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Latin American Politics POL-3393

August-December 2016 Prof. Arturo C. Sotomayor

T-Tr: 11:30 am-12:45 pm [email protected] Classroom: McKinney Humanities (f. HSS) 2.01.08

Office hours: T: 1:00-3:00 pm, Tr: 2:00-3:00 pm at MS 4.03.57 (or by appointment)

Course Description

Latin American countries share a rich and complex political and economic history. Currently, most states in the region have implemented electoral democracy as their form of government (with the exception of Cuba) and trade with most of the world, but with varying levels of economic openness and success. In spite of having instituted democratic elections, Latin America countries experienced decades of authoritarianism and

dictatorship, and experimented with different forms of economic development strategies. This introductory course thus examines trends and variations in political development in Latin America during the last century. The main focus is on the interaction between states and citizens, social relations, and economic development. The themes we will cover include the historical trajectories, political and economic development, democratization, and social movements. This course examine issues affecting Latin America as a whole, but readings and lectures will also explore some individual countries within the region.

This course will examine some of the following questions: Why Latin American countries adopted similar political forms of government, such as populism? Why was import-substitution industrialization introduced (ISI) by most states in the region? What was the overall political effect of populism and ISI? How and why did authoritarianism rise in Latin America? When did re-democratization began and why? What are the democratic challenges for the Latin American region? Why was neo-liberalism introduced in the region and what was the overall political effect of such economic strategy? What is the role of society in promoting ethnic, racial, and minority rights in the region?

Method and structure

While the teaching method to be used includes lectures, this will be a discussion course where active student participation is necessary for the success of the class.

The course combines empirical information with theory and concepts for analysis. Methodologically, we will rely heavily on the comparative method by comparing and contrasting countries within the Latin American region. Most of the readings will be drawn from political science, but we will also draw on relevant literature from other fields, such as economics, history, and sociology.

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controversial policies being discussed in Latin America. The films are selected in part to provide cultural diversity, geographical balance and contemporary relevance. The movies provide additional intellectual insights to motivate and nourish class participation.

Students are expected to make links between the theoretically inspired readings and the policy debates and movies.

This course examine issues affecting Latin America as a whole, but readings and lectures will also explore some individual countries within the region. This means that some specific countries or sub-regions will no be discussed in great detail (such the Caribbean). That said if you have a particular interest in the Spanish Caribbean or other countries not fully discussed in class, then please feel to contact me for further readings and research material. To introduce you to the major issues in the study of Latin American politics, the course will have nine separate units. Most of these units could be courses in themselves, so we will only scratch the surface of the existing literature.

1. Introduction: History and foundations 2. Approaches to political development 3. Revolutionary movements

4. The rise of authoritarianism

5. Political transitions and re-democratization 6. Challenges to democratization

7. Neoliberalism and its critics 8. Challenges to public security 9. Social trends

Course goals, objectives and expectations

At the end of the course, students should be able to critically engage, understand, articulate and explain ideas and arguments about Latin American politics, broadly speaking. They should also be able to grasp the complexity of Latin American politics and understand variations between and within countries.

One of the professor’s primary objectives is for students to critically engage with the content of the course. The course introduces students to perspectives and ideas that may be unfamiliar and perhaps uncomfortable. The subjects that we will be addressing can be difficult and may pose a challenge to the accepted views and beliefs of students. When the professor asks that students critically engage the material, he does not mean that students must agree with him or with any of the authors assigned for reading. Instead, students must be willing to develop an understanding of the content, be capable of articulating and explaining ideas and arguments introduced, and recognize that people think differently about a wide range of important political and social topics.

Students who complete this course successfully will be able to:

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democratization, and neo-liberalization.

2. To assess and examine similarities across Latin American countries, specifically common historical and institutional legacies that have affected the political and economic development in the region. For example, almost all Latin American countries developed and adopted ISI economic strategies in the 1940s and 1950s. Students taking this course should thus be able to explain why Latin American countries adopted these similar political features.

3. To gauge policy variations and differences between and within Latin American countries. Latin America is diverse, complex, and has multiple differences between sub-regions (Central America vs. South America) and states (Brazil vs. Nicaragua), as well as within states (southern vs. northern Mexico). Despite similar historical legacies, the countries of the Latin American region developed different political systems after World War II. Some countries became democratic while others did not; some remained stable while others did not. At the end of this course, students should be able to explain these differences.

4. To understand, explain, and analyze diverse contemporary social trends occurring in Latin America, such as social movements, racial relations and gender issues that affect local politics.

Course requirements and grading procedure

Attendance policy

Class attendance is mandatory. Students cannot miss classes unless they have a legitimate justification (which should never be submitted post-facto; that is after you missed classes) or a medical condition (with the appropriate medical justification). Attendance does not count toward participation grade. However, in order to participate effectively, students must be present. Missing class frequently interferes with a student’s grasp of the course material, thus adversely affecting the quality of his or her presentations and written work. If a student is unable to attend a class session due to a justifiable reason (such as a

medical condition or religious observance), then he/she is responsible for (1) reading all assigned readings for the missed session and (2) meeting with another student in the class to catch up on the content of the missed lecture and discussion.

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Grading procedure

Class Participation (9% of grade)

Students are required to have completed the readings before class and to participate in discussions. Students are also expected to keep up on relevant world events by reading the New York Times or another reputable source of international news, such as The Economist, Financial Times, LA Times.

Completed course evaluation (1% of grade).

1% of the grade will be assigned for completing the course evaluation for the Fall 2016 semester.

Policy debate presentation (20%)

Students are required to participate in a policy debate by organizing study groups. Each policy debate requires two study groups; each group will consist of no more than 4

students (5 exceptionally). Each group will then choose one position from a case study or policy debate indicated in the syllabus and will debate against a competing group, who in turn will defend the opposing view. Each study group will have no more than fifteen (15) minutes to present its case and defend its position in class on a date specified below. Five (5) minutes will be granted to each group at the end of the presentation to allow for counter-arguments. The policy debates will serve as a basis for class discussion, so please prepare them with that in mind. At the end of each policy debate, the professor will ask all students to vote for the group that has best defended and articulated its position.

Study groups may use the assigned readings in the syllabus as the basis of their

presentation, but will indispensably need to conduct further research to complement, add, and substantiate their positions. In other words, you will need as much information as possible to make your argument and win the overall debate. You should rely on library resources and make appropriate arrangements with our librarian, DeeAnn Green

([email protected]) to gather data, information, and bibliography pertaining to your policy debate.

On the day of the presentation each study group will submit to the class a one-page summary of its position, outlining the main arguments of the debate, as well as the sources used to support the case. You may use graphics and technological devices (such as power point) during the presentation in class, but you must always substantiate facts with proper sources.

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This exercise covers two primary purposes. First, policy debates help familiarize students with several contending issues in Latin American politics. Second, policy debates will serve to test the validity of the approaches that will be studied throughout this course.

Students can chose from one of the following policy debates:

Is democracy threatened by social unrest and the rise of Latin America’s left? Should Cuba’s human rights violations be penalized?

Was Plan Colombia an effective way of combating drug trafficking? Should Puerto Rico become an independent country?

Is Latin America loosening its restrictive abortion laws?

Do the social and economic costs of privatization outweigh its benefits?

Midterm Exam (30%): requirement for final grade (no midterm exam = “F” in the course)

A take-home midterm examination will be handed out on Thursday, September 20. The midterm exam evaluates the student’s ability to digest, analyze and understand the literature assigned in class. The midterm is based exclusively on the common readings assigned for class discussion and will cover the literature from August 23 to September 27. In order to get a good grade in this assignment, students must show and prove that they have read the literature and understood the debates. The midterm is due in class at 11:30 AM, on Thursday, September 29. The professor will only accept hard copies; no handwritten exams will be accepted. Late exam submissions are not allowed and extensions will not be granted; please consider this fair warning.

Reading quizzes (10%):

Three reading quizzes will be distributed in class after the midterm exam. The quizzes will inquire students about the assigned readings. These quizzes will be unannounced and are designed to ensure that students are reading the material assigned for lectures and discussions, especially after the midterm exam takes place.

Final paper (30%): Position paper of the policy debate: requirement for final grade, No paper = “F” in the course

Students who participated in the policy debate must write a position paper of 10 double-spaced pages due by 5:00 PM on Friday, December 9. This is a collective and study group assignment. Policy debate groups (no more than three members per group) will have to conduct rigorous research and present a well-developed argument in a research position paper, paying attention to content, analysis, spelling, grammar and syntax. Poorly written and researched papers will be assigned an automatic “F” in the course.

Additional guidelines for the final position paper will be distributed later in the semester, during special sessions to be conducted at the JPU Library, with the librarian. The final position paper must include:

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2. Position in the debate: Describe the position being taken and justify your position. 3. Provide empirical evidence, examples, cases and other data that shows that your

position is right.

4. Provide evidence, data, examples or cases showing that the counter-argument is flawed or wrong.

5. Findings and concluding remarks, which should include policy recommendations and analysis.

6. List of references, with at least 10 sources of information, including books, academic articles, journalistic articles, and databases obtained exclusively from library references.

Extensions and late assignment policy

My policy is simple: no extensions (except in extreme circumstances, such as medical emergencies or religious observance). Late assignments will not be accepted (except extreme circumstances). If you have a medical condition that impeded you from turning in the assignment or final exam on-time, you will also need to provide a medical

justification indicating that you were indeed sick. This policy is meant to be fair to students who meet deadlines.

How I Grade

The first rule that every student must clearly understand is that grading is the prerogative of the professor, not the student. The professor sets the criteria, determines a fair grade, provides feedback and has the authority to downgrade or upgrade by discretion.

The professor grades exams on a question-by-question basis rather than exam by exam. This means that as much as possible the professor is unaware of who has written an answer as he grades it. Typically the professor will read the answers to a question at least three times. The first time the professor simply reads through everyone's answer to give him a sense for the general qualities of good answers. This does not give him a notion of your grade, but overall is there something the whole class has missed? The second time, the professors places answers in piles: sometimes above average, average, and below average, sometimes A-F. There does not need to be an equal number in each pile (this is not a curving device), only a first sort on grade. Finally, to check himself, he rereads starting with the best answer and going to the weakest (or vice versa) to make certain he has appropriately differentiated quality.

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What Grades Mean

A+ and A. Outstanding and excellent in all ways. Shows “knowledge” of the literature required to answer the question and how to wield that literature in developing an answer. Answer is comprehensive.

A- Answer that shows knowledge of the subject matter of the question. Also

demonstrates an ability to use the literature related to the question. Can generate insight over and above what may have been talked about explicitly in class.

B+ The answer I would expect from the average student having worked with the material. Some ability to use vocabulary related to the question and a familiarity with the material. B Some hint of familiarity with the material of the course including literature and

concepts. A better answer than someone would provide who had never had the course.

B- The answer is weak, probably shows some familiarity with the literature, but it is out of scope, the argument is inconsistent, and the evidence is flawed. The essay may have structural problems, ranging from poor grammar to inability to articulate a hypothesis.

C+-C- Barely passed or made a minimum effort to poorly answer the question. The student might have relied on just one author or may not have identified all identified arguments. The essay is weak, poorly written, and the argument is inconsistent or plainly wrong.

D+-D- The student submitted an exam with wrong facts, poor understanding of the readings, spelling and grammar mistakes, and poor structure. The essay is weak, short, and flawed.

F Failed in all aspects; no analysis, no familiarity with the topic, floppy grammar, did not cite references or followed the instructions. An F is always an option, especially if the student fails to show discipline, effort, consideration, seriousness, and aptitude towards my class. Consider this fair warning and always remember that it is the professor’s prerogative to assign a final grade (not yours!)

Numbers and Letters (grading scale)

A 100-95 B- 82-80 D+ 69-68 A- 94 - 90 C+ 79-77 D 67 B+ 89-87 C 76-73 D- 66

B 86-83 C- 72-70 F 65 or below

Additional course policies

Zero tolerance policy for plagiarism and scholastic dishonesty

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without crediting the source; to commit literary theft or to present as new and original an idea or product derived from an existing source. In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward.

What are the consequences of getting caught? In this class, an act of plagiarism is reprimanded with an automatic failing grade in the course. Other UTSA sanctions may apply. Remember that plagiarism is considered an act of Scholarly Dishonesty, sanctioned by Sec. 203 of the Student Code of Conduct. For policies regarding violations of scholastic dishonesty, see the following UTSA link:

(http://catalog.utsa.edu/informationbulletin/appendices/studentcodeofconduct/).

Please, always properly cite the source of information you use in your exams and assignments. Here are basic guidelines:

!If you reference an idea from another source or information that is not common knowledge, you must reference that source, including the exact page(s) on which you found the idea or information. (Examples of “common knowledge”: the years that someone served as President of a country’s national government or the fact that the Cold War ended.)

!If you use the exact words from a source, you must place those words between quotation marks, and you must reference the source, including the exact page(s) on which you found the quotation.

!If you paraphrase information or an idea in your own words, you will not use quotation marks but must still reference the source, including the exact page(s) on which you found the information or idea. If you find yourself merely tweaking words of the original text, you are not paraphrasing, and you should therefore instead leave the author’s words as they are and place quotation marks around them.

!The above rules apply to both paper and electronic—including Internet— sources.

For further guidelines on how to avoid plagiarism please refer to the following guidelines published by UTSA:

http://www.utsa.edu/osja/documents/pdfs/Plagiarism2008.pdf Remember, ignorance will not excuse a violation.

Full adherence to The Roadrunner Creed

UTSA is a community of scholars where integrity, excellence, inclusiveness, respect, collaboration, and innovation are fostered. Students are thus expected to follow The Roadrunner Creed, as stipulated at: http://www.utsa.edu/about/creed/

Writing assistance

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grade. Students are thus highly encouraged to request writing tutoring from the UTSA’s Writing Center. To request an appointment with a tutor, please check their website at: http://www.utsa.edu/twc/

Communication with faculty and office hours

The best way to reach the professor is by email or during my office hours. This term the professor will hold office hours on Tuesdays from 1:00-3:00 pm and Thursdays from 2:00-3:00 pm. Please feel free to drop in at any time during regularly scheduled office hours. To schedule additional office hours, please e-mail the professor at

[email protected]. If you come to the professor’s office outside of his regular office hours and without an appointment, he may be unable to talk, due to his work schedule. The professor’s office is located at MS 4.03.57.

If you decide to contact the professor by email, please remember that he has a very busy agenda and can take up to 48 hours to reply to your inquiry. The professor does not answer to emails on Friday afternoons (after 3:00 PM) or during weekends.

Course etiquette

Students are expected to arrive punctually for class and not leave early. The class will start at 11:30 AM sharp and class attendance will follow immediately. The class door will close at 11:35 AM sharp. Once the door is closed, students cannot come in or

interrupt the class (no exceptions made). When entering the classroom, please turn all electronic devices on silent mode (including cell phones). Students are not allowed to check email or do other Internet searches during class nor can they talk or browse mobile phones. It is unacceptable to go on-line on any device while the professor is lecturing. Students are not allowed to bring food or eat inside the classroom (this includes chewing gum). When discussing controversial issues, all course attendees will engage in civil, respectful, and constructive discussions. Students cannot fall asleep during class and should take preventive measures (such as drinking coffee) to avoid public yawning while the class is in session. It is disrespectful and impolite to yawn in front of the professor. Failure to follow course etiquette can lead to class expulsion and even course failure at the discretion of the professor (YES THE PROFESSOR CAN FAIL STUDENTS IN THE COURSE FOR NOT COMPLYING WITH COURSE ETIQUETTE, consider this fair warning).

Special needs and accesses

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Counseling Services

Counseling Services provides confidential, professional services by staff psychologists, social workers, counselors and psychiatrists to help meet the personal and developmental needs of currently enrolled students. Services include individual brief therapy for

personal and educational concerns, couples/relationship counseling, and group therapy on topics such as college adaptation, relationship concerns, sexual orientation, depression and anxiety. Counseling Services also screens for possible learning disabilities and has limited psychiatric services. Visit Counseling Services at http://utsa.edu/counsel/ or call (210) 458-4140 (Main Campus) or (210) 458-2930 (Downtown Campus).

Supplemental Instruction

Supplemental Instruction offers student-led study groups using collaborative learning for historically difficult classes. Supported courses and schedules can be found on the TRC website. You can call the SI office if you have questions or for more information at (210) 458-7251.

Tutoring Services

Tomás Rivera Center (TRC) may assist in building study skills and tutoring in course content. The TRC has several locations at the Main Campus and is also located at the Downtown Campus. For more information, visit the Tutoring Services web page or call (210) 458-4694 on the Main Campus and (210) 458-2838 on the Downtown Campus.

The course will rely on a number of books and articles. You are not required to purchase any book, although two main titles will be used in our class. The following titles are available at the reserve section of the UTSA John Peace Library:

Daniel C. Hellinger, Comparative Politics of Latin America: Democracy at Last?, Routledge, 2011.

Thomas E. Skidmore and Peter H. Smith, Modern Latin America, Oxford University Press, 8th. Edition, 2013.

Note that my lectures will only complement the readings. The professor will not repeat the information assigned in the readings. The midterm and final exams will be based on both, lectures and readings.

Reading schedule

I. Introduction to Latin America: History and Foundations

August 23: This class is primarily administrative, and a chance to get acquainted.

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August 30: Latin American Political History. Skidmore et.al. Chapter 2, pp. 16-44.

September 1: Foundations: Latin American Independence Skidmore et.al., Chapter 13, pp. 370-395.

II. Approaches to Political Development September 6: Populism and Industrialization Skidmore et.al., Chapter 12, pp. 344-369. Hellinger, Chapter 5, pp. 120-139.

September 8 (Census date): Populism and Industrialization Hellinger, Chapter 6, pp. 141-167.

III. Revolutionary Movements

September 13: The Mexican Revolution and its political effects Skidmore, Chapter 3, pp. 47-78.

September 15: Film “El Che”

September 20: Special “study guide” session conducted at the Writing Center. Guidelines and recommendations for midterm exam.

Midterm exam is distributed.

September 22: The Cuban Revolution Skidmore, Chapter 5, pp. 112-141.

September 27: The effects of the Cuban Revolution and the failed revolutions Hellinger, Chapter 12, pp. 313-338.

September 29: Special session with Librarian Dee Ann Green at the JPU Library. Guidelines and research recommendations for policy debates.

Midterm exam is due in class at 11:30 (no extensions granted).

IV. The Rise of Authoritarianism

October 4: Bureaucratic-authoritarian regimes Hellinger, Chapter 7, pp. 171-206.

October 6: Coups and the military: Chile and Brazil in comparative perspective Alfred Stepan, “The New Professionalism of Internal Warfare and Military Role Expansion.” In Alfred Stepan, ed., Authoritarian Brazil. New Haven, CT: Yale University Press (47–65).

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Midterm exams grades are due.

V. Political transitions and re-democratization October 13: Film,&“NO”

October 18: The return to democracy: Argentina, Brazil and Chile Hellinger, Chapter 9, pp. 230-258.

October 20: Political transitions in hegemonic party systems: Mexico and Venezuela Hellinger, Chapter 10, pp.259-279.

Deadline to drop a class w/grade of “W”.

VI. Challenges of democratization

October 25: What is democracy and what Latin Americans perceive as democracy? Hellinger, Chapter 1, pp.19-46.

VII. Neoliberalism and its critics

October 27: Neoliberalism in Latin America Hellinger, Chapter 18, pp. 477-513.

November 1: Inequality in Latin America

Nancy Birdsall, Nora Lustig, and Darryl McLeod, “Declining Inequality in Latin America: Some Economics, Some Politics,” in Peter Kingstone and Deborah J. Yashar, eds. Routledge Handbook of Latin American Politics, Routledge: New York, 2012, pp. 158-180.

VIII. Challenges to public security

November 3: The rule of law, human rights, and public insecurity Hellinger, Chapter 17, pp. 451-473.

IX. Social trends

November 8: New social movements, new politics? Hellinger, Chapter 14, pp. 365-386.

POLICY DEBATES

November 10: Policy debate 1: Is democracy threatened by social unrest and the rise of Latin America’s left?

November 15: Policy debate 2: Should Cuba’s human rights violations be penalized?

November 17: Policy debate 3: Was Plan Colombia an effective way of combating drug trafficking?

November 22: Debate and policy paper preparation.

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November 29: Policy debate 4: Should Puerto Rico become an independent country?

December 1: Policy debate 5: Do gender quotas in political systems work in Latin America?

December 6: Do the social and economic costs of privatization outweigh its benefits?

References

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