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History/Women's Studies 357: Course Syllabus - Spring 2008
Instructors: Ann Lutterman-Aguilar, lutterma@augsburg.edu Antonio Ortega, antonioCGE@laneta.apc.org work: 312-3578 or 318-7799, ext. 105 work: 312-3578 or 318-7799, ext. 106 home: 317-9409; cell phone: 044-777-307-5463 home: 318-6394
T.A.s: Julie Rogers, JulieCGE@gmail.com Lisa Luinenburg, lisaCGE@gmail.com work: 312-3578 or 318-7799, home: 312-5641 work: 312-3578 or 318-7799, home: 312-5641
Please do not call us at home before 8:00 a.m. or after 10 p.m. except in the case of an emergency.
Office Hours: To be announced. Feel free to make appointments with us outside of scheduled office hours, as well. We strongly encourage you to come and talk with either one or both of us! Our doors are open! J
Augsburg Perspectives, Skills, and Course Cross-Listings This course meets the Latin American Foundations requirement at Augsburg College. It is also course cross-listed as a Women’s Studies (WST) course and a History (HIS) course, so students may register for credit in either field.
Purpose of the Course The primary purpose of this course is to explore Mexican history, culture, and cosmovision from a gendered perspective, focusing on the role of women in Mexican history from pre-Columbian times to the present day. Since women’s history has often been ignored, this course seeks to apply feminist analysis to the study of Latin American history and to foster an appreciation for “herstory”– women’s distinct voices in history. Particular emphasis will be placed on cultural issues and intercultural communication.
Course Description Course explores Mexican history, culture, and cosmovision from a gendered perspective, focusing on the role of women in Mexican history from pre-Columbian times to the present day. Throughout the course we will employ a broad definition of “culture” as “a learned set of shared interpretations about beliefs, values, and norms, which affect the behaviors of a relatively large group of people” (Lustig & Koester 1999). This definition of culture includes not only ethnic groups such as the Aztec and Maya, but also groups based on gender, socio-economic class, ethnicity, race, geographic region, and nationality (Collier & Thomas 1988).
The course combines this living definition of culture with the Latin American concept of “comovision,” term commonly used by Mexican historians and anthropologists to refer to the "worldview" of indigenous and mestizo people. The term comes from the words "cosmos" + "vision": view of the cosmos, and encompasses particular cultural understandings of the interrelationships between humans and the natural world, including their orientation to time, space, & cosmos. Mexican historian David Carrasco defines "cosmovision" as "the ways in which Mesoamericans combine their cosmological notions relating to time & space into a structured & systematic worldview." (Carrasco 1998) It is important to note that throughout the course we will explore the cosmovisions of diverse groups within Mexico because, as postcolonial feminist scholars point out, there is no single Mexican “master narrative” of history, just as there is no one single group of Mexicans but rather many Mexicans with diverse histories and “herstories” (Waller & Marcos 2005).
Through readings, lectures, excursions, songs, films, and discussion we will explore the experiences of women, indigenous peoples, and other diverse cultural groups throughout Mexican history, paying attention to diverse groups’ own portrayal of their history and culture. Although outsiders often portray the Spanish Conquest as having destroyed indigenous cultures, Mexican historians call attention to the many different ways in which diverse groups have found creative ways to resist and keep elements of their cosmovision alive while adapting to modern society, developing what Guillermo Bonfíl Batalla refers to as “Mexico profundo” (Bonfil 1996). As a result of this, Mexican religious, cultural, and gender identities are constantly being formed and transformed over time. Studying history, culture & cosmovision of Mexico, we will attempt to trace not only the development of gender, class-based, and racial oppression but also how a historical resistance to such oppression has placed its mark on the many different Mexican identities. In this, we will explore how specific historical agents such as indigenous, mestizo, people of African descent, women, and contemporary resistance movements like the EZLN have impacted the culture & cosmovision.
Throughout the course, students will become familiar with historical methodology and deepen their understanding of history as a discipline, as well as develop an appreciation for feminist contributions to the discipline. Students will analyze historical documents from a gendered perspective. They will also visit historic sites and engage in dialogue with Mexican historians and feminist scholars. In addition, they will listen to oral histories and discuss the role that oral tradition plays in informing, maintaining and transforming diverse groups of Mexicans’ understandings of their history, culture, and cosmovision.
This course is an integral part of the “Social Justice, Gender, and the Environment in Latin America” program. Due to the experiential methodology employed, students will be exposed to diverse contemporary perspectives regarding the history being studied. These perspectives are produced by historical actors with worldviews very different from dominant perspectives in the United States. Hence, students will be encouraged to reflect critically on their own positionality and the cultural perspectives they bring to bear on course materials and content. Throughout the course we will compare and contrast dominant and non-dominant cultural patterns, beliefs, and behaviors in the U.S. and Mexico with the goal of developing intercultural communication skills. This course will be taught together with the Social Work course “International Welfare: The Mexican Context.”
Primary Themes Covered in this Course:
Learning Objectives/Outcomes Learners will:
Required Readings (* = Books to purchase; chapters of the others will be included in a supplementary reading packet that will be distributed in Cuernavaca) *Anderson, Sarah and John Cavanagh with Thea Lee and the Institute for Policy Studies. Field Guide to the Global Economy, revised & updated. NY: The New Press, 2005. *Crouch, Ned. Mexicans and Americans: Cracking the Cultural Code. Yarmouth, ME: Nicholas Brealey Publishing, 2004. * Foster, Lynn V. A Brief History of Mexico. Checkmark Books, 2004. Stephen, Lynn. Zapata Lives!: Histories & Cultural Politics in Southern Mexico. Univ.of California Press, 2002. (excerpts only – you don’t need to buy this) Tuñón Pablos, Julia. Women in Mexico: A Past Unveiled. University of Texas Press, 1999. (excerpts only)
Teaching Methodology CGE instructors use a student-centered methodology. Students are given a course interest survey and/or an ungraded quiz or “pre-test” to assess their prior knowledge, as well as their level of interest in specific course topics. Instructors will try to incorporate the students’ knowledge and interests into the course design to the extent possible. However, since students’ background knowledge, interests, and learning styles vary greatly within every group, it is impossible to satisfy every student. Moreover, part of education is being stretched outside one’s own comfort zone. Nonetheless, students should feel free to talk with the instructor about ways to conduct independent research and/or tailor some of the assignments to their own interests and/or learning styles. In addition, be sure to see the program manual for info regarding grading criteria and the point system. If you have any questions or concerns, please talk with the instructor as soon as possible.
Teaching strategies include lectures by the instructor; small & large group discussions of required readings and experiences; films; spontaneous journaling exercises; use of artwork & music which express course-related themes; field trips; guest lectures; dialogue with a wide range of people expressing diverse viewpoints; participant observation, and interviews. Particular attention is given to story-telling, particularly by members of groups whose voices have been silenced. There will also be formal oral presentations by students; field trips to historical sites in Mexico; and guest lectures by Latin American historians, sociologists anthropologists, and other actors in society who come from diverse socio-economic and ethnic backgrounds. Field trips will likely include encounters with urban workers, peasant-farmers (campesinos), indigenous people, government representatives, political activists; politicians, indigenous people; and people of African descent. In addition, when scheduling guest speakers and other encounters, priority is given to women and to other individuals and groups who have been marginalized and under-represented in academia.
Due to the fact that approximately half of class time is spent listening to guest speakers, students are encouraged to develop their strategic questioning and listening skills. It is very important that students ask informed questions and share their own interests, opinions, and experiences with speakers so that they are not just educational consumers but partners in a common quest to learn more about social change.
During internal class discussion sessions (those not involving guest lectures or excursions), we will try to apply principles of experiential, critical, and feminist pedagogies by encouraging you to reflect upon both cognitive and affective learning and to draw upon your own prior life experiences, as well as new experiences in Mexico.
Social Justice Lab Groups You will be asked to consider your own group of co-learners as a social justice “laboratory,” as many of the same issues that require social change in society at large can be found within the smaller microcosms of learning groups. Therefore, in addition to our regular weekly internal class sessions, “social justice lab groups” facilitated by your T.A. will meet approximately once/week throughout the semester. Active participation in the lab group includes planning & facilitating (or co-facilitating) one hour of a lab group session in coordination with the T.A. You will sign up near the beginning of the semester. At least 48 hours prior to the lab group session, you must submit a short proposal that outlines the topic(s) you plan to address & the specific lab group objectives you will fulfill. You will then meet with your T.A. to discuss the proposal & plans for the session. At the time of the session, you must submit a one-page outline. The T.A. & other you will be asked to complete a short feedback form at the end of the session, & you will be expected to submit your own completed self-assessment form. Be sure to read the separate handout that you will be given.
Course Requirements: (100%)
1. Class Participation (20%): Effective class participation includes not only regular attendance but also active participation in guest lectures, experiential activities, internal class sessions, and discussion group sessions. Students will be expected to demonstrate their comprehension of assigned readings by engaging in informed dialogue w/speakers, asking probing questions, sharing their own thoughts and experiences; and making references to assigned readings to class discussion topics, as appropriate. Please note that class participation is required for a passing grade. Because participation is essential to the learning process, a student who misses class activities for any reason must speak to the instructor, preferably prior to class. After one absence, the students’ participation grade will be affected. Absences due to religious holidays and illness are considered excused absences. However, students still must inform the instructor of such absences in advance and talk to the instructor about how to make up the missed session/s. Students are also responsible for obtaining notes, handouts and information regarding announcements from other students if they arrive late to class or miss a class session. Absences for personal travel or visits from family or friends are not excused absences, and the students’ participation grade will be affected. Your class participation grade includes the following: v Active Participation in Class Sessions Involving Guest Speakers and/or Excursions (5%) This includes engaging in informed dialogue with speakers, asking probing questions related to required readings or other speakers, and sharing your own thoughts and experiences, as appropriate. Although you will not receive a grade on this that is separate from your class participation, you will be expected to keep a log of your notes from all community-based research (ie. guest speakers, excursions, and interviews, etc.) for your own use in writing papers and exam questions and for use in internal class discussions. Be sure to make notes that respond to the following types of questions: What are the speaker’s main points or arguments? What insights have you gained from this talk? What is confusing to you? What do you need clarified? What inspires you and/or angers you? How does it support and/or contradict previous notions you have had and/or articles and books you have read? About what would you like to learn more? What new questions do you have as a result of this talk? v Active Participation in In-House Class Sessions (5%) You will be expected to demonstrate your comprehension of assigned readings by participating in class discussions, debates, role plays, in-class writing exercises, and/or completing other assignments in class that will not receive a specific grade but are considered part of class participation. Failure to come prepared to class by completing required readings in advance will seriously affect your class participation grade. v Active Participation in Lab Group (5%) See the separate handout for details. v Facilitation of a 1-Hour Session of Lab Group (5%) See the separate handout for details.
2. Interdisciplinary Blog and Photo-Essay (5%) You will be expected to create and submit two blog entries. The purpose of this blog, which will be linked to the Center for Global Education (CGE’s) website at www.augsburg.edu/global/, is to develop a weekly photo essay and public journal reflecting what you are learning throughout the semester from multiple lenses and voices so that you can share some of what you learning with family and friends back home. This is one of many ways in which you can fulfill the frequent request of guest speakers to take action and educate others about what you are learning here. See separate handout for detailed
3 Reading Exercises or Short Written Assignments (15%): Students will be given several assignments in which they will be expected to present a 1-2 page written response to some of the required readings.
4. Reflection and Analysis Paper (15%) Students will write a short reflection and analysis paper (approximately 1250-1500 words in length, or 5-6 typed pages or 7-8 handwritten pages). In the essay, they will be expected to make connections between speakers and experiences in Mexico and specific reading assignments. Students will receive more detailed assignment instructions or guidelines for this paper. The papers must include proper citations, such as footnotes or endnotes.
5. Independent Research Project or Historical Novel Project (15%). Students may choose to read a historical novel set in Mexico and present an analysis of the ways in which it addresses (or fails to address) key issues in the historical period being addressed OR conduct research on an important issue, movement, or event in contemporary Mexican history and culture. Students will receive more detailed assignment instructions in advance.
6. Take Home Essay Exam (15 %) Students will complete an essay exam related to the course themes and objectives for the second part of the semester, drawing upon required readings, as well as guest speakers and excursions. The exam questions will be distributed one week prior to the deadline.
7. Interdisciplinary Project and Oral Presentation (15%): Students will design and complete a creative project, accompanied by a 10-15 minute oral presentation, synthesizing what they have learned about the concept of historical agency, focusing on the role of individuals and groups in shaping history and relating it to what they have learned throughout the semester. The purpose of the final project is to help prepare students for their return to the United States and encourage them to think about how they themselves–as historical agents–can apply what they learned during the semester. The project does not require any additional research but rather a review of all required readings and notes from class and guest speakers or excursions throughout the semester. Projects may include student-run forums, art or photo exhibits, slide and dramatic presentations and other forms of creative expression but must be approved in advance by the course instructors.
Late AssignmentsIn the case of illness, you may request an extension of the deadline for a particular assignment. Requests for extensions, however, must be made to the course instructor(s) BEFORE the assignment is due and you must propose a new deadline. Submitting assignments after the deadline (or after the re-negotiated deadline in cases of illness) will affect your grade.
Rewriting Assignments You may revise papers or take-home essay exams, as long as you resubmit them within one week of the date they were returned to you.
Selected Bibliography on Latin American History Ben, III Vinson. Bearing Arms for His Majesty: The Free-Colored Militia in Colonial México. Stanford University Press, 2001. Benjamin, Medea, translator and editor. Don’t Be Afraid, Gringo: A Honduran Woman Speaks from the Heart; The Story of Elvia Alvarado. Harper and Row, 1987. Boff, Leonardo and Virgil Elizondo. 1492-1992: The Voice of the Victims. SCM Press, 1990. Bonfil Batalla, Guillermo. México Profundo: Reclaiming a Civilization. University of Texas Press, 1996. Bollinger, William, Donald Bray, Marjorie Bray, Frances B. Chilcote, et al., eds. Women in Latin America: An Anthology from Latin American Perspectives. Latin American Perspectives, 1979. Booth, John A. and Thomas Walker. Understanding Central America, 3rd edition. Westview Press, 2000. Brenner, Anita, George R. Leighton, et. al. The Wind that Swept Mexico: The History of the Mexican Revolution 1910-1942. University of Texas Press, 1985. Blum, William. Killing Hope: U.S. Military and CIA Interventions Since World War II. Common Courage Press, 1995. Bronstein, Audrey. The Triple Struggle: Latin American Peasant Women. South End Press, 1982. Burgos-Debray, Elisabeth, ed. I, Rigoberta Menchu: An Indian Woman in Guatemala. Verso, 1984. Burns, E. Bradford. Latin America: Conflict and Creation: A Historical Reader. Prentice Hall, 1993. __________. Latin America: A Concise Interpretive History, 7th Edition. Prentice Hall, 2002. Castillo, Ana. Massacre of the Dreamers. Plumsock Mesoamerican Studies, 1995. Carrasco, David. Religions of Mesoamerica: Cosmovision and Ceremonial Centers. Harper SanFrancisco, 1998. Chant, Sylvia and Nikki Craske. Gender in Latin America. Latin America Bureau, 2002. Clendinnen, Ingrid. Ambivalent Conquests: Maya and Spaniard in Yucatan, 1517-1570. Cambridge University Press, 1993. Collinson, Helen, ed. Women in the Nicaraguan Revolution. Zed Books, 1994. Condon, John C. Good Neighbors: Communicating with the Mexicans, 2nd Edition. Intercultural Press, Inc., 1997. Cosío Villegas, Daniel, Ignacio Bernal, et al. Compact History of Mexico, 3rd edition. Colegio de México, 2000. Crosby, Alfred. The Columbian Exchange: Biological and Cultural Consequences of 1492. Greenwood Press, 1972. Davies, Miranda. Third World, Second Sex. Zed Books, Ltd., 1983. __________. Third World, Second Sex, Volume 2. Zed Books, Ltd., 1987. Deere, Carmen Diana and Magdalena Leon. Empowering Women: Land and Property Rights in Latin America. University of Pittsburgh Press, 2001. Díaz de Castillo, Bernal. The Discovery and Conquest of Mexico 1517-1521. Da Capo Press, 1996. Duran-Cogan, Mercedes F. and Antonio Gomez-Moriana, editors. Nacional Identities and Socio-Political Changes in Latin America. Garland Publishing, 2001. Christensen, Thomas and Carol Christensen, ed. The Discovery of America and Other Myths; A New World Reader. San Francisco: Chronicle Books, 1992. De Fuentes, Patricia, ed. and trans. The Conquistadores: First Person Accounts of the Conquest of Mexico. University of Oklahomah Press, 1993. Dominguez, Jorge I. Social Movements in Latin America: The Experience of Peasants, Workers, Women, the Urban Poor, and the Middle Sectors. Garland Publishers, 1994. Dore, Elizabeth, editor. Gender Politics in Latin America. Monthly Review Press New York 1997. Eckstein, Susan and Timothy P. Wickham-Crowley, eds. Struggles for Social Rights in Latin America: Race, Gender, Labor and Subsistence. Routledge, 2002. Finkelstein, Norman H. The Other 1492: Jewish Settlement in the New World. Beech Tree Books, 1989. Foster, Lynn V. A Brief History of Mexico. Facts on File, 1997. Fowler-Salamini, Heather and Mary Kay Vaughan, editors. Women in the Mexican Countryside, 1850-1990. University of Arizona Press, 1994. Galeano, Eduardo. Open Veins of Latin America: Five Centuries of the Pillage of a Continent. Monthly Review Press, 1973. Golden, Renny, et al. Dangerous Memories: Invasion and Resistance Since 1492. Chicago Religious Task Force on Central America, 1991. Gonzalez, Victoria and K. Kampwirth, editors. Radical Women in Latin America: Left and Right. Pennsylvania State University, 2001. Gorkin, Michael, Marta Pineda, and Gloria Leal. From Grandmother to Granddaughter; Salvadoran Women’s Stories. University of California Press, 2000. Grandin, Greg. The Blood of Guatemala: A History of Race and Nation. Duke U. Press, 2000. Guillermpoprieto, Alma. The Heart that Bleeds: Latin America Now. Vintage Books, 1994. Gutmann, Matthew C. The Meanings of Macho: Being a Man in Mexico City. U. of California Press, 1996. Handy, Jim. The Gift of the Devil: A History of Guatemala. South End Press, 1984. Harbury, Jennifer. A Bridge of Courage; Life Stories of the Guatemalan Compañeros and Compañeras. Common Courage Press, 1994. Herrera-Sobek, Maria. The Mexican Corrido: A Feminist Analysis. Indiana University Press, 1990. Hooks, Margaret. Guatemalan Women Speak. EPICA, 1993. Jaquette, Jane S., ed. The Women´s Movement in Latin America; Participation and Democracy. Westview Press, 1994. Jelin, Elizabeth, ed. Women and Social Change in Latin America. Zed Books, Ltd., 1990. Jonas, Susanne. The Battle for Guatemala: Rebels, Death Squads and US Power. Westview Press. 1991 Joseph, G.M. and Timothy J. Henderson, eds. The Mexico Reader: History, Culture, Politics. Duke University Press, 2002. Joseph, G.M., Catherine C. Legrand, and Ricardo D. Salvatore, editors. Close Encounters of Empire: Writing the Cultural History of U.S.-Latin American Relations. Duke University Press, 1999. Joyce, Rosemary A. Gender and Power in Prehispanic Mesoamerica. University of Texas Press, 2000. Kampwirth, Karen. Women, Guerrilla Movements: Nicaragua, El Salvador, Chiapas, Cuba. Pennsylvania State University Press, 2002. Katzenberger, Elaine. First World, Ha Ha Ha! The Zapatista Challenge. City Lights, 1995. Klein, Herbert S. African Slavery in Latin America and the Caribbean. Oxford U. Press, 1986. Krauze, Enrique. Mexico: Biography of Power: A History of Moder n Mexico 1810-1996. HarperPerrenial, 1997. Lancaster, Roger N. Life is Hard: Machismo, Danger, and the Intimacy of Power in Nicaragua. University of California Press, 1992. Leon-Portilla, Miguel, ed. The Broken Spears: The Aztec Account of the Conquest of Mexico. Beacon Press, 1962/1990. Leon-Portilla, Miguel. Endangered Cultures. Southern Methodist University Press, 1990. Lernoux, Penny. Cry of the People: The Struggle for Human Rights in Latin America –The Catholic Church in Conflict with U.S. Policy. Penguin Books, 1991. Levine, Sarah in collaboration with Clara Sunderland Correa. Dolor y Alegria: Women and Social Change in Urban Mexico. Indiana U. Press, 1990. Lomnitz-Adler, Claudio. Exits from the Labyrinth: Culture and Ideology in the Mexican National Space. University of California Press, 1992. Lorey, David E. The U.S.-Mexican Border in the Twentieth Century. Scholarly Resources, 1999. Luciak, Ilja A. After the Revolution: Gender and Democracy in El Salvador, Nicaragua, and Guatemala. The John Hopkins University Press, 2001. Macias, Anna. Against All Odds: The Feminist Movement in Mexico to 1940. Greenwood Press, 1982. MacLachlan, Colin M. and William H. Beezley. El Gran Pueblo: A History of Greater Mexico. Simon and Schuster, 1999. Meyer, Michael C., William L. Sherman, and Susan M. Deeds. The Course of Mexican History, 6th Edition. Oxford University Press, 1999. Miller, Francesca. Latin American Women and the Search for Social Justice. University Press of New England, 1991. Mirande, Alfredo. Hombres y machos: Masculinity and Latino Culture. Westview Press, 1997. Meyer, Michael C. and William H. Beezley, eds. The Oxford History of Mexico. Oxford University Press, 2000. Miller, Francesca. Latin American Women and the Search for Social Justice. University Press of New England, 1991. Montgomery, Tommie Sue. Revolution in El Salvador: From Civil Strife to Civil Peace, 2nd edition. Westview Press, 1994. Murray, Kevin. Inside El Salvador: The Essential Guide to Its Politics, Economy, Society and Environment. Resource Center Press, 1995. Nash, June C. Mayan Visions: The Quest for Autonomy in an Age of Globalization. Routledge, 2001. Nash, June and Helen Safa and contributors. Women and Change in Latin America. Bergin and Garvey Publishers, Inc., 1985. Nelson, Diane M. A Finger in the Wound: Body Politics in Quincentennial Guatemala. University of California Press, 1999. Nueva Esperanza Support Group. Like Gold in the Fire: Voices of Hope from El Salvador: War, Exile, and Return 1974-1999. Russell Press, 1999. O’Kane, Trish. Guatemala: A Guide to the People, Politics and Culture. Latin America Bureau, 1999. Ortiz, Teresa. Never Again a World Without Us: Voices of Mayan Women in Chiapas, Mexico. EPICA, 2001. Paley, Grace. A Dream Compells Us: Voices of Salvadoran Women. South End Press, 1989. Partnoy, Alicia. The Little School: Tales of Disappearance and Survival in Argentina. Cleis Press, 1986. Paz, Octavio. The Labyrinth of Solitude. Grove Press, 1985. Perera, Victor. Unfinished Conquest: The Guatemalan Tragedy. University of California Press, 1993. Pescatello, Ann, ed. Female and Male in Latin America: Essays. University of Pittsburgh Press, 1973. Purcell, Susan Kaufman and David Rothkopf, eds. Cuba: The Contours of Change. Lynne Reinner Publishers, 2000. Radcliffe, Sarah A. and Sallie Westwood, eds. Viva: Women and Popular Protest in Latin America. Routledge, 1993. Randall, Laura, ed. Changing Structure of Mexico: Political, Social and Economic Prospects. M.E. Sharpe, 1996. Randall, Margaret. Sandino’s Daughters Revisited: Feminism in Nicaragua. __________. Women in Cuba. Smyrna Press, 1981. __________. Women Brave in the Face of Danger: Photographs and Writings by Latin and North American Women. The Crossing Press, 1985. Recovery of Historical Memory Project (REMHI), Archdiocese of Guatemala. Guatemala Never Again! Orbis Books, 1999. Rodríguez O., Jaime E. and Kathryn Vincent. Common Border, Uncommon Paths: Race, Culture, and National Identity in U.S.-Mexican Relations. Scholarly Resources, Inc., 1997. Rodriguez, Richard. Brown: The Last Discovery of America. Viking, 2002. Rodriguez, Victoria E., ed. Women’s Participation in Mexican Political Life. Westview Press, 1998. Russell, James W. After the Fifth Sun: Class and Race in North America. Prentice Hall, 1994. Sacca, Elizabeth J. and Enid Zimmerman, editors. Herstories, Ourstories, Future Stories. Canadian Society for Education, 1997 Salas, Elizabeth. Soldaderas in the Mexican Military: Myth and History. University of Texas Press, 1990. Saywell, Shelley. Women in War: From World War II to El Salvador. Penguin Books, 1985. Schlessinger, Stephen and Stephen Kinzer. Bitter Fruit: The Story of the American Coup in Guatemala. Harvard University Press, 1999. Scott, James M. Deciding to Intervene: The Reagan Doctrine and American Foreign Policy. Duke U. Press, 1996. Sedillo Lopez, Antoinette. Latina Issues: Fragments of Historia (Ella) (Herstory). Garland Publishing, June 1999. Sieder, Rachel, ed. Multiculturalism in Latin America: Indigenous Rights, Diversity and Democracy. Institute of Latin American Studies, 2002. Sklein, Herbert. African Slavery in Latin America and the Caribbean. Oxford Press, 1986. Socolow, Susan Migden. The Women of Colonial Latin America. Cambridge U. Press, 2000. Soto, Shirlene. Emergence of the Modern Mexican Woman: Her Participation in the Revolution and Struggle for Equality, 1910-1940. Arden Press, Inc., 1990. Steele, David and Marshall Potter. History, Herstory, Ourstory. Hiram Dickens Press, 1985. Stephen, Lynn. Women and Social Movements in Latin America: Power from Below. University of Texas Press, 1997. Stephen, Lynn. Zapata Lives!: Histories and Cultural Politics in Southern Mexico. University of California Press, 2002. Stern, Steve J. The Secret History of Gender: Women, Men and Power in Late Colonial Mexico. The University of North Carolina Press, 1995. Thomas, Hugh. Montezuma, Cortés, and the Fall of Old Mexico. Touchstone, 1993. Thomson, Marilyn. Women of El Salvador: The Price of Freedom. Institute for the Study of Human Issues, 1986. Todorov, Tzvetan, Richard Howard (translator), and Anthony Pagden. The Conquest of America: The Question of the Other. U. of Oklahoma Press, 1999. Tula, María Teresa and Lynn Stephen. Hear My Testimony: María Teresa Tula, Human Rights Activist of El Salvador. South End Press, 1994. Tuñón Pablos, Julia. Women in Mexico: A Past Unveiled. University of Texas Press, 1999. Van Sertima, Ivan. They Came Before Columbus. Random House, 1976. Villegas, Daniel Cosío, Ignacio Bernal, et al. Compact History of Mexico. Fondo de Cultura Económica, 3rd edition, 2000. Vodovnik, Ziga, ed. Ya Basta! 10 Years of the Zapatista Uprising: Writings by Subcomandante Insurgente Marcos. EPICA, 2004. Wade, Peter. Race and Ethnicity in Latin America. Pluto Press, 1997. Waller, Marguerite and Sylvia Marcos. Dialogue and Difference: Feminisms Challenge Globalization. Palgrave Macmillan, 2005. Warren, Kay B. Indigenous Movements and Their Critics: Pan-Maya Activism in Guatemala. Princeton U. Press, 1998. Wieringa, Saskia, ed. Subversive Women: Historical Experiences of Gender and Resistance. Zed Books, 1995. Wilkinson, Daniel. Silence on the Mountain: Stories of Terror, Betrayal, and Forgetting in Guatemala. Houghton Mifflin Company, 2002. Wise, Timothy A., Hilda Salazar, and Laura Carlsen. Confronting Globalization: Economic Integration and Popular Resistance in Mexico. Kumarian Press, Inc., 2003. Womack, John. Rebellion in Chiapas; A Historical Reader.The New Press, 1999. Yeager, Gertrude M., ed. Confronting Change, Challenging Tradition: Women in Latin American History. Scholarly Resources, 1994. Schlessinger, Stephen and Stephen Kinzer. Bitter Fruit: The Story of the American Coup in Guatemala. Harvard University Press, 1999. Scott, James M. Deciding to Intervene: The Reagan Doctrine and American Foreign Policy. Duke University Press, 1996. Sedillo Lopez, Antoinette. Latina Issues: Fragments of Historia (Ella) (Herstory). Garland Publishing, June 1999. Sieder, Rachel, ed. Multiculturalism in Latin America: Indigenous Rights, Diversity and Democracy. Institute of Latin American Studies, 2002. Sklein, Herbert. African Slavery in Latin America and the Caribbean. Oxford Press, 1986. Socolow, Susan Migden. The Women of Colonial Latin America. Cambridge University Press, 2000. Soto, Shirlene. Emergence of the Modern Mexican Woman: Her Participation in the Revolution and Struggle for Equality, 1910-1940. Arden Press, Inc., 1990. Steele, David and Marshall Potter. History, Herstory, Ourstory. Hiram Dickens Press, 1985. Stephen, Lynn. Women and Social Movements in Latin America: Power from Below. University of Texas Press, 1997. __________. Zapata Lives!: Histories and Cultural Politics in Southern Mexico. University of California Press, 2002. Stern, Steve J. The Secret History of Gender: Women, Men and Power in Late Colonial Mexico. The University of North Carolina Press, 1995. Thomas, Hugh. Montezuma, Cortés, and the Fall of Old Mexico. Touchstone, 1993. Thomson, Marilyn. Women of El Salvador: The Price of Freedom. Institute for the Study of Human Issues, 1986. Todorov, Tzvetan, Richard Howard (translator), and Anthony Pagden. The Conquest of America: The Question of the Other. University of Oklahoma Press, 1999. Tula, María Teresa and Lynn Stephen. Hear My Testimony: María Teresa Tula, Human Rights Activist of El Salvador. South End Press, 1994. Tuñón Pablos, Julia. Women in Mexico: A Past Unveiled. University of Texas Press, 1999. Van Sertima, Ivan. They Came Before Columbus. Random House, 1976. Villegas, Daniel Cosío, Ignacio Bernal, et al. Compact History of Mexico. Fondo de Cultura Económica, 3rd edition, 2000. Vodovnik, Ziga, ed. Ya Basta! 10 Years of the Zapatista Uprising: Writings by Subcomandante Insurgente Marcos. EPICA, 2004. Wade, Peter. Race and Ethnicity in Latin America. Pluto Press, 1997. Warren, Kay B. Indigenous Movements and Their Critics: Pan-Maya Activism in Guatemala. Princeton University Press, 1998. Wieringa, Saskia, ed. Subversive Women: Historical Experiences of Gender and Resistance. Zed Books, 1995. Wilkinson, Daniel. Silence on the Mountain: Stories of Terror, Betrayal, and Forgetting in Guatemala. Houghton Mifflin Company, 2002. Wise, Timothy A., Hilda Salazar, and Laura Carlsen. Confronting Globalization: Economic Integration and Popular Resistance in Mexico. Kumarian Press, Inc., 2003. Womack, John. Rebellion in Chiapas; A Historical Reader. The New Press, 1999. Yeager, Gertrude M., ed. Confronting Change, Challenging Tradition: Women in Latin American History. Scholarly Resources, 1994.
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