New York,
Oxford: Oxford University Press, 1989, $45.<o:p></o:p></div>
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Stephen Kinzer, <i style="mso-bidi-font-style: normal;">Blood
of Brothers: Life and War in Nicaragua</i>, Boston: David Rockefeller Center
for Latin American Studies, 2007, $18.<o:p></o:p></div>
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Gioconda Belli, <i style="mso-bidi-font-style: normal;">The
Country Under my Skin: A Memoir of Love and War</i>, New York: Anchor, 2003,
$17.<o:p></o:p></div>
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George Ciccariello-Maher, <i style="mso-bidi-font-style: normal;">We Created Chávez: A People’s History of the Venezuelan Revolution</i>,
Durham: Duke University Press, 2013.<o:p></o:p></div>
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Francisco Toro and Juan Cristobal Nagel, <i style="mso-bidi-font-style: normal;">Blogging the Revolution: Caracas Chronicles
and the Hugo Chávez Era</i>, Cognitio, 2013, $25. (I recommend the Kindle
edition at $9.)<o:p></o:p></div>
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To get good advice on what I will be looking for from your
reading and writing, I recommend the following resources:<o:p></o:p></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1; tab-stops: list .5in;"><i style="mso-bidi-font-style: normal;">The Fascist octopus has sung its swan
song!<span style="mso-spacerun: yes;"> </span></i>Every prose writer should
read George Orwell’s “Politics and the English Language” at least once a
year. Simple, clear, and precise language communicates ideas better, and,
in so doing, makes ideas better. <a href="http://www.mtholyoke.edu/acad/intrel/orwell46.htm">http://www.mtholyoke.edu/acad/intrel/orwell46.htm</a><o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1; tab-stops: list .5in;">To get
the most out of your reading, I generally endorse the views of Timothy Burke,
as laid out in his “Staying Afloat: Some Scattered Suggestions on Reading
in College.”<span style="mso-spacerun: yes;"> </span><a href="http://www.swarthmore.edu/SocSci/tburke1/reading.html">http://www.swarthmore.edu/SocSci/tburke1/reading.html</a>
<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1; tab-stops: list .5in;">On
plagiarism and proper citations, please see this excerpt from Charles
Lipson’s <i style="mso-bidi-font-style: normal;">Doing Honest Work in
College</i>.<span style="mso-spacerun: yes;"> </span>You should use
citations proper to your primary discipline in the papers you submit.<span style="mso-spacerun: yes;"> </span><a href="http://www.press.uchicago.edu/books/lipson/honestcollege/citationfaq.html">http://www.press.uchicago.edu/books/lipson/honestcollege/citationfaq.html</a><o:p></o:p></li>
</ul>
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<b style="mso-bidi-font-weight: normal;">Readings<o:p></o:p></b></div>
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Week 1, September 4:
Framework and Introduction to the Course<o:p></o:p></div>
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To read and discuss during
class:<o:p></o:p></div>
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Alan Knight, “Social
Revolution: A Latin American Perspective,” <i style="mso-bidi-font-style: normal;">Bulletin
of Latin American Research</i> 9, no. 2 (1990): 175-202.<o:p></o:p></div>
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Week 2, September 11: Mexico,
Week 1<o:p></o:p></div>
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<br /></div>
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Womack, <i style="mso-bidi-font-style: normal;">Zapata and the Mexican Revolution<o:p></o:p></i></div>
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Week 3, Sep. 18: Mexico,
Week 2<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding: 0in;">
Gil Joseph and Jurgen
Buchenau, <i style="mso-bidi-font-style: normal;">Mexico’s Once and Future
Revolution</i><o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">PLEASE NOTE THAT THIS BOOK WILL BE PUBLISHED ON SEPTEMBER 4, 2013, AND
MAY NOT BE AVAILABLE IMMEDIATELY.<o:p></o:p></b></div>
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Week 4, Sep. 25: <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding: 0in;">
Schlesinger and Kinzer, <i style="mso-bidi-font-style: normal;">Bitter Fruit</i><o:p></o:p></div>
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Week 5, Oct. 2: <o:p></o:p></div>
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Nick Cullather, <i style="mso-bidi-font-style: normal;">Secret History<o:p></o:p></i></div>
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Week 6, Oct. 9: Che: <o:p></o:p></div>
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Short paper due in class.
There is no additional reading this week.<o:p></o:p></div>
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Movie in class: <i style="mso-bidi-font-style: normal;">The Motorcycle Diaries</i><o:p></o:p></div>
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Week 7, Oct 16: Cuba, Part
I<o:p></o:p></div>
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Aviva Chomsky, <i style="mso-bidi-font-style: normal;">A History of the Cuban Revolution<o:p></o:p></i></div>
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Week 8, Oct 23: Cuba, Part
II<o:p></o:p></div>
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Reynaldo Arenas, <i style="mso-bidi-font-style: normal;">Before Night Falls<o:p></o:p></i></div>
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Week 9, Oct 30: Chile<o:p></o:p></div>
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Peter Winn, <i style="mso-bidi-font-style: normal;">Weavers of Revolution</i><o:p></o:p></div>
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<div class="MsoNormal">
<br /></div>
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Part I<o:p></o:p></div>
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Part II<o:p></o:p></div>
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Week 12, Nov. 20: Venezuela, Part I<o:p></o:p></div>
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<br /></div>
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George Cicchariello-Maher, <i>We Created Chávez<o:p></o:p></i></div>
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<o:p></o:p></div>
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Week 13, Nov. 27: Venezuela,
Part I [Wednesday before Thanksgiving]<o:p></o:p></div>
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If you cannot make it to
class, you should watch the documentary online at http://www.pbs.org/wgbh/pages/frontline/hugochavez/view/<o:p></o:p></div>
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Week 14, Dec. 4: Venezuela,
Part II<o:p></o:p></div>
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2013, pp. 40-51.<o:p></o:p></div>
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[selections]<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Final papers due
December 18<sup>th</sup>.<o:p></o:p></b></div>
Patrick Iberhttp://www.blogger.com/profile/15254235707466803688noreply@blogger.com0