Faith and Conflict
Catholicism and social change in Latin America
SC 342
Mon 12 to 2:30 pm.
Gustavo Morello
Sociology Department
Fall 2012
Course description
Liberalism was a major political influence in most of the new Latin American republics during
Nineteenth Century. The Catholic Church, close to colonial regimes, supported Conservative ideas.
During most part of the last century, the church stood itself against modernity and fought against
progressive and liberal positions.
However, during the Sixties, a very important renewal in theology took place in the church. This
renewal had political consequences in Latin America, where wide portions of the faithful and clergy
supported progressive theology. Because of that, when dictatorships were established during the
Seventies, Catholics reacted by opposing them.
The seminar will study the progressive theological ideas and their impact in Latin America. We will
work on national cases, current social changes, and how religion is involved in them. Finally, we will
frame this discussion in the debate about secularization and modernity in the continent.
Goals
At the conclusion of the course, students will be able to: (a) explain the origins, context and basic
beliefs of progressive Latin American Catholicism, (b) develop their own critical assessment of
Christian thought and action in politics, (c) engage in a clear, concise and analytically sharp reading,
writing and speaking.
Course Requirements
This is a seminar, so the first requirement is active participation based on a careful reading and
analysis of the text. Class attendance is imperative to your performance in this course.
You must come prepared with a two page paper on the day’s readings, every class (two pages, oneinch margin on all four sides, 12 point font, doubled-spaced, no cover page, last name and given name
in each page, stapled). The paper should be given to me before the class starts, so it will also count as
your attendance. You will not give them to me in late or in absentia from the class.
The writing should include a summary of the reading, and your notes, comments, questions, and
critiques of it. I will count your 10 best writings out of the 12 possible ones toward your course grade.
All students are expected to read, be ready to speak, and take an active role in the classes. You
must be respectful of other’s viewpoints and values when discussing ideas in class.
I will start each class with a small presentation. Then, one designated student will start the discussion
topic based on the reading. Each student must prepare and make a presentation for one of the
dates. This means 1) Lead class discussion and present the paper: You can use handouts, powerpoint
slides, and the like; 2) present additional information on the week’s topic, from media, other readings,
etc., 3) prepare 3 discussion questions, and lead the class in discussing them.
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It is also required that each student writes a paper, covering all the material from readings and
lectures from the beginning to the end of the course. It is due to Monday, Dec 15th 2012, in my
mailbox. (6 to 8 pages, no cover page, family and given name on all pages, stapled, one-inch margin in
all four sides, 12 point font, doubled-spaced).
The paper will be written through the ‘Writing Fellows’ program. The BC Writing Fellows
Program is a writing initiative on campus. As part of this final paper assignment, you will be
working with Writing Fellows from the English department (the Fellows will not take part in the
grading process). This is an exciting opportunity as students rarely have the chance to really
work on their writing as part of their coursework. Since writing is so critical to anything that you
might pursue, this class will place a great deal of emphasis on it. Thus, the paper is broken down
into three sets of tasks, each of which will be reviewed by a Writing Fellow. Meetings with the
Writing Fellows are required.
Course Assessment
10 weekly writings 40%
Leading discussion 15%
Class participation 15%
Final Paper
30%
Academic Honesty
BC academic honesty standards are outlined at [http://www.bc.edu/schools/cas/polisci/integrity.html].
In case of either cheating or plagiarism, I am required to contact your academic dean.
Course Grading
A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D+ 67-69%
D 63-66%
D- 60-62%
F below 60%
Blackboard Vista
https://cms.bc.edu/webct/urw/tp0.lc5116011/cobaltMainFrame.dowebct
Books
Klaiber, J (1998) The Church, Dictatorships, and Democracy in Latin America, Orbis, New York.
Hagopian, F (Ed.) (2009) Religious Pluralism, Democracy, and the Catholic Church in Latin America:
Social Change. Religion, and Politics in the Twenty-first Century, University of Notre Dame Press,
Notre Dame
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Week Readings
Class
Discussion Leaders
1
Schwaller, J (2011) The History of the
Introductions
Catholic Church in Latin America. From
Conquest to Revolution and Beyond, New
York University Press, New York. P.
213-265 (62).
2
3
4
5
6
Klaiber, p.3-9 (16)
Levine, D (1992) Popular voices in Latin Liberation
American Catholics, Princeton University Theology
Press, Princeton, New Jersey, p. 31-53
(22)
Tombs, D (2002) Latin American
Liberation Theology, Brill Academic
Publishers, Boston, p. 67-86 (19)
Levine, D (1992) Popular voices in Latin Ideas,
American Catholics, Princeton University peoples,
Press, Princeton, New Jersey, p. 213-271 structures
(58)
Hughes, J (2009) ‘The Catholic Church
and Social Revolutionaries’ in Penyak, L
and Petry, W (Eds.) Religion and Society
in Latin America. Interpretaitve Essays
from Conquest to Present, Orbis Books,
Maryknoll, New York, p. 243-267 (24)
Klaiber, p. 20-91 (71)
Klaiber, p. 92-167 (75)
Klaiber, p. 168-215 (47)
Levine, D (1992)………………
…………………………………
…………………………………
Tombs, D (2002)………………
…………………………………
…………………………………
Levine, D (1992)………………
…………………………………
…………………………………
Huges, J (2009)………………
…………………………………
…………………………………
Brazil,
Chile,
Argentina
Brazil, Chile………………
…………………………………
…………………………………
Argentina
…………………………………
…………………………………
Paraguay,
Paraguay, Uruguay………………
Uruguay,
…………………………………
Bolivia, Peru …………………………………
El Salvador,
Nicaragua
Bolivia, Peru ………………
…………………………………
…………………………………
El Salvador………………
…………………………………
…………………………………
Nicaragua………………
…………………………………
…………………………………
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7
Klaiber, p. 216-262 (46)
Guatemala,
Mexico
Guatemala………………
…………………………………
…………………………………
Mexico………………
…………………………………
…………………………………
8
Hagopian (Hagopian) p. 1-64 (63)
The new
landscape
Hagopian………………
…………………………………
…………………………………
9
Gomez, I (2001) ‘Rebuilding Community
in the Wake of War. Churches and Civil
Society in Morazan’ in Peterson, A;
Vasquez, M and Williams, P (Eds.)
Christianity, Social Change, and
Globalization in the Americas, Rutgers
Univerity Press, New Brunswick, New
Jersey, p.123-144 (21)
Post war and
violence
Gomez ………………
…………………………………
…………………………………
10
11
Gomez, I and Vazquez, M (2001) ‘Youth
Gangs and Religion among Salvadorans
in Washington and El Salvador’ in
Peterson, A; Vasquez, M and Williams, P
(Eds.) Christianity, Social Change, and
Globalization in the Americas, Rutgers
University Press, New Brunswick, New
Jersey, p.165-187 (22)
Brysk, A (2004) ‘From civil Society to
Indigenous
collective Action. The politics of religion people
in Ecuador’ in Cleary, E and Steigenga, T
(eds.) Resurgent voices in Latin America.
Indigenous peoples, political
mobilization, and religious change,
Rutger University Press, New Brunswick,
New Jersey, p. 25-42 (17)
Gomez and Vazquez………………
…………………………………
…………………………………
Cleary, E (2004) ‘New Voice in Religion
and Politics in Bolivia and Peru’ in
Cleary, E and Steigenga, T (eds.)
Resurgent voices in Latin America.
Indigenous peoples, political
mobilization, and religious change,
Rutger University Press, New Brunswick,
New Jersey, p. 43-64 (21)
Hagopian (Rodriguez) p. 185-224 (39)
Peasants
Cleary………………
…………………………………
…………………………………
Brysk………………
…………………………………
…………………………………
Rodriguez………………
…………………………………
…………………………………
4
12
Tombs, D (2002) Latin American
Liberation Theology, Brill Academic
Publishers, Boston, p. 256-270 (14)
Berryman, Religion in the Megacity.
Catholic and Protestan Portarits from
Latin America, Orbis Books, Maryknoll,
New York, p. 88-101 (13)
Gender
issues
Loaeza………………
…………………………………
…………………………………
Hagopian, (Loaeza), p. 96-130 (34)
Htun………………
…………………………………
…………………………………
Hagopian, (Htun), p. 335-364 (29)
13
Hagopian (Parker) p. 131-181 (50)
Freedom of
conscious
Hagopian (Blancarte) p. 225-256 (31)
14
Hagopian (Levine) p. 405-428. (23)
Hagopian (Romero) p. 365-401 (36)
Tombs………………
…………………………………
…………………………………
Plural
Societies,
pluralism in
the Church
Parker………………
…………………………………
………………………………
Blancarte………………
…………………………………
…………………………………
Levine………………
…………………………………
…………………………………
Romero………………
…………………………………
…………………………………
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