Department of Chicana and Chicano Studies
San Diego State University — Spring 2016
Chicana and Chicano Studies 355 – Latin American Studies 355
U-S///Mexico International Border
Professor: Roberto D. Hernández
Time: Wed 4:00pm – 6:40 pm
Email: rhernandez@mail.sdsu.edu
Place: PSFA - 318
Office: Arts and Letters 388 (AL-388)
Phone: 619-594-4219
Office Hours: Tu 2-330p Wed 2p-330p
Schedule#: 20505
Email Policy: Expect 48 hours before a response. Plan ahead. Do not leave questions to the last minute.
General Course Description:
It has been nearly four decades since Henri Lefebvre (1974) first challenged our commonplace notion of
space as an "empty container" in which events take place, arguing instead for space to be understood as a
terrain of power and contestation that is actively produced and re-produced through our social relations.
Similarly, Gloria Anzaldúa complicated our way of thinking about the U-S/Mexico border and its social,
cultural, psychological and political effects—what she calls borderlands: “a vague and undetermined place
created by the emotional residue of an unnatural boundary … [itself] in a constant state of transition.” As
such, this course will explore the U.S.-Mexico border as a space or zone of transnational political, social,
economic, and cultural interaction, conflict, and interdependence that is actively produced and re-produced.
We will address the history of the border to provide context for recent demographic changes and debates
around immigration/belonging, drug trafficking, terrorism, deindustrialization and economic crisis, and
homeland/national security. We will explore competing perspectives on the U-S/Mexico border, focusing
on its historical development, current enforcement strategies, as well as the lived experiences of border
residents. Students will study the impact of diverse actors and institutions, as well as the ways in which
different people experience, inhabit, shape, transform, cross and/or challenge the border/lands. The readings
and lectures will provide a basis for critical thinking about the spaces we call home through a consideration
of contemporary issues such as maquiladoras, NAFTA, violence, feminicide, pro- and anti-immigrant rights
movements, Chicano/Mexicano tensions, border militarization, and “border thinking” and de-colonization.
Course Objectives:
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Provide an understanding of the social, political, cultural and economic forces that have shaped
the development and history of the U.S.-Mexico border region
Discuss major theoretical approaches to the study of the changing roles of nation-state
boundaries, globalization and border control
Develop an informed and historicized analysis of contemporary border problems and the success
and failure of related policy efforts and strategies
Analyze popular, literary, and scholarly accounts and debates of nation, space and borders and
their intersection with theories of race, gender, class and sexuality
Understand contributions of Chicana/o Studies scholarship to the study of the U-S/Mexico Border
IMPORTANT NOTE: "The California Faculty Association is in the midst of a
difficult contract dispute with management. It is possible that the faculty union will
call a strike or other work stoppage this term. I will inform the class as soon as
possible of any disruption to our class meeting schedule."
Required Texts:
1
Books are available at the University Bookstore and at KB Books.
Paul S. Flores, Along the Border Lies (Berkeley: Creative Arts Book Company, 2001).
Alfonso Gonzalez, Reform Without Justice: Latino Migrant Politics and the Homeland Security State,
(Oxford: Oxford University Press, 2014)
Joseph Nevins, Operation Gatekeeper and Beyond: The War on “Illegals” and the Remaking of the U.S.Mexico Boundary (New York: Routledge, 2010).
Course Articles: Most articles will be available on Blackboard as PDFs or with URL links.
Handouts: On a few occasions, I may supplement the books and Blackboard material with short
handouts. When this is the case, I will announce it in advance.
Organization of Course:
This will be a lecture-based and discussion-oriented course that will draw on the vast resources of the
region, current events, and our unique location near the border to enrich classroom learning. As such,
you are required to actively and critically read and engage course materials and pay attention to the news
for developments related to the border. Attendance and participation, including coming prepared with
questions for discussion, are an important component of your grade. There will be a midterm, final,
reflection paper (2pgs), and auto-ethnographic paper (5pgs) that will emphasize critical thinking,
analytical and writing skills. You will also have 2 quizzes and two reading responses. Assignments will
always be due at the beginning of class on their due date!
NOTE: All writing for this course must be typed in 12-point font, Times New Roman (or equivalent),
double-spaced, with 1” margins all around and a consistent, standard form of citation (MLA, Chicago).
LATE ASSIGNMENTS OR MAKE-UP QUIZZES WILL NOT BE ACCEPTED! Do not use general
websites as main sources for your assignments, however you may use official academic journals available
on-line. Do not go over length/page limits given on assignments. If you have difficulties with course
requirements please come see me early in the semester to discuss goals for improvement. I will take your
continued enrollment in the course as an indication that you understand all requirements.
COMING PREPARED FOR DISCUSSION: This means you are prepared to give not just a summary, but a
critical examination of the readings. Since this course is designed to be discussion-oriented, the following
questions may be helpful when preparing for class: 1) What is the author’s central claim or thesis? What is
she/he/they trying to do in the piece? 2) What is the theoretical framework being employed? How does the
author(s) position themselves in the reading? 3) Do you agree or disagree with the author’s views? Why? What
(if anything) do you feel is missing in this piece? How does this piece compare to what we have read so far? You
do not have to agree with the authors’ perspectives. You are, however, expected to formulate critical and
thought-provoking responses. Finally, be prepared to share at least 1 or 2 questions or critical points during each
class discussion.
Course Requirements and Grade Breakdown:
ATTENDANCE AND PARTICIPATION IN CLASS DISCUSSIONS
10%
Your presence AND participation is vital to your success. Active participation requires that
you complete readings before class, come prepared to discuss and share your own insights,
questions, and criticisms. You will not pass the class if you have more than three unexcused
absences. If you need to miss class, please let me know ahead of time. There will be a 5%
penalty for every unexcused absence. Students with perfect attendance and no participation
will only receive half credit. Absolutely no texting while in class; Laptops for notes only!!!
2
REFLECTION PAPER [2 pages] (DUE: Week 2)
10%
The reflection paper is based on your own personal history and autobiography, and is meant for
you to think about questions of positionality. It will require you to reflect on your own
experience(s) with the U-S/Mexico border. You are to reflect and write about how it is that you
have “experienced” the border (even if at a distance)? What role does it have in your (daily) life?
Or does it? Why or why not? What stands out the most to you when thinking about the border
generally? When thinking of it in relation to your own experience? Why?
QUIZES (2) and READING RESPONSES (2)
20%
The quizzes based on the readings will consist of 5-10 short questions.
Reading Responses are based on the novel.
MIDTERM (Week 9)
20%
The midterm will be based on the readings, lectures and films. It will require that you
show understanding of the course material, both in content and analysis. Two questions
will be provided for you to study and I will choose one for you to answer.
AUTO- ETHNOGRAPHIC NARRATIVE PAPER [5 pages] (Week 14)
20%
This second paper builds on the first paper and is to be written in conjunction with our
reading of Along the Border Lies. The assignment requires you to situate your longer
narrative of yourself in the broader social and political context of the U.S.-Mexico border
and/or U.S.-Latin American relations in order to think about the individual in relation to
society at large. In addition, you will situate your narrative in the context of the course
materials and discussion, as well as other outside sources to substantiate your claims.
You must also demonstrate a grasp of the material in your own analysis. Detailed
guidelines and instructions for writing the paper will be distributed in class.
FINAL (Wednesday, May 11 – 4PM-6PM)
20%
The final will be based on the readings, lectures and films. It will require that you show an
understanding of the course material, both in content and analysis. Two questions will be
provided for you to study and I will choose one for you to answer.
EXTRA CREDIT: There will two extra credit opportunities (TBA) that will go towards Att./Part. Grade.
Course Outline / Reading and Lecture Schedule
Please have readings done for the day that they are listed. The syllabus is subject to minor revisions.
WEEK 1 – General Introduction to Course Themes and Framework
1/20 Basic Concepts and Definitions: Continuities/Discontinuities, Hype/Reality,
Positionality, Objectivity and the Production of Knowledge
Reference/Further Reading:
Shannon K O’Neil, “Myths and Realities of U.S.-Mexico Border Spillover Effects”
http://www.latintelligence.com/2011/08/24/myths-and-realities-of-u-s-mexico-border-spillovereffects/
WEEK 2 – The U-S/Mexico Border in Historical and Theoretical Perspective
1/27
David Newman, “On Borders and Power: A Theoretical Framework,” Journal of
Borderlands Studies, Volume 18, No. 1 (Spring 2003), 13-25.
Joseph Nevins, Operation Gatekeeper and Beyond, Chapter 1 and Ch 2
3
Clips: No More Kings; Elbow Room
Recommended/Further Reading:
Patricia Nelson Limerick, Legacy of Conquest: The Unbroken Past of the American West (1987)
Richard Drinnon, Facing West: The Metaphysics of Indian-Hating and Empire-Building (1997)
Oscar J. Martinez, Troublesome Border (Rev. Ed.) (2006)
Rosalie Schwartz, Across the Rio to Freedom: U.S. Negroes in Mexico (1975)
Shelley B. Hatfield, Chasing Shadows: Apaches and Yaquis Along the US-Mexico Border
WEEK 3 – The U-S/Mexico Border as Nation-State Boundary and Militarized Zone
2/3
Nevins, Operation Gatekeeper and Beyond, Chapter 3 and 4
Film: New World Border (2001, 28 min)
Recommended/Further Reading:
Peter Andreas, Border Games: Policing the U.S.-Mexico Divide (2000)
Timothy Dunn, Militarization of the U.S.-Mexico Border: Low Intensity Conflict Doctrine Comes
Home, 1978-1992 (1996)
Joseph Nevins, Dying to Live: A Story of U.S. Immigration in an Age of Global Apartheid (2008)
WEEK 4 – Border Control as Image Control
2/10
1) Peter Andreas, “The Escalation of U.S. Immigration Control in the Post-NAFTA
Era” Political Science Quarterly, Vol. 113, no. 4 (Winter 1998)
Nevins, Operation Gatekeeper and Beyond, Chapter 5; Quiz #1
WEEK 5 – San Diego and the Ideological Roots of the “Illegal”
2/17
Nevins, Operation Gatekeeper and Beyond, Chapter 6
Film/Discussion: Rights on the Line (2006, 30min)
WEEK 6 – Border Narratives, National Constructs, and Transborder Lives
2/24
Nevins, Operation Gatekeeper and Beyond, Chapter 7
Possible Guest Speaker TBD – Customs and Border Protection Officer
Recommended/Further Reading:
Curtiz Mares, Drug Wars: The Political Economy of Narcotics (2004)
David A. Shirk, “Law Enforcement and Security Challenges in the U.S.-Mexican
Border Region,” Journal of Borderlands Studies, Vol. 18, No. 1. Fall 2003, 1-24.
Eva Bertram, Morris Blachman, Kenneth Sharpe and Peter Andreas, Drug War Politics: The
Price of Denial (1996)
WEEK 7 – The Hispanic Challenge
3/2
Samuel Huntington, “The Hispanic Challenge” Foreign Policy (Mar/Apr 2004)
WEEK 8 –– Border Walls, National Security and Human Rights
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3/9
Geoffrey Alan Boyce, David J Marshall and Jeffrey Wilson, “Concrete connections?
Articulation, homology and the political geography of boundary walls” Area Vol 47, Issue
3 (September 2015): 289-295
Leslie Quintanilla. and Jennifer Mogannam. "Borders Are Obsolete: Relations beyond the
“Borderlands” of Palestine and US–Mexico." American Quarterly 67.4 (2015): 1039-1046.
Guest Speakers –PYM and Colectivo Zapatista
Recommended/Further Reading:
Richard Bath, “The Emerging Environmental Crisis along the United States – Mexico Border,”
in Lawrence A. Herzog, Ed., Changing Boundaries in the Americas (1992)
Donovan Corliss (1999) “Regulating the Border Environment: Toxics, Maquiladoras, and the
Public Right to Know”
WEEK 9 – MIDTERM – No In Class Meeting
3/16 Online Midterm, through Turn It In, more details to follow
WEEK 10 –– Comprehensive Immigration Reform
3/23
Alfonso Gonzalez, Reform Without Justice, Introduction and Chapters 1-2
Alfonso Gonzalez, Reform Without Justice, Chapter 3; Quiz #2
Guest Speakers –AFSC / Alliance San Diego
SPRING BREAK – MARCH 26-APRIL 3
WEEK 11 – Homeland Security State and Latino Politics
Alfonso Gonzalez, Reform Without Justice, Chapter 4-5
Alfonso Gonzalez, Reform Without Justice, Chapter 6; Possible Visit by Author
WEEK 12 – Border Auto-Ethnography in the Making
4/6
1) Michelle Téllez, “Doing Research at the Borderlands: Notes from a Chicana
Feminist Ethnographer” Chicana/Latina Studies Vol. 4, Issue 2 (Spring 2005): 4670; Possible Visit by Author
Border Brujo (1990, 52min)
Recommended/Further Reading:
Sarah Wall, “An Autoethnography on Learning about Autoethnography”
Roberto G. Gonzales and Leo Chavez, “‘Awakening to a Nightmare’: Abjectivity and
Illegality in the Lives of Undocumented 1.5-Generation Latino Immigrants in the United
States” Current Anthropology Vol. 53, No. 3 (June 2012): 255-268;
WEEK 13
4/13
Chicanas/os, La Migra and La Frontera - Lived Experience of the Border
Paul Flores, Along the Border Lies, “I. Silhouettes in the Flag” and
II. Blood on the Razor Wire
Film: Gatekeeper
Reading Response #1
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Recommended/Further Reading:
Ethan A. Nadelmann, Cops Across Borders: The Internationalization of U.S. Criminal
LawEnforcement (1993
WEEK 14 –Chicanas/os, La Migra and La Frontera - Lived Experience of the Border (Cont)
4/20
Paul Flores, Along the Border Lies, “III. Two Birds, One Stone”
Paul Flores, Along the Border Lies, “IV. Dark Energy”
Possible Visit by author Paul Flores
Reading Response #2
Recommended/Further Reading:
Rosa Linda Fregoso, MeXicana Encounters: The Making of Social Identities on the Borderlands (2003)
Sonia Saldivar-Hull, Feminism on the Borderlands: Chicana Gender Politics and Literature (2000)
Earl Ofari Hutchinson, The Latino Challenge to Black America: Towards a Conversation Between
African Americans and Hispanics (2007)
Week 15— The Killing of Women in Juarez and the Future of the U-S///Mexico Border
4/27
Sylvanna Falcon, “Rape as a Weapon of War: Advancing Human Rights for
Women at the U.S.-Mexico Border” Social Justice 28.2 (2001)
Film: Señorita Extraviada (1998, 45 min); Director: Lourdes Portillo
Recommended/Further Reading:
Alicia Gaspar de Alba, Desert Blood: The Juarez Murders (2005)
Patricia Washington Valdez, The Killing Fields: Harvest of Women (2006)
Rosa-Linda Fregoso & Cynthia Bejarano, eds, Terrorizing Women: Feminicide in the Américas (2010)
Alicia Gaspar de Alba, with Georgina Guzman, Eds. Making a Killing: Feminicide, Free Trade and
La Frontera (2010)
WEEK 16 – Nepantla: Border Theory, Border Thinking and Border Futures
5/4
Film: The Border Crossed Us (2005, 26 min); Director: Rachael J. Nez (Dine')
Wrap-up/ Concluding Remarks
Recommended/Further Reading:
Eileen M. Luna-Firebaugh, Tribal Policing: Asserting Sovereignty, Seeking Justice (2007)
Ned Blackhawk, Violence over the Land: Indians and Empires in the Early American West (2006)
Kevin Bruyneel, The Third Space of Sovereignty: The Postcolonial Politics of U.S.-Indigenous
Relations (2007)
FINAL EXAM DATE: WEDNESDAY, MAY 11 – 4PM-6PM
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