Faith and Conflict. Catholicism and social change in Latin America (F&C)
SOCY334201
Gustavo Morello
Fall 2014
M
3 to 5:30 pm.
McGuinn 415
Office hours: On Friday’s afternoon, McGuinn 422. You must schedule an appointment
(morellog@bc.edu)
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.
1
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
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 Fri, Dec 12th 2014, 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.
If you are a student with a documented disability seeking reasonable accommodations in this course,
please contact Kathy Duggan, (617) 552-8093, dugganka@bc.edu, at the Connors Family Learning
Center regarding learning disabilities and ADHD, or Paulette Durrett, (617) 552-3470,
paulette.durrett@bc.edu, in the Disability Services Office regarding all other types of disabilities,
including temporary disabilities. Advance notice and appropriate documentation are required for
accommodations.
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%
2
C- 70-72%
D+ 67-69%
D 63-66%
D- 60-62%
F below 60%
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.
Levitt, P (2007) ‘Redefining the boundaries of belonging: the transnationalization of religious life’ in
Nancy Ammerman (ed.) Everyday Religion. Observing Modern Religious Lives, p.103-120.
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
Class
3
Due
Assignme
nts
Sep 8
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).
Sep 15
1st SW
Tombs, D (2002) Latin American Liberation
Theology, Brill Academic Publishers, Boston, p.
67-86 (19).
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.
Professor’s exposition and leading
debate.
Writing Fellows Program presentation
Sep 22
2nd SW
Klaiber, p. 66-91. Argentina
Klaiber, Chile 42-65 and Peru 141-167
Movie and debate on the readings.
State of Fear.
Research @ Library presentation
BC Library guide
http://libguides.bc.edu
Sep 29
3rd SW
Klaiber, Mexico 239-262 and Guatemala 216238
Oct 6
Klaiber, El Salvador 168-192
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.
Oct 20
1st
DRAFT
@NOON
Levitt, P (2007)
Student’s presentation
…………………………………
…………………………………
…………………………………
…………………………………
Movie and debate on the readings.
The last Journey of Romero.
Students’ account on their literary
review about Migration: at least 2
journal articles or a book on the topic
each student.
All read Levitt’s one
4
Oct 27
Secularization Paradigm
5 SW
Gorsky and Altmordu
Hagopian (Hagopian) p. 1-64 (63)
Nov 3
Peasants and Indigenous peoples
th
6th SW
Professor’s exposition and leading
debate.
Student’s presentation
………………………............
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 (17)
Rodriguez, In Hagopian’s book p. 185-224 (39)
Nov 10
th
Gender issues
Loaeza, Hagopian’s, p. 96-130 (34)
7 SW
Htun, Hagopian’s, p. 335-364 (29)
Nov 17
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 24
Pluralization and civil society
8th SW
Levine, in Hagopian’s p. 405-428. (23)
Romero, in Hagopian’s p. 365-401 (36)
Dic 1
9th SW
Dic 8
Student’s presentation
………………
…………………………………
…………………………………
………………
…………………………………
…………………………………
Urban violence
Movie and debate on the readings.
Gomez, I and Vazquez, M (2001) ‘Youth Gangs
and Religion among Salvadorans in Washington Elefante Blanco.
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)
Freedom of conscience
Student’s presentation
5
10th SW
Parker, in Hagopian’s p. 131-181 (50)
Blancarte, in Hagopian’s p. 225-256 (31)
Dec 12th
2014, at
Noon
Final
Paper
In my Office. Hard copy.
………………
…………………………………
………………………………
………………
Short Writings (SW)
In each paper, about each reading you are going to answer:
1. What is the main idea of the author in the chapter? 2. How does the author support the idea? What are her/his reasons? 3. What do you think about what you read? Why? Final paper: Migration
What’s the role of religion in Migration?
• How did religion work when the migrant make the decision of leaving? • What role did it play in the travel? • And what was the place for religion in the welcoming process? • How has religious ideas changed after migration? • Did migration change the religious practice/beliefs/feelings? The research process for the work will have two parts:
• Bibliographical research/newspapers • Field work: an interview. o You are not going to publish it. However, change names and location. o Prepare 10 questions, open, not biased/not pushing for a specific answer. o Don’t ask ‘police’ questions. o Keep in mind your goal/research question. 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 two sets of tasks,
each of which will be reviewed by a Writing Fellow. Meetings with the Writing Fellows are
required.
6
Grading Criteria
1 Use of sociological theory
• How do you use the reading to make sense of your observations? • Do you use ideas, concepts, themes, analytic categories from the readings? • Show me that you are aware of the material we used. Reference the readings. But make sense of them. A quote that does not fit is worse. 2 Make a Thesis statement
• What’s your main question? What do you think is the answer? What’s your affirmation? How do you support it? • What’s your goal? How are you going to achieve it? Trough what steps? 3 Check the flow of your ideas
• Link one paragraph with the following. Make the connection explicit. Don’t assume that I will realize why you switched from one point to another. • If you’re going to change the topic completely, start another subchapter or chapter. 4 Beware of the structure
• Put heading and subheadings. • The paper should have at least four parts: Introduction, Body, Conclusion and references. • In the introduction set the layout of your work: what are you going to do, what’s your main statement and how are you going to achieve it. Explain the methods you’re going to use and your position as researcher. • During the ‘body’ you will prove your statements. Use as many headings and subheadings as needed. • In the conclusion, sum up how you reach your goals. How did you answer your questions? This is the place for your personal opinion. What do you think about the topic? • Reference the material (books, articles, webpages, videos, and the like) you used. 1. First partial draft, including readings and research questions a. Monday, October 20st @Noon. Electronic, WF & myself. 2. Second partial draft, including fieldwork a. Monday, November 17th @Noon. Electronic, WF & myself. 3. Complete final paper: It is due to Fri, Dec 12th 2014, 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, doubledspaced).
7
SEP 8
Gustavo: Course
plan.
Students’ tasks: 8
Short Writings/ 1
Group
presentations.
Final work.
Schwaller/Tombs
OCT 6
Class discussion: El
Salvador
THE LAST
JOURNEY OF
MSG. ROMERO
(96’)
4th SW: Klaiber El
Salvador/ Gomez
2001
NOV 10
Gender
Students’
presentation:
Loaeza/Htum
7th SW Loaeza/
Htum.
SEP 15
Gustavo:
Introduction.
Argentina.
WF
PRESENTATION
1st Short Writing:
Schwaller/Tombs/
Hughes/Klaiber.
OCT 20
WF 1st DRAFT @
NOON
DISCUSSION ON
RESEARCH
ABOUT
MIGRATION:
What have you
read?
What are you
planning to do?
NOV 17
WF 2nd DRAFT @
NOON
DISCUSSION ON
RESEARCH
ABOUT
MIGRATION: field
work?
SEP 22
Class discussion:
Chile & Peru
MOVIE STATE OF
FEAR (94’)
LIBRARIAN
PRESENTATION
nd
SEP 29
Students’
presentation:
Mexico &
Guatemala
3rd SW: Klaiber
2 SW: Klaiber
OCT 27
Class discussion:
Secularization
5th SW: Hagopian,
Intro/ Gorski &
Altmordu
NOV 24
Civil Society
Students’
presentation:
Levine/ Romero
8th SW:
Levine/Romero
NOV 3
Student’s
presentation:
Peasants & Native
Americans.
6th SW:
Brysk/Rodriguez
DIC 1
Class discussion:
Urban violence
MOVIE
ELEFANTE
BLANCO (106’)
9th SW: Gomez &
Vazquez.
DIC 8
Freedom of
conscience
Students’
presentation:
Blancarte / Parker
10th SW: Blancarte /
Parker
8