Suchergebnisse

The Latin American Area Studies Program was designed to enable students to cross college and departmental lines to pursue, with the study of Spanish, a coordinated study of the geographical, cultural, socio-economic and political life of Latin American countries. The collection is composed of newsletters and an announcement for a course in Latin American politics.

Over the 30 years of their existence, studies of Latinos/as in the U.S. and the field of Latin American Studies have emerged largely as divided disciplines. That is, despite what would appear to be similar sensibilities including comparable criticisms of Western hegemony and the neocolonial practices of the U.S., as well as the political, economic, and cultural displacement of similar populations, the two areas of study have more often regarded each other as competitive colleagues rather than complimentary practices. In the following study, I examine the nature of the two disciplines paying particular attention to the political context surrounding their formations and the foundations of their discursive frameworks. I examine changes to these disciplines in the methodological and ideological shifts surrounding the emergence of empirical and postmodern studies, and the relationship between these theoretical shifts and the expansion of globalization. Finally, I conclude with a discussion of the emerging field of transnational and bi-national studies and the opportunities for crossing the disciplinary borders between Latino/studies in the U.S. and Latin American Studies presented in this literature.

A review essay on eight books discussing comparative studies on governments & nondominant ethnic groups. Focus is on the Hapsburg Empire, the UK, Russia, Scandinavia, Turkey, & several other West European ethnic-based nation-states. The key dates are: 1848, when revolutionaries first defended themselves against the hitherto dominant Germans; 1867-1869, when the Hapsburg Patent effectively subordinated promises of linguistic equality; 1919, when the Versailles settlement set up ethnic states; & 1940, when the Hitler-Stalin pact destroyed the Versailles structure. But clearly, these signposts seemed less than propitious in the euphoria of 1989-1991, when most of these essays were submitted, since Stalinist East Europe was falling apart & the principle of nationality seemed triumphant. As a result, multinational empires come out as fairly tolerant, rural mobilization is celebrated, & the importance of the "nonethnic" is detailed. M. Maguire

"Security Studies and Security Policy: An American Perspective" published on by Oxford University Press.

The public space of intimate antagonisms: Black intimacy and opposition to Jim Crow -- Intimate antagonisms and double consciousness in the debate over integration -- Going to bed angry: intimate antagonisms in the epoch of Black power -- What's yours is mine: the paradox of intraracial "bootstrap" politics -- Epilogue: Intimate antagonisms, the undercommons, and the town-hall meeting.

Critical thinking is foundational in American higher education, and yet the approaches are largely grounded in European and Euro-American thought. It behooves Africana Studies, then, to develop an African-centered approach to critical thinking and related pedagogical approaches. This article argues for employing African proverbs (wise sayings), riddles (verbal puzzles), and narratives (stories) as culturally grounded and relevant pedagogical practices that promote African Deep Thought which is an African-centered approach to critical thinking. The objective of this article is to advance African proverbs, riddles, and narratives as viable African-centered approaches to critical thinking. Secondly, it enhances African proverbs, riddles, and narratives as culturally relevant pedagogy for grounding students of Africana studies in African cultural values. Lastly, the article contributes to the existing literature on decentering European and Euro-American centered approaches to education by diversifying basic assumptions, core concepts, and pedagogical approaches in higher education. The article presents observations and reflections on student responses to African proverbs, riddles, and narratives in two Africana Studies courses.