Faith and Conflict
Catholicism and social change in Latin America
SC 342
Mon 3 to 5:30 pm.
Gustavo Morello
Sociology Department
Fall 2013
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
1) 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.
2) You must come prepared with a two-page paper on the day’s readings, every class (two pages,
one-inch 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 8 best writings out of the 10 possible ones toward your course grade.
3) 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.
4) I will start each class with a small presentation. Then, in designated days, a students’ group will give
a presentation of the topic based on the reading. Each student must prepare and make a
1
presentation for one of the dates. Each group should gather with me beforehand. The group will have
to:
a) Lead class discussion and present the paper: You can use handouts, videos and photos, and
the like but no PowerPoint slides;
b) Present additional information on the week’s topic, from media, other readings, etc., (What’s
going on today?
c) Prepare 3 discussion-questions, and lead the class in discussing them. Questions should not
be of the type of: If it wouldn’t happen, what would be the results?
It is also required that each student writes a paper, see separate document for details. 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.
Complete final paper is due to Wed, Dec 11th 2013, at Noon, in my Office.
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.
Course Assessment
8 weekly writings
Students’ Presentation
Class participation
Final Paper
40% (5% each)
15% (5% presentation, 5% additional information, 5% quality of questions)
15% (5% assistance, 10% informal participation)
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%
2
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
Articles
Brysk, A (2004) ‘From civil Society to collective Action. The politics of religion 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.
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.123144.
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.
Gorski, P. S., & Altinordu, A. (2008). After Secularization? Annual Review of Sociology , 34, 55-85.
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.
Schwaller, J (2011) The History of the Catholic Church in Latin America. From Conquest to
Revolution and Beyond, New York University Press, New York. P. 213-265.
Tombs, D (2002) Latin American Liberation Theology, Brill Academic Publishers, Boston, p. 67-86.
Date and Readings
Due
Assignme
nts
Sep 9
Schwaller, J (2011) The History of the Catholic
Church in Latin America. From Conquest to
Revolution and Beyond, New York University
Press, New York. P. 213-265 (62).
Class
Professor’s exposition and leading
debate.
Tombs, D (2002) Latin American Liberation
Theology, Brill Academic Publishers, Boston, p.
67-86 (19).
3
Sep 16
1st SW
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).
Professor’s exposition and leading
debate.
Writing Fellows Program presentation
Sep 23
Klaiber, p. 66-91. Argentina
Klaiber, Mexico 239-262 and Guatemala 216238
2nd SW
Research @ Library presentation
Sep 30
Student’s presentation
…………………………………
…………………………………
…………………………………
…………………………………
Klaiber, Chile 42-65 and Peru 141-167
Movie and debate on the readings.
State of Fear.
Oct 7
Klaiber, El Salvador 168-192
Movie and debate on the readings.
The last Journey of Romero.
4th SW
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)
Discussion on the readings you’ve done on
Migration.
3rd SW
Oct 21
1st
DRAFT
@NOON
Oct 28
Secularization Paradigm
5 SW
Gorsky and Altmordu
Hagopian (Hagopian) p. 1-64 (63)
Nov 4
Peasants and Indigenous peoples
th
th
6 SW
Students’ account on their literary
review about Migration: at least 2
journal articles or a book on the topic
each student.
Professor’s exposition and leading
debate.
Student’s presentation
………………………............
………………………………
………………………………
Movie and debate on the readings
Brysk, A (2004) ‘From civil Society to collective They killed sister Dorothy.
Action. The politics of religion in Ecuador’ in
Cleary, E and Steigenga, T (eds.) Resurgent
voices in Latin America. Indigenous peoples,
4
political mobilization, and religious change,
Rutger University Press, New Brunswick, New
Jersey, p. 25-42 (17)
Rodriguez, In Hagopian’s book p. 185-224 (39)
Nov 11
Gender issues
Loaeza, Hagopian’s, p. 96-130 (34)
th
7 SW
Htun, Hagopian’s, p. 335-364 (29)
Nov 18
Discussion on Migration
2nd
DRAFT
@NOON
The fieldwork you’ve done, the work
presentation
Student’s presentation
………………
…………………………………
…………………………………
………………
…………………………………
…………………………………
Student’s account on their fieldwork:
when and where did you do your
observant participation/ ethnographic
interview/ story of life/ survey/ etc.
Describe your main findings.
Nov 25
Urban violence
8th SW
Gomez, I and Vazquez, M (2001) ‘Youth Gangs Elefante Blanco.
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)
Pluralization and civil society
Student’s presentation
………………
Levine, in Hagopian’s p. 405-428. (23)
…………………………………
…………………………………
Romero, in Hagopian’s p. 365-401 (36)
………………
…………………………………
…………………………………
Freedom of conscience
Student’s presentation
………………
Parker, in Hagopian’s p. 131-181 (50)
…………………………………
Blancarte, in Hagopian’s p. 225-256 (31)
………………………………
………………
In my Office. Hard copy.
Dic 2
9th SW
Dic 9
10th SW
Dec 11th
2013, at
Noon
Final
Paper
Movie and debate on the readings.
5