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Domino R. Perez, Director BUR 552, Mailcode F9200, Austin, TX 78712 • (512) 471-4557

Course Descriptions

MAS 307 • Intro To Mexican Amer Cul Stds

Meets TTH 330pm-500pm MEZ 2.124
show description

See syllabus.

MAS 308 • Intro To Mex Amer Policy Stds

Meets T 500pm-800pm PAR 204
show description

See syllabus.

MAS 314 • Mexican American Lit And Cul

36380 • Hinojosa-Smith, Rolando
Meets TTH 1100am-1230pm GAR 1.134
(also listed as E 314V)
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Instructor:  Hinajosa-Smith, R

Unique #:  35130

Semester:  Fall 2014

Cross-lists:  MAS 314

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A.

Description: The course will cover a wide-spectrum of Mexican-Society: We will begin with Mexican-American urbanites living in one of this country’s largest cities.  This text will be followed by a Mexican family who crosses illegally into the United States to work and to search for the so-called American Dream.  The third text centers on Mexican American migrant workers who, in contrast to the characters in the preceding novel, are native born Americans.  The next text is a book of poetry by a Mexican American writer who has also won high recognition as a writer of Children’s Literature.  In contrast to the novels mentioned, the students will now read of middle class Mexican American citizens who have lived in the area since the middle of the eighteenth century.  The final novel is the second part of the second text; the family, after naturalization, and are now American citizens.  The different strata of this section of American society provide a wide scope of Mexican American life.

The class will not be a replica of many lecture classes: in this instance, the professor will read from prepared lectures and the students will be given copies of them and thus 1) read the material, and 2) hear it as the professor reads the lecture.  This, along with the student’s reading assignments, is designed for the students to come prepared with written questions or statements, which will be turned in to the professor prior the beginning of the class.  Questions written in class will not be accepted.

There will be no less than six essays; the student should read carefully; short quizzes will form part of the daily assignment.  The book of poetry will entail oral readings and a declamation of a poem (from a list of ten ) that the students will choose to recite during the semester.

Texts: The House on Mango Street, Sandra Cisneros

The Circuit, Francisco Jimenez

And the Earth Did Not Devour Him, Tomas Rivera

Ask a Policeman, Rolando Hinojosa

Breaking Through, Francisco Jimenez

Grading: The Essays: 80%; short quizzes: 15%; and the poetry declamation: 5%

MAS 314 • Mexican American Lit And Cul

36385 • Cucher, Michael
Meets TTH 1230pm-200pm WEL 4.224
(also listed as E 314V)
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Instructor:  Cucher, M

Unique #:  35140

Semester:  Fall 2014

Cross-lists:  MAS 314

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A.

Description: In this course on Mexican American literature and culture, we will focus on stories too often ignored in (and with the potential to disrupt) popular understandings of U.S. literature and history. For example, how many count the Treaty of Guadalupe-Hidalgo (which ended the Mexican-American War in 1848) among the nation’s many broken treaties with the previous inhabitants of what is now the United States? What are the legacies of the Chicana/o civil rights movements of the 1960s? How many recognize the extent to which women of color feminism (throughout the globe) has been shaped by the contributions of Mexican American women writing about South Texas? To what extent is the current rhetoric about immigration in the U.S. shaped by ideologies that date back to European colonization? And finally, to what extent do these ideologies continue to shape representations of Mexican Americans produced by and about Mexican Americans?

This class will approach these topics and many more through close readings and class discussions of novels, short stories, film, poetry, manifestoes, and murals. Questions about race, class, gender, sexuality, historical context, and national identity will provide the frameworks for these discussions and for your assignments.

Texts: Sor Juana Inés de la Cruz. Poems, Protest, and a Dream: Selected Writings; Oscar Zeta Acosta. The Revolt of the Cockroach People; Sandra Cisneros. Woman Hollering Creek And Other Stories; Ana Castillo. So Far from God; Norma Elia Cantú. Canícula: Snapshots of a Girlhood en la Frontera; Oscar Casares. Brownsville; critical readings and relevant images will be posted to Blackboard.

Requirements and Grading: Weekly response papers (one page) 15%; Class participation 15%; Midterm 25%; First Paper (3-5 pages) 15%; Final Paper (7-10 pages) 30%

MAS 314 • Mexican American Lit And Cul

36387 • Eils, Colleen Gleeson
Meets MWF 1200pm-100pm PAR 308
(also listed as E 314V)
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Instructor:  Eils, C

Unique #:  35135

Semester:  Fall 2014

Cross-lists:  MAS 314

Flags:  Cultural Diversity; Writing

Computer Instruction:  No

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A.

Description: Students in this course will read a selection of contemporary Mexican American novels, short stories, and poems to consider the relationships between the social and political contexts of this literature and literary form. To better understand authors' politics and aesthetics, we will discuss issues such as class, gender, sexuality, national identity, border politics, civil rights, consumer culture, and government surveillance.

The primary aim of this course is to help students develop and improve the critical reading, writing, and thinking skills needed for success in upper-division courses in English and other disciplines. They will also gain practice in using the Oxford English Dictionary and other online research tools and print resources that support studies in the humanities. Students will learn basic information literacy skills and models for approaching literature with various historical, generic, and cultural contexts in mind.

This course contains a writing flag. The writing assignments in this course are arranged procedurally with a focus on invention, development through instructor and peer feedback, and revision; they will comprise a major part of the final grade.

Tentative Texts:The People of Paper by Salvador Plascencia • ¡Caramba!: A Tale Told in Turns of the Card by Nina Marie Martinez • The Book of Want by Daniel Olivas, and selected short stories and poems.

Requirements & Grading: There will be a series of 3 short essays, the first of which must be revised and resubmitted. Subsequent essays may also be revised and resubmitted by arrangement with the Instructor (70% of the final grade). Students will also complete short response papers and brief in-class presentations (30% of

MAS 316 • History Of Mexican Amers In US

36390 • Zamora, Emilio
Meets TTH 930am-1100am BUR 208
(also listed as HIS 314K)
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The reading and lecture course examines the historical development of the Mexican community in the United States since 1848, with an emphasis on the period between 1900 and the present.  The primary purpose of the course is to address time and place specific variations in the incorporation of the Mexican community as a national minority and bottom segment of the U.S. working class.  One of my central concerns is to explain two inter-related historical trends in this incorporation, steady upward mobility and unrelenting social marginalization.  I emphasize work experiences, race thinking, social relations, trans-border relations, social causes and larger themes in U.S. history such as wars, sectional differences, industrialization, reform, labor and civil rights struggles, and the development of a modern urbanized society. Also, I incorporate relevant aspects of the history of Latinos, African Americans, and Mexico.



Manuel G. Gonzales, Mexicanos, A History of Mexicans in the US (Bloomington: Indiana University Press, 1999).

Angela Valenzuela, “The Drought of Understanding and the Hummingbird Spirit,” Unpublished essay in my possession.

Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican Workers and Job Politics during WWII (College Station: Texas A&M University Press, 2009).

Emilio Zamora, “Guide for Writing Family History Research Paper.



Mid-term examination (25%),

Final examination (25%),

Research paper (30%),

Two chapter reports (10%)

Film report (10%).

MAS 374 • Gend/Class/Ethn Amer Lit/Film

36425 • Cucher, Michael
Meets TTH 330pm-500pm CAL 419
(also listed as E 344L)
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Instructor:  Cucher, M

Unique #:  35760 and 35765

Flags:  n/a

Semester:  Fall 2014

Cross-lists:  MAS 374

Computer Instruction:  No

Prerequisites: Comparative Literature 315, English 603B, 316K, or Tutorial Course 603B.

Description: This course provides a broad overview of approaches to the study of literature and film in the United States from perspectives that include Critical Ethnic Studies, Feminism, American Studies, and Queer Theory. Through analyzing novels, short stories, critical texts, films, cartoons, and photographs, we pay special attention to how ethnicity, class, and gender intersect with one another. We also discuss what these intersections can tell us about how people in the United States experience various forms of identity and power. In short, we read a collection of texts that are alternatively fantastic, frustrating, and thought provoking, and we spend a great deal of time watching both “classic” and contemporary movies.

After we situate these works in their appropriate cultural, political, and historical contexts, some of the questions that will guide our class discussions (and your assignments) include: How do Indigenous feminists respond to Hollywood Westerns? What roles do women play in John Steinbeck’s novels about class conflict? What is the relationship between Hollywood Studio Films, Blaxploitation Films and Third World Cinema? What is the relationship between women’s bodies and the horror genre? How do Mexican Americans represent themselves on screen from both behind and in front of the camera, and how have these representations changed over time?

Texts: John Steinbeck. In Dubious Battle; Manuel Muñoz. What You See in the Dark; Toni Morrison. The Bluest Eye; Sandra Cisneros. Woman Hollering Creek And Other Stories; additional readings and critical texts will be posted to Blackboard.

Films: John Ford. The Searchers (1956); Chris Eyre. Smoke Signals (1998); Herbert J. Biberman. Salt of the Earth (1954); Elia Kazan. Viva Zapata! (1952); Alfred Hitchcock. Psycho (1960); Alex Rivera. Sleep Dealer (2008); Ridley Scott. Blade Runner (1982); Giles Pontecorvo. The Battle of Algiers (1966); Burnett, Charles. Killer of Sheep (1979); Nancy De Los Santos, Alberto Domínguez, and Susan Racho. The Bronze Screen: 100 Years of the Latino Image in American Cinema (2002); Valdez, Luis. Zoot Suit (1981); Peter Bratt. La Mission (2009); Robert Rodríguez. Machete (2010); Youssef Delara and Michael D. Olmos. Filly Brown (2012).

Requirements & Grading: Weekly response papers (one page) 15%; Class participation 15%; Midterm 25%; First Paper (3-5 pages) 15%; Final Paper (7-10 pages) 30%

MAS 374 • US Immigration

36450 • Rodríguez, Néstor P.
Meets MWF 1100am-1200pm CLA 1.106
(also listed as SOC 321K)
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II.  Course Aims and Objectives

Immigration patterns have significantly affected the development of U.S. society since its inception.  In the 1990s, the United States experienced a record number of new immigrants, and the present decade is maintaining a high volume of immigration, perhaps heading to another record.  This course uses a sociological perspective to address various impacts of immigration in U.S. society.


This course is designed to help students develop an awareness of the significance of immigration in U.S. society.  In the course, students learn to use sociological approaches to better understand the nature of immigration in U.S. society, including an understanding of how immigration affects large (macro) and small (micro) social units.

 Specific Learning Objectives

Gain background information on the development of immigration patterns in U.S. society and discuss the social forces that affect these patterns from the perspective of historical and recent immigration trends.

Review and discuss different social perceptions and attitudes about immigration trends in U.S. society.

Review and analyze government statistical reports concerning annual immigration conditions and characteristics.

Develop an awareness of the significance of immigration for the development of U.S. society.

Review major laws affecting immigration patterns in U.S. society

Gain an ability to analyze current immigration dynamics from a sociological perspective

Format and Procedures

The course is designed with the expectation that it will follow an intertwined format of lectures and class discussions.  A key expectation is that students will come to class prepared to discuss thematic issues covered in the class, or at least come to class with a curious and critical predisposition to become intellectually engaged in the class. All students are expect to contribute to class discussion, with a high regard for an open academic dialogue, which values respect for the ideas, opinions, and views of others. Class attendance is expected and highly encouraged.

During the course students will be asked to give formal and informal anonymous feedback regarding the teaching techniques and progress of the course.  The purpose of the student feedback is to help create an effective learning experience.


My assumptions about the nature of immigration in U.S. society is that it a) follows an historical course, b) flows from the interaction between human agency and social structures, c) takes normal paths of social division and degrees of accommodation and social incorporation, d) is partly affected by social constructions regarding different national-origin groups, and e) has its most profound significance within the dynamics of social reproduction.

Course Requirements

1. Class attendance and participation policy

To get the most out of this class you should attend all classes and arrive on time.  Also, you should review previous lecture notes and bring questions to class about points you did not clearly understand—including points from the assigned readings.  Please be attentive in class (turn off phones or set to vibration). You are greatly encouraged to participate in class discussion, and please do so in a manner that respects the rights of others to also participate.  If you have a problem hearing the lectures and discussion, or viewing class presentations, please let me know immediately. Class participation is taken into consideration (10%) for the final grade.


a) Required books/readings:

Portes, Alejandro, and Ruben Rumbaut.  2006.  Immigrant America:  A Portrait.  Berkeley, CA:  University of California Press. (PR)

Min, Pyong Gap.  2006.  Asian Americans:  Contemporary Trends. Thousand Oaks, CA: Pine Forge Press. (M)

 On-line articles (these are free on-line articles accessible through the UT library or other public sources)

 b) Websites to review: let’s make sure that these are the websites that are reviewed for each topic section.

Census Bureau:

Population Reference Bureau:

Office of Immigration Statistics:

Migration Policy Institute:

Pew Hispanic Center:

UT Austin Center for Mexican American Studies:

UT Austin Center for Asian American Studies:

UT Austin Center for African and African American Studies:

Assignments, Assessments, Evaluation, Dates

a) The course contains three regular exams and a “replacement” final exam. Regular exams will consist of multiple-choice items and an essay question, and the final exam will consist of essay questions. The final exam can be taken to replace the grade of a regular exam.  All exams have to be taken on the dates specified; the only exception to this rule are cases involving a truly pressing situation (medical) or involving authorization by UT Austin.  In such exceptional cases, makeup exams for the first two regular exams have to be taken within a week after the originally designated dates in the sociology room for make-ups. In the rare possibility that a student needs to take a makeup for the third exam, arrangements with have to be made with me. Makeup exams will consist of essay questions. Students who miss a scheduled exam must alert me beforehand and consult with me regarding the makeup.  There is no procedure for making up the final exam outside of cases that are of a true exceptional and unusual personal pressing situation. Students have to take all exams on the dates and times specified.  Exams cannot be taken earlier or later than the dates and times specified.

 b) Students are required to submit a report (minimum of 6 pages double space) based on a review of two articles on immigration-related research that have been published in peer-reviewed journals.  Guidelines for writing this research report are given at the end of this syllabus.  I have selected the following journals for students to review and select the articles: International Migration Review, American Journal of SociologyAmerican Sociological Review,Ethnic and Racial StudiesBlack StudiesJournal of Asian American Studies, Social Forces, and Social Science Quarterly. Additional journals may be added to this list during the semester. Please consult the course schedule below for the due date of the research report.  Late research reports will be accepted up to one class meeting late, but will be assessed a 10-point late penalty. Students have to give the URL address of the articles if they are accessible on-line, or provide a copy of the first page of each article if they are not accessible on-line.

 c) All dates specified in this syllabus for course topics, exams, and papers are subject to change given unforeseen developments.

 4. Use of Blackboard

It is my intention to use Blackboard ( to help manage the course and to pursue interaction with students.  I plan to use Blackboard to make announcements, distribute information, communicate with students, and post grades.  Students are encouraged to use Blackboard to communicate and share comments and information.  Please check your Blackboard site regularly to look for communications from me or from other students in the class.  Support for using Blackboard can be obtained from the ITS Help Desk at 475-9400, Monday through Friday, from 8am to 6pm. 


 a) Three regular exams (40 multiple-choice items and an essay question): 100 points per exam x 3 regular exams = 300 points

 b) Research report: 40 points

 c) Final course grades will be determined based on the percent of total points made out of a grand total of 340 points:  90%-100% = A, 80%-89.5% = B, 70%-79.5% = C, 60%-69.5% = D, below 60% = F.


MAS 374 • Young Adult: Fiction And Film

36453 • Perez, Domino R.
Meets TTH 1230pm-200pm BUR 112
(also listed as E 344L)
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Instructor:  Perez, D

Unique #:  35770

Semester:  Fall 2014

Cross-lists:  MAS 374

Prerequisites: C L 315, E 603B, 316K, or T C 603B.

Description: This course will focus on young-adult fiction (also known as young adult literature) that has broad critical and/or popular appeal beyond its intended audience. As an additional critical component of the course, we will augment the readings with films and books inclusive of diverse experiences and interests but that do not necessarily have the benefit of popular or commercial appeal. While conversations about YA fiction generally focus on the protagonist’s coming-of-age or strategies for incorporating these works into the classroom, our discussions of the works will be framed by critical approaches such as feminist, cultural, ethnic, and gender, as well as genre and film studies. One major goal is to consider how these works by British, Mexican American, American, and American Indian authors speak to global, social, and political concerns.

Required Texts: Rowling, J.K. Harry Potter The Sorcerer’s Stone (1998); Collins, Suzanne. Hunger Games (2008); Dashner, James. Maze Runner (2009); Roth, Veronica. Divergent (2011); Cisneros, Sandra. The House on Mango Street (1984); Rivera, Tomas. and the earth did not devour him (1971); Alexie, Sherman. Flight (2007).

Requirements & Grading: Participation/Attendance 10%; Reading Quizzes 30%; Final Project 30%; Group Presentation 30%.

MAS 374 • Life/Lit Of Southwest-Mex Am

36455 • Hinojosa-Smith, Rolando
Meets TTH 930am-1100am GAR 2.112
(also listed as E 342)
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Instructor:  Hinojosa-Smith, R

Unique #:  35750

Semester:  Fall 2014

Cross-lists:  MAS 374

Flags:  Cultural Diversity

Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This close-reading course focuses on works by men and women descendants of the original colonial settlers under the Spanish crown and some whose ancestors were Mexican-born. The course will cover two genres, the novel and a book of poetry, the latter by Pat Mora. This is a close-reading class.

During the course of the semester, the students will be reminded orally and by the written word that this is a course in an English Department and that punctuation, clarity, mechanics, diction, and grammar are not only important, they are also essential.

Texts: Sandra Cisneros, The House on Mango Street; Tomás Rivera, . . . And the Earth Did Not Devour Him; Pat Mora, Borders; Francisco Jiménez, The Circuit and Breaking Through; Rolando Hinojosa, Ask a Policeman.

Requirements & Grading: This course calls for six to seven essays to meet the writing requirements. The essays are worth 8% and the daily quizzes count for 15 points of the final grade.

This is an English course, and it calls for close reading. The following elements: punctuation, clarity, mechanics, usage, and grammar are the students’ responsibility. It is essential, then, that you know what they mean.

Class lectures will provide the cultural and linguistic backgrounds found in the texts. Student-led discussion either individually or by teams of twos will also form part of the class instruction.

In poetry, each student will memorize and recite a poem from Mora's text; to prevent embarrassment, the recitation will be held individually at the student's and the instructor's convenience in the instructor's office.

Class attendance is a student's responsibility; more than three absences will affect the students' grades; this does not affect death in the family or illness; the latter must be verified by a doctor's written statement.

MAS 374 • Latino Politics

36460 • Leal, David L.
Meets TTH 330pm-500pm CLA 0.130
(also listed as GOV 370K, LAS 337M)
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Course Description

This course will introduce you to the political experiences of the United States Latino populations in the present and historically.  The course begins with a discussion of political identity: what does it mean to be Latino, Hispanic, or Chicano, and what are the politically relevant commonalities and differences in Latino communities.  We then discuss Latino political history, starting with the Spanish empire but focusing particularly on the 19th and 20th centuries in Texas and the southwest.  In doing so, we will study Latino political movements, organizations, and important individuals.  Moving to recent decades, the class examines Latino inputs into the American political system – particularly public opinion, voting, and the role of gender in politics.  The class also discusses the two largest non-Mexican national-origin groups in the U.S.: Puerto Ricans and Cuban Americans.  We then explore the growing voice of Latinos in political institutions, such as the U.S. Congress and state legislatures.  Lastly, the class covers key policy issues for Latino communities, particularly education and immigration. 


Grading Policy

Midterm: 30%

Final: 40%

Writing assignment: 20%

Class participation and engagement: 10%



-Garcia, F. Chris, and Gabriel Sanchez. 2007. Hispanics and the U.S. Political System: Moving Into the Mainstream. New York: Prentice Hall.

-Gutierrez, David. 1995. Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Identity. Berkeley: University of California Press.



Flag: Cultural Diversity

MAS 374 • Texas, 1914 To The Present

36465 • Zamora, Emilio
Meets TTH 1230pm-200pm BUR 208
(also listed as HIS 320R, URB 353)
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The reading and lecture course surveys change and continuity in the history of Texas within the context of U.S. history and Mexico-U.S. relations.  Special attention is given to Mexico-U.S. relations, politics and social relations between 1900 and 1970, as well as the home front experience of Texans during the Second World War.  The overriding theme is the incorporation of Texas into the national socio-economy from the state’s early “colonized” status to its modern position as a fully integrated part of the nation.  The course is organized around our readings.  The De la Teja/Marks/Tyler text provides a synthesis of Texas history while the Zamora text provides a closer examination of home front experiences.  The two chapters from the Campbell book will serve as a basis for an examination of the post-war period extending into 2001.

            Three semester hours of Texas history may be substituted for half of the American history requirement.  Course materials, including a copy of my resume, this syllabus, lecture notes, bibliographies, and notes on interviewing techniques, will be available on Blackboard (, UT’s course management site.  Call the ITS help desk (475-9400) if you have problems accessing the site.


Randolph B. Campbell, Chapter 16, “Modern Texas, 1971-2001,” In Gone To Texas, A History of the Lone Star Stateby Randolph B. Campbell (New York: Oxford University Press, 2003): 438-67.

Jesús de la Teja, Paula Marks, and Ron Tyler, Texas, Crossroads of North America (New York: Houghton Mifflin Company, 2004).

Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican Workers and Job Politics during WWII(College Station: Texas A&M University Press, 2009).


Research paper (35%), 5 chapter reports (25%), and 4 film reports (40%).

MAS 374 • Radical Latinos

36480 • Cordova, Cary
Meets TTH 1230pm-200pm BUR 228
(also listed as AMS 370)
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The word “radical” encompasses a wide variety of meanings, including being different, “other,” new, extreme, awesome, and even of the Left.  Radical suggests a “black sheep” quality, or an inability to fit into standard operating procedure.  This course will use the word “radical” to examine the social positioning and history of Latinas/os in the United States.  Specifically, we will use this framework to analyze the histories of Latinas/os who have gone against mainstream expectations, or who have challenged or critiqued the status quo in provocative and unexpected ways.  The class will examine a wide range of radical representations, from “radical” activists like Emma Tenayuca, Luisa Moreno, Lolita Lebron, and Reies López Tijerina, to radical social movements like the Brown Berets and the Young Lords, to radical films like Salt of the Earth, to radical artists like Guillermo Gomez-Peña, Asco, and Raphael Montañez Ortiz.  In looking at what is considered extreme, out of the ordinary, or unusual, the class is equally invested in what is appropriate, ordinary, traditional, and everyday.                 



Participation:                           20%

Response Paper #1:                  10%

Response Paper #2:                  20%

Response Paper #3:                  20%

Final Research Paper:                30%


Possible Texts

Culture Clash, Culture Clash in America

Cherrie Moraga, Heroes and Saints and Other Plays

Luis Valdez, The Mummified Deer and Other Plays

Guillermo Verdecchia, Fronteras Americanas / American Borders

Darrel Enck-Wanzer, ed., The Young Lords, a Reader

Reies Lopez Tijerina, They Called Me "King Tiger": My Struggle for the Land and Our Rights


Upper-division standing required. Students may not enroll in more than two AMS 370 courses in one semester.

Flag(s): Writing



MAS 374 • U.s. Latino/A Ethnogrphies

36485 • Ballí, Cecilia
Meets TTH 200pm-330pm SAC 4.118
(also listed as ANT 324L)
show description

As interpreters and translators of culture, ethnographers produce authoritative

representations of other people’s lives. This course will explore the everyday lived

realities of U.S. Latinos/as, the nation’s largest ethnic minority group, through the lens of

ethnography, the anthropologist’s method. Through close readings of ethnographic texts

representing a diversity of issues and geographic regions, we will examine the structural,

cultural and historical conditions and discourses that structure Latino/a social life along

lines of race and ethnicity, gender and sexuality, class, language, and citizenship, as

well as how individuals resist, negotiate or subvert them in the everyday making of their

lives. Some themes include: identity and identity formation; migration, transnationalism

and diaspora; expressive culture and performativity; media, politics and representation;

and health and the body. At the same time, we will reflect on the practice of fieldwork

and ask critical questions about how ethnographic texts are produced – that is, what

relationships of power and epistemologies (forms of knowing) shape and help build

ethnographic authority. Students will develop their own ideas for an ethnographic study

in the Austin vicinity and execute it in consultation with the professor and through small

peer groups.

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