CCS/LATAM 355: UNITED STATES-MEXICO INTERNATIONAL BORDER - FALL 2014
María Dolores Bolívar, Ph.D.
Classroom: AL 204
Class Meets: Tuesdays: 4:00 –6:40 PM
Office: AL 358
Office hours: Tuesdays 2:00-3:30 PM
Telephone: (619) 594-8445
E-mail: mbolivar@mail.sdsu.edu
(Available by email, or through
Blackboard)
COURSE CONTENT, READINGS AND OTHER RESOURCES:
“A critique is not a matter of saying that things are not right as they are. It is a
matter of pointing out on what kinds of assumptions, what kinds of familiar,
unchallenged, unconsidered modes of thought the practices that we accept rest.”
― Michel Foucault
History, culture, economics, and politics of US/Mexico
border region. Theories and policy issues surrounding
development of region; local regional problems and
major agencies, institutions, organizations addressing
these problems.
This course is organized around the interdisciplinary
study of the border and focuses on the interplay of 1)
History and Culture; 2) Sustainability and the
Environment; 3) Trade and Industry; 4) Immigration.
Participants will engage in the study, analysis, and
critique of the complexities, trends and issues relating
to the US-Mexico Border. Class discussion will be about
the geopolitical and symbolic roles projected onto the border. Participants will
identify and study various aspects, angles, and perspectives defining the region and
its peoples, and recognize the multiple identities and theoretical constructs that
represent the border today.
All readings will be accessible through the bookstore, the Internet or SDSU Library.
When available at the Library, the materials used will be placed on reserve for your
convenience. Please become familiar with library procedures to access the needed
materials and manage your time accordingly.
In addition to assigned material participants in this course are expected to read
newspapers and access other mass media resources dealing with the Border. A list
of suggested reputable newspapers, blogs and other electronic resources is available
through Blackboard. Participants must engage in class discussion and keep up with
assigned readings, as the two –readings and discussions- are essential to this course.
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PREREQUISITES:
Upper division standing; and completion of the General Education requirement in
Foundations of Learning II.B., Social and Behavioral Sciences required for nonmajors.
LEARNING OUTCOMES:
Through lectures, readings, videos, and discussions, participants will:
(1) Develop abilities to understand the main problems and potentialities of the U.S.Mexico border.
(2) Develop abilities to understand the main concepts and theories for the study of
the U.S.-Mexico border.
(3) Develop a critical understanding of the border as Space and Symbol.
(4) Develop abilities to use concepts and theories in the critical study of border
issues.
(5) Be exposed to the most current issues and studies of the border from a
multiplicity of perspectives and identities.
(6) Recognize and define individual and collective roles in border agency and voice
–particularly the participant’s own agency and voice-.
COURSE REQUIREMENTS
Access to Blackboard is required for this course. To achieve a grade in this course
you will be responsible for the following:
(A) Attend Lectures.
Lecture materials will be posted but not Lectures or In Class Discussions. You will be
responsible for taking notes and collecting data made available to you in class.
(B) Read Assignments. (200)
Read and report on your reading assignments.
Complete required reading on time. Bring reading questions to class. Your questions
have to be based on the main points of your reading, and written as discussion
points. Questions should be carefully planned and presented in writing. You have 21
reading assignments (worth 10 points). You need 200 points to fulfill this portion of
your grade.
(C) Reflect on Film, Video and other Audiovisual Materials. (100)
Viewing of all audiovisuals is planned for before class. You will answer online to
questions on such materials for 20 points each. Questions will be available until
shortly before class and there will be no make-ups.
(D) Prepare one individual creative assignment. (100)
Create a series of postcards, a political poster, a short video, a cartoon, or a corrido
based on an issue studied during the course. This assignment is meant for you to
reflect on the border and to create a piece that will summarize and highlight your
critical thoughts and turn them into a product that will help you communicate the
most essential to your community. This assignment is not so much about length,
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structure or format inasmuch as it should depict and combine the essence of all the
things learned in preparation for it. We will have the space for all of you to exhibit
your end product at a time allotted. (In depth guides and dates for this project are
available through Blackboard.)
(E) Prepare one collaborative class presentation (100)
(Done with up to two other classmates. Each individual will address an aspect of the
issue undertaken for this presentation, the delivery of which will be planned
collaboratively.)
You will work in the development of one issue covered by this course for a class
presentation. I will have a sign up sheet for you to pick a topic/issue about the third
week of class. Depending on the topic chosen you will be assigned a date to present.
Keep in mind this project is an opportunity to achieve several things: (1) Present
your point of view to the class in more depth and at a more formal setting than
regular class presentations; (2) Work collaboratively to achieve an academic goal;
(3) Conduct the discussion and test your views and positions with a real audience of
your peers as you would at a conference or a symposium.
You will have 10 minutes to present your points. Time is tight, so ideally no changes
will be made to our schedule once decided. (In depth guidelines and due date for
this project are available through Blackboard.)
(F) Write one written essay (200 points)
(The topic for this essay may be the same as the topic of your class presentation. But
you may choose to develop a second topic. This essay should contain 850-1000
words.)
You will turn in this research paper at the end of the semester. Based on your
collective project, you will write a paper deepening your understanding of the
border and using one or more theoretical approaches you learned in this class. This
paper will be the result of the following. (1) Your critical analysis of the materials
discussed in class, and the readings and resources discovered on your own; (2)
Clearly stated, documented and referenced theoretical works used in your critical
analysis; (3) A fresh look at the border and border issues from the perspective of a
transborder individual writing in 2014. (4) An interdisciplinary approach. (In depth
guidelines and due date for this project are available through Blackboard.)
(G) Midterm exam (100 points)
Midterm: A short assessment of the materials covered through the first part of the
course. This exam will be an opportunity to measure your progress. (Check date in
Class Week by Week Calendar.)
(H) Final exam (200 points)
Final: A short assessment of the materials covered through the second part of the
course. This exam will be an opportunity to measure your progress throughout the
course, but it will focus on the materials delivered during the second part. (Check
date in Class Week by Week Calendar.
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Books Required:
(1) Bonansinga, Kate. Curating at the Edge: Artists Respond to the US Mexico
Border, 2014, University of Texas Press: Austin, 2014.
(2) Clough-Riquelme, J. and N. Bringas Rábago (editors). Equity and Sustainable
Development. Reflections from the U.S.-Mexico Border. Center for U.S.-Mexican
Studies, UCSD: La Jolla, 2006.
(3) Iglesias, Norma. Beautiful Flowers of the Maquiladora. University of Texas
Press: Austin, 1997.
Articles, Book Chapters and Other:
(1) Treaty of Guadalupe Hidalgo, February 2nd, 1848. (Available online and through
Blackboard)
(2) Davis, Mike. “Siamese Twins”; “The Latino Metropolis”; The Third Border;
“Transnational Suburbs”, In Magical Urbanism: Latinos Reinvent the US City.
(Available through reserved loan at SDSU Library.)
(3) “Who Crosses the Border: A View of the San Diego/Tijuana Metropolitan
Region”. A report of San Diego Dialogue. 1994. (Available through Blackboard.)
(4) Walshock, Mary and Owens, Nathan. “Corridors and Clusters: Opportunities for
Technology Based Economic Development in the San Diego Baja California Region”.
2009. (Available through Blackboard.)
(5) Dear, Michael. “Monuments, Manifest Destiny, and Mexico” (Part I only. Part II is
optional). Prologue Magazine, Summer 2005, Vol. 37, No. 2, 2005. (Available
through Blackboard)
(6) Martínez, Rubén. The War on Both Sides: Art, Violence, and Healing in the Drug
War. Artbound, KCET, 2013 (Available through Blackboard)
Film, Video or other Audiovisual Materials.
(1) Rodríguez Phililp and Claudio Rocha. Mixed Feelings: San Diego Tijuana, 2002.
(2) Dear, Michael. “Why Walls Won’t Work. Repairing the US Mexico Divide”, 2013.
(3) Almada, Natalia. Al otro lado/To the Other Side, 2006.
(4) Corridos Smithsonian, Travelling Exhibition and Educational Web Site.
(5) Ging, Brian. Beyond Borders: The Debate Over Human Migration. 2007.
(6) Germano, Roy. The other side of Immigration, 2009.
(7) Dirdamal, Tin. De Nadie/Border Crossing, 2005
(Available through reserved loan at SDSU Library.)
Suggested Readings and Audiovisuals:
(1) Blancarte, Roberto (Coord.) Los grandes problemas de México. Culturas e
Identidades. El Colegio de México: México, D.F., 2010.
(2) Bowden, Keith. The Tecate Journals. The Mountaineers Books, 2007.
(3) Gerber, Jim. “Three things to know about the US Mexico Border” TEDx Tijuana,
2011.
(4) Richard Scholar (Ed.) Divided Cities, Oxford University Press: New York, 2006.
(5) Davis, Mike. Magical Urbanism: Latinos Reinvent the US City. Verso: London-New
York, 2000.
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STUDENT DISABILITY SERVICES:
If you are a student with a disability and believe you will need accommodations for
this class, it is your responsibility to contact Student Disability Services at (619)
594-6473. To avoid any delay in the receipt of your accommodations, you should
contact Student Disability Services as soon as possible. Please note that
accommodations are not retroactive, and that accommodations based upon
disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is
appreciated.
EXTRA CREDIT OPPORTUNITY:
Emergencies or other unplanned events may keep you from completing your work
at times. For those unforeseen occasions I have planed the opportunity to earn a
maximum of 30 points.
Attending an event of local impact unequivocally related to the border -A
conference, a movie, a play, an art exhibit.- To obtain the extra credit you must do
the following. Share your experience with the class, prepare visual testimony to
present your experience, and present a 300 word account in writing to the
professor.CHEATING AND PLAGIARISM
There is zero tolerance in this class for cheating and plagiarism. Plagiarism can be
described as taking another person’s ideas or writings (as well as material from the
Web) and presenting them as your own through unethical or unauthorized
behavior. If you quote material—either paraphrasing or direct quotes—you must
follow appropriate MLA formatting. Cheating includes any unethical behavior while
completing any type of assignment. Plagiarism and cheating will result in a grade
reduction and/or course failure. Both will not be tolerated in this class. For more
information, visit page 483 in the current SDSU General Catalog or go to
http://www.sa.sdsu.edu/srr/cheating-plagiarism.html
GRADING SCALE:
950–1000 points = A 900–949 points =A870–899 points = B+ 840–869 points = B 800–839 points = B770–799 points =C+ 740–769 points = C 700–739 points = C670–699 points =D+ 640–669 points =D 600–639 points =D0–599 points =F
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TENTATIVE DAY-TO-DAY CALENDAR:
(Assignments are due on the date listed. You will view films at the library. Small
group viewings are encouraged to avoid time conflicts. Please expect changes to this
tentative calendar. All modifications will be posted timely through Blackboard.)
WEEK 1
WEEK 2
8/26
9/2
WEEK 3
9/9
WEEK 4
9/16
WEEK 5
9/23
WEEK 6
9/30
WEEK 7
10/7
INTRODUCTION AND OVERVIEW.
TO READ: (1) Treaty of Guadalupe Hidalgo, February 2nd, 1848.
(Available online and through Blackboard)
(2) “Who Crosses the Border: A View of the San Diego/Tijuana
Metropolitan Region”. A report of San Diego Dialogue. 1994. (Available
through Blackboard)
TO VIEW: Rodríguez Philip and Claudio Rocha. Mixed Feelings: San
Diego Tijuana, 2002.
HISTORY, SUSTAINABILITY AND BORDER CITIES.
TO READ: (3) Clough-Riquelme and Bringas. “Testing the Limits of
Equity and Sustainable Development in the U.S.- Mexico Borderland.” In
Equity and Sustainable Development. Reflections from the U.S.-Mexico
Border, pp. 3-16.
(4) Kate Bonansinga. “Marcos Ramírez Erre: To Whom It May Concern,
War Notes, 2005.” In Curating at the Edge, pp. 29-48.
TO READ: (5) Dear, Michael. “Monuments, Manifest Destiny, and Mexico”
(P I). Prologue Magazine, Summer 2005, Vol. 37, No. 2, 2005. (P II Opt.)
(6) Davis, Mike. “Siamese Twins” and “The Latino Metropolis”, In
Magical Urbanism: Latinos Reinvent the US City. (Available through
reserved loan at SDSU Library)
TO VIEW: Ging, Brian. Beyond Borders: The Debate Over Human
Migration. 2007.
GLOBAL INTERDEPENDENCE AND LOCAL BORDER SPACES.
TO READ: (7) Herzog, L. “Rethinking Urban Ecologies: Cultural Barriers
To Sustainable Development?” In Clough-Riquelme and Bringas, eds.
Equity and Sustainable Development. Reflections from the U.S.-Mexico
Border, pp. 43-62.
(8) Davis, Mike. “The Third Border” and “Transnational Suburbs”, In
Magical Urbanism: Latinos Reinvent the US City. (Available through
reserved loan at SDSU Library)
(9) Bach, Robert. “Looking Ahead: Equity in the U.S.-Mexico Border.” In
Equity and Sustainable Development. Reflections from the U.S.-Mexico
Border, pp. 337-353.
TO VIEW: Germano, Roy. The other side of Immigration, 2009.
TWENTY YEARS UNDER NAFTA.
TO READ: (10) Bringas and Sanchez. “Social Vulnerability and Disaster
Risk in Tijuana: Preliminary Findings.” In Clough-Riquelme and Bringas,
eds. Equity and Sustainable Development. Reflections from the U.S.Mexico Border. Chapter 1, pp. 149-173.
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WEEK 8
10/14
WEEK 9
10/21
WEEK 10 10/28
WEEK 11 11/4
WEEK 12 11/11
WEEK 13 11/18
WEEK 14 11/25
WEEK 15 12/2
WEEK 16 12/9
WEEK 17 12/16
TO READ: (11) Walshock, Mary and Owens, Nathan. “Corridors and
Clusters: Opportunities for Technology Based Economic Development in
the San Diego Baja California Region”. 2009.
(12) Iglesias-Prieto, Norma. Beautiful Flowers of the Maquiladora.
(Chapters 1-4, p.p. 1-45.)
TO READ: (13) Clough-Riquelme and Bringas Rá bago. “Cross-Border
Regional Policy Collaboration: Lessons from San Diego-Tijuana.” In
Equity and Sustainable Development. Reflections from the U.S.-Mexico
Border. Pp. 307-324.
(14) Iglesias-Prieto, Norma. Beautiful Flowers of the Maquiladora.
(Introduction and Chapters 5-7. P.p. 47-97.)
MIDTERM
UNDOCUMENTED NARRATIVES: FROM ART TO CRAFTSMANSHIP.
TO READ: (15) Kate Bonansinga. “Ivan Abreu and Marcela Armas.
Against the flow: Independence and Revolution 2010.” In Curating at the
Edge, pp. 175-196.
TO VIEW: Corridos Smithsonian, Travelling Exhibition and Educational
Web Site.
TO READ: (16) Kate Bonansinga. “Ivan Abreu and Marcela Armas.
Against the flow: Independence and Revolution 2010.” In Curating at the
Edge, pp. 175-196.
TO VIEW: Almada, Natalia. Al otro lado/To the Other Side, 2006.
Holiday
THE CLAIM FOR SPACE: DIVERSITY, CITY DIVIDES, AND DRUG WARS.
TO READ: (17) Kate Bonansinga. “Alejandro Almanza Pereda: Just Give
me a Place to Stand.” In Curating at the Edge, pp. 29-48.
TO VIEW: Dirdamal, Tin. De Nadie/Border Crossing, 2005
TO READ: (18) Kate Bonansinga. “Nicola López, Noah Mac Donald, Julio
César Morales, Leo Villarreal, and Vargas Suárez. Universal: Claiming
Space: Mexican American US Cities, 2008.” In Curating at the Edge, pp.
89-108.
(19) Kate Bonansinga. “Liz Cohen: No Room for Baggage, 2008.” In
Curating at the Edge, pp. 109-122.
(20) Kate Bonansinga. “Tania Candiani: Battleground, 2009.” In
Curating at the Edge, pp. 141-160.
(21) Martínez, Rubén. The War on Both Sides: Art, Violence, and Healing
in the Drug War. Artbound, KCET, 2013
Creative Assignment Due
Review
Final Essay Due
FINAL EXAM
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