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The KansasLatin AmericanistNewsletter of the University of Kansas Center of Latin American Studies1440 Jayhawk Blvd., Suite 320 - Lawrence · KS · 66045 - 7574 · (785) 864-4213 · latamst@ku.edu · www.ku.edu/~latamst

Director: Elizabeth KuznesofAssociate Director: Brent MetzOffice Manager: Judy FarmerEditor: Hugh Glenn Cagle

Fall 2004Fall 2004Fall 2004Fall 2004Fall 2004

Ernesto Cardenal, the John BirchSociety, and the Making of oneProfessor Emeritus: An Interviewwith Charles Stansiferby Hugh Glenn Cagle, Charles Stansifer contributing

Members of the KU community who attended oneof his now-famous banana lectures glimpsed whatcharacterizes Charley Stansifer’s teaching: a mixture

of hard politics and irreverent humor. On November5, 2004, Stansifer gave his final banana lecture and atthe end of the fall 2004 semester, after more than forty-five years of teaching, Dr. Charley Stansifer willbecome Charles Lee Stansifer, Professor Emeritus.Over the course of two early-November interviews—nearly four hours of conversation—a more serious

From the Director’s Deskby Elizabeth Kuznesof

CONTENTS

(see Stansifer, page 5)

A friend once joked that I wanted to transform thewhole of KU into the Center of Latin American Studies.At least I think it was a joke. But the truth is thatCenters like ours can only be healthy in a resource-poor world by connecting with other units, forminginterest clusters for research interests, for study andresearch abroad, for teaching and outreach. Wedefinitely can see the fruits of these efforts. The studytour of faculty to Cuba in May and June was a greatexample of an effort that spanned KU and broughttogether many interests, from Art to Engineering. TheAndean and Amazonian Seminar sponsored by theHall Center is another example of enormousinterdisciplinarity. Latin American Studies continuesto find fruitful ways to collaborate with Women’sStudies, and increasingly with Indigenous NationsStudies, in addition to our usual links with Spanish &Portuguese, History, Anthropology, EnvironmentalStudies, and Geography. This Fall we sponsored theDay of the Dead exhibit at the Watkins Museum indowntown Lawrence and our Spanish and Cultureprogram expanded to four elementary schools. So itlooks like we may span Lawrence in addition to KU!!Happy Holidays!!

STANSIFER . . . . . . . . . . . . . . . . . . . . . . . . . . . .1FULBRIGHT DIARIES . . . . . . . . . . . . . . . . . . . . . . . . 2INTERNATIONAL TEACHER TRAINING . . . . . . . . . . . . . .2ANDEAN AND AMAZONIAN EXCHANGES. . . . . . . . . . . . .3IMPRESSIONS OF CUBA . . . . . . . . . . . . . . . . . . . . . . .3CLASSICAL MUSIC WITH A LATIN BEAT . . . . . . . . . . . 4DOWNTOWN MUSEUM HOSTS DAY OF THE DEAD . . . . 4THIRTEENTH ANNUAL WAGGONER . . . . . . . . . . . . . . .7NEW FACULTY MEMBERS . . . . . . . . . . . . . . . . . . . 14SPANISH LANGUAGE AND CULTURE IN LOCAL SCHOOLS .14FACULTY AND STUDENT ANNOUNCEMENTS . . . . . . . . .15FOREIGN STUDY, RESEARCH, FUNDING OPPORTUNITIES .20

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The Center for Latin AmericanStudies Wins Fulbright-Hays toProvide International Training forArea Teacherscompiled by Adriana Natali-Sommerville

Fulbright Diaries from CentralAmericaby Laura Hobson Herlihy, Brent Metz contributing

Two CLAS faculty, Brent Metz and Laura HobsonHerlihy, received 2003-2004 Fulbright awards to studyindigenous issues in Central America. Brent Metz’sFulbright-Hays award has allowed him to conductethnographic and historical research in Guatemala, ElSalvador, and Honduras from April to December.Herlihy’s CIES Fulbright award to Nicaragua gave herthe opportunity to teach anthropology at the indigenousuniversity (Universidad de las Regiones Autónomasde la Costa Caribe Nicaragüense, URACCAN,) andcontinue her ethnographic research on the AtlanticCoast from February to July. Metz’s research has focused on identity politics and“indigeneity” in upper Central America. Inspired bythe effervescence of indigenous ethnic organization inan area widely thought to be non-indigenous, Metz hasinterviewed indigenous leaders and cultural brokers tounderstand the bases of this indigenous organization. In eastern Guatemala, this meant interviews ofmembers of ethno-development projects, elders, andnon-Maya leaders. In northwestern El Salvador,research has included interviews of campesinos, ethno-development project leaders, former guerrillas, elders,and Ministry of Culture officials, as well research inhistorical archives. In Honduras, he has focusedprincipally on Ch´orti´ organization CONIMCHH. Thatorganization recently won important concessionsregarding land and archeological tourism, but at thecost of some lives. At the core of this research is theproblematic of what it means to be indigenous in the21st century, a very complicated issue often simplifiedby political pragmatists. Farther southward in Central America, Herlihyinstalled her family in an indigenous Miskitu familycompound in Puerto Cabezas, a fourth-world port townon the Nicaraguan Atlantic Coast. With husband Peteraway in Peru, the family included son Hobbs (fourmonths old), daughter Simone (four years old), andbabysitter Emily Sack (currently a KU freshman).They rented the second floor of a wooden house inCasa Museo, a bed and breakfast with local artworkhanging on the walls. They had electricity (that wentoff daily), television, and internet access, but no runningwater. Miskitu women that worked at Casa Museohauled their bathing water upstairs daily and gave themmuch advice about caring for Hobbs. The Miskituwomen advised them to bathe Hobbs only in the morning(the coolest time of the day), “shape” his features with

For five weeks in June and July of 2004, twelveKansas educators participated in a Fulbright-HaysGroup Projects Abroad seminar on childhood andeducation in Argentina. Sam Sommerville (JCCC) ledthe program; Barbara Thompson (KU) supervisedcurriculum development and Adriana Natali-Sommerville (KU’s CLAS) taught Spanish toparticipants. Educators traveled throughout Argentina,attended lectures, and visited schools and otherinstitutions focused on childhood and education.Teachers developed internationalized curriculum unitsfor use in Kansas’s classrooms. Host families housedthe travelers while they were in Córdoba, givingparticipants an intimate view of Argentine daily life.Here is what a few teachers had to say:

Carolyn Welch, Langston Hughes ElementarySchool (Lawrence, KS)

We were a diverse group of fifteen: twelveparticipants and three group leaders; five men and tenwomen. Teachers all, our interests ranged fromanthropology to early childhood education, fromSpanish to special education, social studies to music,communications to sociology. We differed greatly inage and temperament, and we varied widely in ourpolitical viewpoints. (In the interest of full disclosure,I’ll tell you that I’m a music teacher, a Democrat andan introvert, and that I’m somewhere in the vast middleof the stated age range!) All in all, I found our group tobe a delightful mix of people, and it’s a good thing, aswe were together for five rather intense weeks, for

(see Fulbright Diaries, page 5) (see Int’l Teacher Training, page 6)

Barbara Thompson on her way to visit a ruralschool at the base of Mt. Champaqui

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Beyond Hall Center Presentations:Andean and Amazonian Exchanges by Momina Sims

The exchange partnership between the Universityof Kansas and the Universidad Nacional Mayor deSan Marcos is a three year State Department universityaffiliate grant which began last year and whichfacilitates the exchange of professors between KUand San Marcos. This past spring and summer, KUfaculty members Bart Dean, Peter Herlihy, SusanneClement, John Simmons, and Richard Clement spenttime in Peru working on a variety of different projects.

Professor of anthropology Bart Dean conductedresearch pertaining to the Cocoma, an Andeanindigenous group in April and May 2004, and developeda major human rights documentation project. ProfessorDean also served as the faculty advisor for twoFulbright Commission Seminars while in Peru in Juneand August.

Professor of geography Peter Herlihy met with theChancellor, Deans, and individual faculty members ofthe University of San Marcos and lectured at theUniversity in spring 2004. He said that the environmentat San Marcos was very open, receptive, andsupportive. Everyone there was accommodating andeager to maintain and strengthen the positiverelationship between KU and San Marcos. ProfessorHerlihy also developed a project proposal to studycommunal land titling among indigenous peoples, whichwas agreed upon by local, regional, and nationalPeruvian authorities.

Susanne Clement, Head of Collection Developmentin Watson Library, spent twelve days in Peru (largelyin Lima) during which she visited the University ofSan Marcos, the National Library and MuseumInstitute, the Medical Library of San Marcos and the

Impressions of Cuba: Sublime butInescapably Politicalby Hugh Glenn Cagle

Eleven KU faculty members and six administratorstook part in an International Faculty DevelopmentSeminar in Havana, Cuba from May 31st to June 8thof 2004. The Office of Study Abroad organized theseminar. Various KU divisions shared the expenses,including the Office of the Chancellor, the Office ofthe Provost, the Center of Latin American Studies, theSchool of Architecture and Urban Design, the Centerfor International Business Education and Research,the Office of International Programs, the KU MedicalCenter, and the Office of Study Abroad.

Each morning in Havana, participants gave apresentation on some aspect of their preliminaryresearch on Cuba in seminars organized by TamaraFalicov, who facilitated faculty activities. The remainderof each day included organized visits to museums,parks, historic sites, and art galleries. KU faculty alsoconducted research individually and tried to establishcontacts with fellow scholars or artists in their field. By all accounts, the faculty presentations weretremendously helpful. They provided a forum in whichparticipants combined their individual disciplinaryknowledge to illuminate the many dimensions of theCuban experience in the twentieth century. In a mannerthat is indicative of life as a research professor,everyone, without exception, said the seminarsstrengthened bonds between KU Latin Americanistswho, back on the KU campus, are often too busy todiscuss collaborative projects with faculty indepartments so diverse as History and Engineering. Impressions and experiences of other aspects ofthe trip were mixed, due in large measure to eachscholar’s field of research. Political Scientist LorraineBayard de Volo and Gary Reich, and historians AntonRosenthal and Elizabeth Kuznesof faced considerablebureaucratic obstacles when they tried to accessarchives in the Instituto de Historia, the BibliotecaNacional, and the Biblioteca del Museo de la Ciudad.Politics of the revolutionary government remain asensitive issue and attempts to make professionalcontacts were occasionally thwarted when officialsand scholars refused to return telephone calls and othercorrespondence. In a comment that sounds very muchlike the seed of a future project, Dr. Reich noted thatsince “art as a venue in which dissent, albeit limited, istolerated . . . the best way to study the bounds ofpolitical dissent in Cuba may be to study criticism ofthe revolution coming from Cuban art and cinema.”

(see Andean and Amazonian, page 6) (see Cuba, page 7)

KU Chancellor Hemenway and University of SanMarcos’s Chancellor Dr. Manuel Burga

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Classical Music with a Latin Beat:Jack Winerock in South Americaby Terena Silva

A constant visitor of South America, Jack Winerockis interested in more than just its culture. Winerock, amusic and dance professor, studies the relationshipbetween South American culture and classical music.He has been to Paraguay, Argentina, Peru and Brazilas an exchange faculty member or invited guest.During each visit he has had the chance to work withteenagers, children, pianists and orchestras. In South America, students are encouraged to studylocal composers each semester. They learn how toplay pieces, what influenced the music and whatcontributions each composer has made to classicalmusic. Winerock said this teaching method is the perfectway to blend culture and music. And that is whatkeeps Winerock going back: in South America, cultureand classical music blend to produce new rhythms andsounds. Winerock believes there is more freedom tocompose classical pieces and that composers tend tobe more creative because children start to study it atan early age. The ethnic variety of South America stronglyaffects how each culture portrays itself through music.The Dutch, French, Portuguese, and Spanish arrivedwith their own musical styles and these subsequentlymixed with already-rich indigenous musical forms. InArgentina gaucho influence is marked. “The gauchostyle is very [evident] in the music, in the tunes,”Winerock said. As a result, classical music in thetwentieth century is rooted in multiple traditions.Argentine tango, for instance, has impacted classicalmusic. In Paraguay, classical music is stronglyinfluenced by unique Guarani styles. Each countrybrings its own tonal iconography to its music. SouthAmerica is a region alive with a variety of sounds andrhythms. Music has not escaped the impact of economichardship. According to Winerock, formal concert musicis just beginning to come into its own. During his visits,Winerock works on funding classical music and makingit more accessible to the population by focusing on theinfluence of local music on national and internationalperformance. Individual styles and traditions recovervalue and relevance in the twenty-first century. Andwhen each local musical tradition is more accessibleto the general public, it attracts attention and theenergies of talented local artists.

Downtown Museum Hosts Day ofthe Dead Exhibitby René G. Santos Mondragón

El Día de los Muertos (the Day of the Dead) is anancient tradition that mixes pre-Columbian ideas withthe Catholic rites brought by Spain after the conquestof Latin America. In this celebration families honorthe spirits of deceased loved ones by creating altarswith flowers, candles, objects, and food that belongedto the dead or were precious to them in life. Thecelebration takes place every year on November 1st

and 2nd. Imagine: Yellow flower petals, the smell ofspicy copal burning and lighted candles symbolizingthe four cardinal points that will lead the way. Once athome, the colorfully decorated altar with pictures, skulls,food, and personal items of the deceased will makethe deceased feel welcomed and at ease.

For the third year in a row the Center of Latin AmericanStudies at the University of Kansas organized a Dayof the Dead Celebration in order to share this popularMexican holiday with its Lawrence neighbors. TheWatkins Community Museum of History, where theexhibit was displayed, conducted tours until November30th so that students from the Lawrence area couldvisit it and see the altars, objects, skulls and skeletonsin scale model representations of everyday activitiesand pictures characteristic of the celebration. Theopportunity was also an excellent chance for studentsand teachers to tour the rest of the displays of themuseum and learn about the valuable collections ithouses. On Saturday November 6th, the Center of LatinAmerican Studies offered its third annual “Day of theDead Workshop” to help educators bring this Mexicantradition to Kansas schools. Two evenings earlier, on

(see Winerock in South America , page 7) (see Day of the Dead, page 8)

A Day of the Dead display case

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STANSIFER ( from page 1)Stansifer discussed his career, how the academicprofession has changed, and what it means for him toretire.

Growing up in the thirties, Stansifer had no ideathat he would ever be an academic. Neither of hisparents had graduated from high school, let alonecollege. But his parents convinced him that educationwas the way out of poverty, and he consequentlydevoted himself to his studies.

As a young graduate student, Stansifer planned tojoin the Foreign Service. He saw the Foreign Serviceas a means of seeing the world. His 1954 Master’sthesis at Wichita State University appropriately covereda diplomatic topic: Herbert Hoover’s recognition policytoward Central America. In the midst of the ColdWar, the USSR and the Russian language competedwith Latin America for his attention. A factor in hisdecision to commit to Latin America, says the professor,was the cancellation of Russian language courses atWSU due to pressure from a local chapter of the JohnBirch Society. Stansifer’s interest in Central Americaincreased when his WSU adviser John L. Rydjord,recommended that Stansifer enroll at Tulane Universityin New Orleans for his PhD. William J. Griffith,Director of the Center of Latin American Studies atTulane, directed Stansifer’s PhD dissertation on theCentral American career of E. George Squier, the firstUS diplomat to serve in Nicaragua. Although Stansifer had passed the written and oralexaminations for the Foreign Service, he chose at thelast minute to accept a teaching position at theUniversity of Southwestern Louisiana in Lafayette,Louisiana. As for seeing the world, his teaching careeradequately substituted for the Foreign Service—hispassion for understanding Latin America and lecturingabout it has taken him to almost every Latin Americancountry as well as to Asia and Europe. “Teaching wasn’t easy for me in my first years asa professor and even now I find myself taking a ratherlong time to prepare for lectures . . . I am still not goodat getting students, especially undergraduates, toparticipate in discussion,” the professor admitted.Although he had not prepared for a teaching career hefound teaching agreeable. When a job opened up atthe University of Kansas he was happy to leave theSouth and return to Kansas, particularly because ofthe developing relationship between KU and theUniversidad de Costa Rica. He joined the faculty atKU in 1963. “Those were tough years,” he confessed.“During the first year or two I thought I might havebeen in over my head. Keeping up with a heavy

their hands and breath, and hold him continuouslybecause crying babies would develop throat infections.The Herlihy family ate their meals in the outside patio,covered by a tin roof that thundered when mangoesfell from the trees above. Simone and Hobbs grewaccustomed to the roosters and chickens roamingaround the table, which were shooed away repeatedlyduring meals. Puerto Cabeza’s open sewers, unpaved roads, andtrash piles along every path contrasted sharply withthe image of two internet cafes, DVD rental stores,and the national bank in the downtown center. Perhapsthe most frequently seen fragmentary image was thatof a Miskitu person talking in their native language ona cell phone. Cell phones were everywhere, accessiblenow to those who have lived their whole life with nohome phone. In public spaces such as the market,church, and taxis, locals spoke Miskitu and CentralAmerican English much more than Spanish; andReggaeton (a combination of Reggae and Latino Rap)vibrated from every street corner.

Most of Herlihy’s time was spent teaching “FieldMethods in Applied Anthropology” at URRACAN,where she also collaborated on a Ford Foundationproject examining inter-cultural education andautonomy. Along with the students, she took theURACCAN bus to the campus in Kambla; the busleft from the Puerto Cabezas central square andstopped once at a military check point that wasestablished to discourage cocaine trafficking in theregion. Memories of the Sandinista revolution (1979-1990) and the US-backed Contra War (1982-1987)lingered on the university campus, where Miskitustudents attended classes in former Sandinista militarybarracks. Four of Herlihy’s anthropology students wereMiskitu political leaders and former Contracommandants. She lectured in Spanish, Miskitu, and

FULBRIGHT DIARIES ( from page 2)

(see Stansifer, page 8) (see Fulbright Diaries, page 9)

Simone Herlihy with classmates at a Moravian School

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Cultural Institute, now housed on San Marcos’s oldcampus. While in Peru, Suzanne Clement addressedthe issues of collection guidelines, acquisition ofmaterials, and decisions concerning the digitizing ofmaterials. She observed that the economic differencesbetween the University of Kansas and the Universityof San Marcos were quite glaring. San Marcos hasvery few resources in comparison to KU but awarenessof the free electronic resources available is growing.Librarians are learning how to access free scholarlymaterial available in a variety of languages. AlthoughClement said that for some reason there was very littlecollaboration between different institutions, mosteveryone there demonstrated a great willingness tocooperate. She said that those working in the librarieswere very bright people and she was impressed bytheir professionalism. She also stated that the librariesshe visited possessed interesting, original resourceswhich, if given the opportunity to be digitized, maybenefit communities of scholars around the world.

Anthropologist Bart Dean on location in thePeruvian Amazon

John Simmons, Collection Manager and Directorof the Museum Studies Program, organized andfacilitated two different workshops during his stay inPeru. The first, on the topic of collection care at theMuseo de Historia Nacional in Lima, was a workshopthat had been developed in 1998 by Simmons and aColombian colleague in response to difficulties sharedby many Latin American museums, stemming fromthe use of outdated programs and techniques,established 50-100 years ago. The workshop isequivalent to a three hour graduate course taught inone week and participants included San Marcos staffand students as well as staff from other museums.The class was quite demanding and included 350 pagesof reading, over 50% of which was in English. Therewere also hands-on activities, such as how to manageand control light levels.

ANDEAN AND AMAZONIAN (from page 3)better or worse, and, as it turned out, in sickness andin health. The success of a Fulbright-Hays experiencedepends on several key factors: the skill of theorganizers—both stateside and in the host country, thecuriosity and energy of the participants, and on a largedose of good humor and flexibility on the part ofeveryone involved. I felt that our experience wasexcellent on all counts and I’d recommend theexperience to anyone—anyone who’s curious andenergetic, positive and flexible, that is! Our travels consisted of two weeks in a small cityin the Pampas, the Argentine equivalent of the mid-west; a week in the second-largest city in the country,Cordoba; a week in Buenos Aires; and a week ofpersonal travel, in that order. We spent two weekswith host families and the rest of the time in hotels.

On the oldest subway car in Buenos Aires: (left toright): Meredith Mendenhall (El DoradoHighschool, El Dorado, KS), Dawn Romero-Hunter (Topeka Highschool, Topeka, KS), CindyBerard (Briarwood Elementary School, PrairieVillage, KS), Pablo Perez de Celis (in-countryconsultant), and Sam Sommerville (Johnson CountyCommunity College)

We attended many, many seminars on topics suchas economics, political history, healthcare, and socialissues. We visited public and private schools, and manythat are a combination of public and private. We toureduniversities, preschools, technical schools, special edschools, agricultural schools, arts schools, alternativeschools, grade schools and high schools. We visited anisolated mountain school that required a two-hour busride and an eight-hour roundtrip hike. We were treatedto official receptions at almost every stop, whichtypically consisted of a formal presentation having todo with the history and mission of local schools andwhich almost always featured coffee and fabulous

INT’L TEACHER TRAINING (from page 2)

(see Int’l Teacher Training, page 9) (see Andean and Amazonian, page 10)

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CUBA (from page 3) The revolutionary government’s tolerance for artmeant a much more fruitful experience for Professorof Spanish and Portuguese Vicky Unruh, ProfessorMaria Velasco of KU’s Art Department, and Dr. MartaCaminero-Santangelo of the Department of English.They canvassed the intellectual scene and met an arrayof Cuban artists and scholars who were much moreinclined to share their ideas and projects. In additionto prominent faculty members at the University ofHavana, they met Norberto Codina, a poet and editorof UNEAC’s (Union of Writers and Artists of Cuba)La Gaceta, poet and playwright Norge Espinoza,internationally known artist Rigoberta Mena, video artistHarold Vazquez, artist Elio Rodriquez, Reina MaríaRodriguez—an award-winning poet and editor of theliterary magazine Azoteas, and Dr. Luisa Campuzano,the founder and Director of Women’s Studies at Casade las Américas. Elizabeth Kuznesof, Director of the Center for LatinAmerican Studies at KU, and Dr. Unruh spoke withrepresentatives of the Casa de las Americas on thepossibility of establishing relations that would facilitatestudent and faculty exchanges between KU and Cuba.donna luckey, Associate Professor and interim Chairof the School of Architecture and Urban Design, metwith Dr. Ada Esther Portero Ricol, Dean of the CiudadUniversitaria Jose Antonio Echevarria (CUJAE) Schoolof Architecture to discuss exchange opportunitiesbetween their architecture students and faculty andthose of KU’s School of Architecture and UrbanDesign. Other participants were less enthusiasticabout the possibility of sending KU students to studyin Cuba, citing pervasive prostitution and problemsarising from the dolarization of the Cuban economyand the attendant difficulty of managing personalfinances abroad. Policy changes of both the Bushadministration and Castro government since the KUtrip makes these issues even more difficult for foreigntravelers. Ultimately, as many of the faculty andadministrators who went to Cuba admitted, thelikelihood of any official KU-Cuban exchange will bedetermined by political relations between a two-termTexas cowboy millionaire and a worn out dictatorialrevolutionary in faded fatigues. For those of us whohave yet to make the journey, donna luckey broughtback over 600 pictures of Havana, which will soon beavailable in the School of Architecture and UrbanDesign Library. (end)

Thirteenth Annual WaggonerResearch Colloquiumby Hugh Glenn Cagle

On October 28, 2004 the Center of Latin AmericanStudies held the thirteenth annual Waggoner ResearchColloquium. The traditional wine and hors d’oevresreception was sponsored by the Departments ofEnglish; Art; Civil, Environmental, and ArchitecturalEngineering; and the School of Architecture and UrbanDesign. The yearly event was created in honor ofGeorge R. Waggoner, former Dean of the College ofLiberal Arts, in recognition of his contribution to relationsbetween Latin America and the University of Kansas.The Colloquium is focused on common themes ofinterest among KU Latin Americanists. The purposeis to celebrate the strength of Latin America at KU. Vicky Unruh of the Department of Spanish andPortuguese moderated “KU in Cuba: The Agony andthe Ecstasy,” which included presentations by MartaCaminero-Santangelo, Maria Velasco, David Graham,and donna luckey. The Colloquium addressed the waysin which Cubans imaginatively employ seeminglyscarce resources to comprehend and shape the naturalenvironment and built spaces, and to forge new andinnovative approaches to art and literature. It alsolooked at the US-Cuban connection, its attractions and

WINEROCK IN SOUTH AMERICA (from page 4)

This atmosphere gives South American musiciansconfidence and comfort in performance, Winerock said.Young musicians are exposed not only to classicalmusic, but also to folk and jazz—a mixture of rhythmsthat further enriches local classical styles. In the UnitedStates there is a division of musical genres. SouthAmerica blends genres and cultures, producing vibrantnew music in which listeners can hear the multipleprofound but subtle influences in each classical piece. Winerock is working hard to familiarize KUstudents with the varied music of South America. Hefinds it important for American students to continue tobe receptive to such international influences. “Thereis a lot to be learned about each culture and by tradingknowledge we create better musicians,” said Winerock.He admitted he is not certain when he will be returningto South America, but said that when he does makethe trip, Winerock hopes Paraguay will be on his list ofdestinations. (end)

(see Thirteenth Waggoner, page 13)

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STANSIFER (from page 5)teaching schedule and a demanding research agendadidn’t leave much time for family life.” Seven yearslater, in one of the strange quirks of academic life,Professor Griffith, like Stansifer a Kansas native,returned to Kansas to accept a position as Professorof History and Director of the Center of LatinAmerican Studies at KU. Student and mentor taughtside by side for five years until Griffith retired andStansifer succeeded him as Director of the Center ofLatin American Studies. “Together,” Stansifer says,“we put together a very strong collection of CentralAmerican materials and helped make KU a leader inCentral American Studies.” By the end of the sixties Stansifer had adjustedwell enough to life at KU that he was playing an activerole in campus life. Riots on campus and massivestudent protests preceded the burning of the KansasUnion in the spring of 1970 and led the Chancellor toclose the University early. “Since there were no finalexams that spring, the faculty had to figure out on theirown how to award fair grades.” Kansas citizens hadtheir own misgivings about what was going on at KU.At a Kansas History Teachers Association meeting inwestern Kansas that spring, one participant sawStansifer’s KU name plate and then grabbed Stansiferby the lapels. “What are you teaching those kids atKU?” yelled the stranger. Stansifer says, “I guess hethought that we were making rebels out of the students.I told him that we didn’t know who set the fire but thatstudents helped save the Union.” Stansifer says that he was relatively quiet duringthe Vietnam era, committed to non-partisanship. Butin the 1980s, when he realized that the United Statesgovernment was determined to rid Nicaragua of theSandinistas, he participated in protests and worked tobring Nicaraguans to the campus to make their case.In his numerous travels to Central America he madethe acquaintance of many important political andcultural leaders. “During the Somoza period I wastraveling with a graduate student in Nicaragua.Through a contact at the Librería Cardenal we learnedthat Ernesto Cardenal, the Sandinista poet, Catholicpriest, and revolutionary was in Managua and wemanaged to meet with him.” Years later, with theSandinistas in power, Stansifer interviewed Cardenalfor an article on Nicaragua’s cultural policy. Cardenalwas then Minister of Culture. “I had studied poetry asan undergraduate Spanish major but it was Cardenaland the many other Nicaraguan poets who reallystimulated my interest in poetry.” Stansifer foundhimself trying to walk a fine line between friends he

November 4th, the exhibit officially opened to the publicand Anita Herzfeld from the Center Latin AmericanStudies greeted everyone at the museum andintroduced this year’s inaugural speaker, Celia Daniels,Program Assistant at the Museum of Anthropology

and an instructor ofMuseum Studies atKU.

For two hours onthat fall Saturday, the Watkins Museum in downtownLawrence hosted a group of Kansas educators wholistened to Daniels’s presentation on Mexican folkloreand culture. She presented the history of the traditionof this holiday as well as practical ideas, which teacherscould incorporate into their classrooms. Those whoattended the workshop also had the opportunity topractice some of the projects they may introduce totheir students. The Day of the Dead exhibit has been so successfulthat the Watkins Museum has agreed to host it thru

December. (end)

DAY OF THE DEAD (from page 4)

(see Stansifer, page 10)

Anita Herzfeld,KU Professor ofLatin AmericanStudies, intro-duces the inaugu-ral speaker at the2004 Day of theDead exhibit.

Sandy Groene, anart teacher atHillcrest Ele-mentary School,attends a Day ofthe Dead teacherworkshop

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English, often needing all three languages to facilitateacademic and indigenous understandings.

Herlihy’s research focused on gender politics and“indigenous feminism” in coastal Nicaragua. Sincethe Sandinista revolution, many indigenous and Afro-Caribbean women in Nicaragua have enteredtraditionally male public spaces as political leaders andsocial activists. Herlihy began a research project tocollect the “life histories” and “testimonials” of Miskituwomen leaders. The project will interweave theleaders’ personal histories with their memories of the

Sandinista revolution and commentaries on women’srights today. The main research question asks howindigenous women have engendered leadership andsocial justice since the revolution.

Herlihy reports she was thrilled to have LAS studentMomina Sims visit her in Puerto Cabezas duringSemana Santa. Sims, who was participating in KU’ssemester abroad program in Costa Rica, made the tripsolo from San Jose. Brent Metz writes that he isfinishing research in Guatemala, and filming interviewsand cultural events. When he returns in December, hewould welcome help editing from anyone interested!(end)

FULBRIGHT DIARIES (from page 5) INT’L TEACHER TRAINING (from page 6)pastries. Although classrooms were crowded and loud,and had only a fraction of the materials available tomany US schools, their students learned and thrivedand seemed quite motivated. I was touched by howfriendly, how proud, and how welcoming the staff andstudents were at every school we visited. I found the Argentines to be delightfully friendly,outgoing, gregarious people. Despite the fact that theydespise our government, they are aware (from painfulpersonal experience) that a government and its peopleare not the same thing, and only rarely did I feel thattheir resentment of the current administration wasdirected against me on a personal level. Overall, theywere curious about us, anxious to ask questions and toshare their opinions. Among the Buenos Aires taxidrivers I spoke with, one was very nostalgic for JuanPerón and wished someone as charismatic would takecharge; another driver, when we said we were headedto the Eva Perón museum, was so unhappy with ourchoice that he berated us for the duration of the ride.Yet another driver said he wished for the return ofmilitary rule because it brought stability and kept peoplein line. A few people I talked to said that they did notlike democracy and that it’s a bad fit for Argentina.Some blamed the US, Britain, the IMF and the WorldBank for Argentina’s current economic woes. Mostwere quick to place the responsibility largely with theirown leaders and on Argentine behavior and attitudes. Life is hard for the Argentine people right now,and it was a humbling experience to see so manyintelligent, kind, educated people working so hard forso little. They are proud of their beautiful country, asthey should be. The people I met want to be takenseriously on the world stage; they feel a bit bruised byhow little attention US citizens pay to their country,especially since the average Argentine knows a greatdeal about the United States. They are Americans too;they look forward to the day when North, Central andSouth America have a greater feeling of unity andmutual respect. I do too.

Darren Osburn, Johnson County CommunityCollege/Donnelly College (Kansas City, KS)The time spent in Villa Maria, Córdoba and Buenos

Aires was rewarding on both the personal andprofessional level. I was fortunate enough to formrelationships with other seminar participants andresidents of Villa Maria in Argentina. The ability tospend time with people who understand the country,culture and local residents makes for a satisfying travelexperience. Professionally, I was able to bring backfirst-hand experience that directly relates to my

(see Int’l Teacher Training, page 11)

Herlihy, with daughter Simone, filming Miskitu HolyWeek celebration

Ford Foundation project:Laura Herlihy advisingURACCAN faculty members (left to right),SandraDavis,Arelly Barbetto, and Sasha Marley

10

STANSIFER (from page 8)ANDEAN AND AMAZONIAN (from page 6)

book fair held in Lima during his stay and he acquireda truly comprehensive picture of the Peruvian librariesand its bibliographic resources.

Clement said that the state of preservation techniquesfor books is bleak; the main difficulty that Peruvianlibraries confront is lack of funds. But he remainshopeful, despite the current lack of facilities like climatecontrolled environments—essential in humid locationslike much of Peru, where moisture destroysirreplaceable documents and artifacts. Currently, KUand San Marcos are in the process of fortifying theirrelationship. Alberto Loza, from the University of SanMarcos, has scheduled a trip to Lawrence in January2005 to explore preservation techniques at KU and tobroaden connections with the KU community. Next

(see Stansifer, page 12) (see Andean and Amazonian, page 11)

Simmons also organized a section of a workshopfocused on museum exhibits, coordinated by anindividual in the cultural affairs division of the USEmbassy in Cuzco. Mr. Simmons was one of threepresenters, the other two were John Coppola, anindependent museum consultant, and Juan CarlosBurgea, an architect specializing in museum designs.The workshop was held at the Museo de ArtePrecolombiano, a new museum, and there were thirty-one people from all over Peru in attendance. Thecoordinator from the embassy welcomed theinstructors’ use of a team approach and the topics ofpest management and conservation were integratedinto the material. Mr. Simmons commented that bothworkshops had eager participants who showed a highlevel of commitment. He said that it was gratifying tosee the enthusiasm of everyone involved and felt thatthe information provided at both museums waspractical. A sure sign of success: he has alreadyreceived several emails from those who attended theworkshops interested in obtaining more information.

Richard Clement, Curator of Special Collections atthe Spencer Research Library, spent time in Peruresearching Peruvian collections. The Spencer Libraryremains interested in increased Latin Americanconnections and Clement was keen to acquaint himselfwith the materials that his colleagues in Lima possessed,especially since facilities in Peru hold and maintainmany rare books. Peru’s holdings are a result of earlyintroduction of the printing press, which arrived in Peru1580. Other parts of the Americas did not obtainpresses until as late as the 19th century. Mr. Clementsaid that this particular trip was one of the best becauseof the organization. He had access to all kinds oflibraries and archives that treated subjects ranging fromthe state to religion. There was also an international

had known in the Somoza years and the Sandinistas.Former Somocistas thought he was too friendly withthe Sandinistas and Sandinistas thought he had too manyfriends dating back to Somoza’s time. During theSandinista period Stansifer headed a Latin AmericanStudies Association task force to maintaincommunication between US and Nicaraguan scholars. Back at KU Stansifer faced the daunting promotionordeal. Stansifer says, “I never felt comfortable talkingabout myself but to gain promotion you have to be asuccessful campaigner.” That part of the profession,Stansifer cautioned, has gotten worse. “It is distastefulto watch colleagues shuffle for prizes, awards, andappearances to goose up their vitas.” Then there’sthe painful and detailed salary reviews. “I entered theprofession determined not to think of monetary awards,but you can’t close your eyes to salary inequities amongprofessional schools and departments, and even withinthe same department. Not only do you have to tootyour own horn, you have to have friends toot yourhorn.” The self-aggrandizement that goes along withUniversity politics may not have suited Stansifer’stemperament, but he fortified the University’s positionas a leader in teaching and research on Latin Americaby touting the exploits of KU faculty. In 1975 hesucceeded his one-time adviser William Griffith tobecome Director of the Center of Latin AmericanStudies. “I guess I am proudest of that work . . . Idecided to apply for Title VI funding for the Center,but I knew little about writing a grant proposal. So Igot Bill Fletcher [then Director of the Center forRussian and East European Studies] to show me howto write an effective grant. At that time theDepartment of Education favored consortia . . . so Italked to faculty at Kansas State and Wichita Stateand together we established the Tri-University Centerfor Latin American Studies (TUCLAS) and wonfunding in 1976.” The marriage did not survive thecaprice of the Department of Education however, asconsortia soon fell out of favor, and “we got left out inthe cold. So we dropped the consortium idea and wentalone and got back on the all-important list of nationallyranked Latin American Studies programs.” Stansiferfeels that friendships and communication among thethree universities remain even after the breakup ofTUCLAS. Stansifer also comments that he is proud of histhirty-year commitment to the Kansas-ParaguayAssociation. He negotiated the reciprocal agreementthat has brought hundreds of Paraguayan students to

11

communication classes. Communication is often takenfor granted until a person can’t communicate withsomeone. The simple act of talking to someone from adifferent country on a different continent that speaksa different language can provide a barrier to the wholeprocess! My trouble with the Spanish language—aswell as with the nonverbal nuances of Argentinecommunication—provided personal examples that mystudents connect with. Many of my students grew upin the rural farmland of Eastern Kansas or the KansasCity metropolitan area and they have little idea of theworld that is out there. The pictures, artifacts, videos,and yerba mate I have been able to share with studentshas demonstrated that there is more to the world thanthan the friendly peoples and gracefully rolling pasturesof the Midwest.

Darren Osborne teaches a chicken dance toArgentine elementary school students.

From a cultural standpoint, I can’t say enough positivethings about the two-week homestay in Villa Maria.The slower pace of small town life helped me graspthe variety of Argentine religious, culinary, dance andsocial traditions. I teach about chronemics—the studyof time in communication. It’s clear I’ve shifted awayfrom monochronic (timeliness, task oriented, one taskat a time) to a polychronic (multitasking and relationshiporiented) way of life. Since my wife is from apolychronic culture, this has helped me understand herbetter. Many Hispanic and Latino cultures arepolychronic. My experience in Argentina has mademe more aware of the cultural differences in time andI have relaxed my attendance and tardy policiesbecause of this. (My monochronic approach—it’simportant that class starts promptly at eight—adverselyaffected my polychronic students, who knew theimportance of attendance but not of punctuality.) TheFulbright Seminar was an experience that I will neverforget. It left a mark on both my personal andprofessional worlds.

Teachers of all levels from throughout Kansas haveseen the difference a hands-on experience with LatinAmerican cultural artifacts can make. This semester,of the hundreds of people who played the instruments,watched the videos, listened to the music and inspectedthe textiles included in our collection of trunks, themajority were children and young adults. Some studentssaw the trunk materials in the context of a language orculture course, but many were K-12 students for whomseeing, touching and hearing pieces of Latin Americanculture may have sparked a deeper interest in otherpeople's lives and history. If you are an educator interested in borrowing oneof our Traveling Trunks, please come in to the Centeror visit our website, http://www.ku.edu/~latamst/slisui.htm. We currently lend the following trunks:Andean Music: Contact and Conquest; Music of Brazil:The Portuguese in Latin America; Cuba & theCaribbean: Music and Dance; Central America; andthe Maya of Guatemala. Trunks for Mexico andArgentina will be available soon and we hope to createa trunk based on Haitian music, art, and dance.

ANDEAN AND AMAZONIAN (from page 10) INT’L TEACHER TRAINING (from page 9)

(see Int’l Teacher Training, page 12)

semester, Clement and Whitney Baker, the SpencerLibrary’s conservator, will travel to San Marcos todeliver a workshop tentatively titled “How to Do Morewith Less” on how to preserve books economically.Mr. Clement said he is optimistic, eager, and excitedabout the workshop and that the relationship betweenthe two universities will have positive, lasting results.(end)

Below: While doing fieldwork in Peru, GeographerPeter Herlihy captured the following image ofLagunas: A center for insecticide rotenoidproduction (from the native fish poison plantbarbasco) that is now infamous for human rightsabuses by local authorities.

EDUCATORS: Traveling Suitcases

12

Marc Serrano, Shawnee Heights High School(Tecumseh, KS)

Being 28 and a teacher of social studies, I have alot of knowledge of other countries. However, I hadnever had the opportunity to visit any of these places Ispend so much time teaching about. That is why whenthe opportunity to go to Argentina was offered, I wasglad to have a chance to go. I gained a lot from my tripand it has been extremely valuable to me in theclassroom. Travel in Argentina has given credibility tomy lectures on foreign places. I also had the chanceto see how other people view the United States andAmericans and to learn about a place, a people, theirgovernment, their culture, and their history from localresidents—much more valuable than a textbook. I learned quite a bit about the Argentine educationsystem and found most interesting the range ofopportunities open to students, particularly at thesecondary level. This is where students begin to choosea course of study they see as relevant to their futures.If students want to go into performing arts, music,cooking, college preparation, etc. there are options forthem. This contrasts with the US, where all studentsare expected to go through the same secondaryeducation. A lot of students in the States, I believe,would prefer a system like that of Argentina. My ownstudents often inquire why they can’t choose a courseof study more personally relevant. Argentina studentsseem to enjoy that option.

Darren Osborne and Mark Serrano watchArgentines on and off the field in Cordoba.

Experience with the culture and people of Argentinawas especially rewarding. They were very willing toshare their views and beliefs on anything and this wasespecially true of my host family, the Zandrinos, in VillaMaria. I very much enjoyed and valued the time I gotto spend with them. I learned a lot about Argentina’spolitics, history, peoples, and views on the world fromtalking with my family. I owe them a lot for what they

the Regents’ universities in Kansas and helped makethe partnership one of the strongest of all the sister-state relationships. As in the case of Nicaragua, toserve the partnership he had to maneuver amongpartisan Paraguayans and among Kansansinexperienced in dealing with a dictatorship. Hereceived the Lifetime Partnership Award at thePartners of the Americas international meeting inNovember 2004. “Grant writing,” said Stansifer, “is what I guess Iwould most like to have known at the beginning of mycareer . . . Graduate students now are fortunate tohave the Hall Center. If you have a research idea,you can take it to them and they will show you how towrite the grant.” If grant writing services aid today’sresearchers, technology has made their lectures moreexciting. “When I started teaching, we used chalkand the blackboard. By the mid-1990s I was so excitedabout technology that I wrote a grant proposalpromising to use computer generated charts anddiagrams plus photos and cartoons.” To his surprise in1994 he won a local Quest for the Best competition,which provided a laptop and an LCD projector for theDepartment of History. He says that he spent allsummer preparing WordPerfect presentations.“Frankly, it wasn’t worth it—in those days it just tooktoo much time to set up and break down.” “Technicalpresentations are a lot easier now,” he said, “but farfrom perfect.” Asked about changes in education since he beganteaching, Stansifer commented on the explosion ofpaper work and reports and complained about too manycourse requirements and too little time abroad. Whilestudents now are more likely to have traveled to theregion they study, “many degree prerequisites that canonly be filled at KU . . . and decreased funding forprograms like the KU-Universidad de Costa Ricaexchange, have shortened the time students can spendabroad.” Decreased financial support from the statehas increased faculty competition for researchawards—those that count toward promotion—whichmeans “professors have much less time to focus onteaching students.” Meanwhile, student tuitioncontinues to rise. When asked about retirement, Stansifer admittedthat he has been considering it since the 1980s.“Faculty members are encouraged to retire at ageseventy . . . as I approached seventy I began to thinkthat I should yield my spot to a younger scholar, but inthe mid nineties the University created a phasedretirement program, and I jumped at the chance to

STANSIFER (from page 10) INT’L TEACHER TRAINING (from page 9)

(see Stansifer, page 13) (see Int’l Teacher Training, page 13)

13

its difficulties. The panel emphasized the importanceof the US’s relationship to Cuba in terms of art,literature, and science. Dr. Caminero-Santangelo explored the literaryramifications of a Cuban Diaspora at odds with thegovernment but otherwise profoundly connected to lifeon the island. Dr. Velasco exposed the audience tothe dynamic between a revolutionary government thatgenerally allows artistic freedom and artists whoemploy that freedom to offer critiques of both thegovernment and of life in Cuba in the twentieth century.David Graham discussed the ways in which Cubanscientists and environmentalists employ outdatedequipment to nevertheless ground Cubanenvironmentalism on solid empirical footing. Grahamalso highlighted the potential for antibiotic research inCuba to solve lingering doubts about the causes of thegrowth of bacterial resistance to antibiotics in the USand elsewhere. donna luckey examined the use ofscarce financial resources to convert dilapidatedstructures—from monuments to mundane edificios—into cultural capital. Difficulties with audiovisual equipment during onepresentation allowed tech-savvy presenters to employtheir own scarce computer resources to keep theColloquium moving. The event was a hit; wine andcheese, traditional Colloquium fare, mollified any doubtsto the contrary. (end)

THIRTEENTH WAGGONER (from page 7)

phase out, teaching in the fall but not in the spring. Ithought it might work out that I could help a youngerscholar take my place, but unfortunately Departmentaland University priorities were otherwise. But it hasworked out well for me. Teaching only in the fall leavestime to travel and do my own research.” He allowsthat he “was excited going into my last semester butI’ve been so busy that frankly I’ll be glad when it’sover.” After Christmas, Stansifer will travel to theHuntington Library in San Marino, California to writea biography of E. George Squier, the same Squier whoStansifer wrote his dissertation on back in 1959. (end)

have taught me but the exchange of information wasn’tone sided. The Zandrinos were just as interested inmy background and the US. Hours upon hours werespent comparing the politics of our countries anddiscussing the influence of Columbus on the Westernworld. The people of Argentina are proud but alsowilling to share the less glorious aspects of their history. Argentine culture is truly unique but at the sametime it is marked by a cultural diffusion with Europeand other South American countries. The food isdefinitely distinctive. Here in the United States we feelwe eat a lot of beef, but this is even truer of Argentina.I have never eaten that much beef. Of course due tothe nature of the beef industry in Argentina there is alot of beef available, so it has become a major part ofthe diet. I never thought I could get tired of eatingbeef, and I didn’t, but I confess I longed for theenjoyment of an American salad full of lettuce,tomatoes, carrots, and cucumbers. One time I thoughtI might get my wish when I went to a restaurant andsaw “salad” on the menu. But this is where our culturaldifferences came into play. Their salad consisted ofeggs, beets, and other things I wasn’t expecting. I lovedthe beef and other unique foods but I found myselfreally missing that American salad. The real conflict when eating was dinner at thelate hour of 10pm. I was also amazed to see the timesthat people went out for the evening. Many danceclubs didn’t even open until 2am, when many places inthe US close. These changes were hard to adjust tobut make Argentina unique.

From the moment I stepped on the plane to themoment I got back, I was learning. This is why it ishard to explain how valuable the trip was for me. Itwas a valuable learning experience and I will be ableto use what I learned in my profession. I will alwaysbe thankful that I was able to travel to Argentina.(end)

STANSIFER ( from page 12) INT’L TEACHER TRAINING (from page 11)

Right: Bob Perry of Johnson County CommunityCollege enjoys an empanada with his host family

14

The Center for Latin AmericanStudies Welcomes Three New KUFaculty Membersby Momina Sims

The Center for Latin American Studies would liketo welcome three new faculty members to thedepartment: Geraldo de Sousa (English), AmyRossomondo (Spanish and Portuguese), and David)Graham (Civil, Environmental, and ArchitecturalEngineering). Geraldo de Sousa, English Professor, receivedhis BA in English and Portuguese from the Centro deEnsino Unificado de Brasilia in Brasilia, Brazil. Laterhe went on to receive his MA in Philosophy (withhonors), MA in English, and PhD in English (withhonors) from the University of Kansas. Professor deSousa is the managing editor of MediterraneanStudies: The Journal of the Mediterranean StudiesAssociation, a truly multidisciplinary journal thatregularly publishes articles on Iberian topics as well asLatin American history, culture, art, and literature. Hisresearch and teaching interests pertaining to LatinAmerica include literature of travel and European“discovery;” Brazilian literature and theater; sixteenthto nineteenth century Brazilian history, culture andpolitics; and nineteenth and early twentieth centuryscientific expeditions to Brazil. Amy Rossomondo, Spanish Professor, receivedher BA in Spanish and Art History from the Universityof Notre Dame. Later, she received her MA in SpanishLinguistics from the University of Georgia and her PhDin Hispanic Linguistics from Indiana University. Herprimary area of research is the acquisition of Spanishas a second language. Specifically, she has investigatedthe relationship between input processing andcomprehension of written texts. She has also conductedresearch in the area of sociolinguistics and publishedan article on the use of pronominal address forms inMadrid, Spain. In the future, Professor Rossomondohopes to merge these two areas of interest, and explorethe acquisition of pragmatic competence by L2 learnersof Spanish. David Graham, Civil, Environmental, andArchitectural Engineering Professor, received his BAScand MASc from the University of British Columbia inCivil Engineering and, after an eight year hiatus as aconsulting engineer, he returned for his PhD at theUniversity of Arizona in Environmental Engineering.His primary area of interest is the application of

molecular biological techniques and ecological theoryto the solution of practical environmental problems,especially related to water quality. His work is highlyinternational with collaborations throughout Europe andin Canada; he is currently developing new projects inLatin America. His unusual combination of traditionalengineering and basic science recently resulted in agroundbreaking article published in the journal Sciencethat announces the discovery of a new molecule thatmay regulate greenhouse gas flux from soils to theatmosphere. David participated in the recent KUfaculty trip to Cuba, where he consulted with scientistson problems of water pollution. He was also a speakerin the 2004 Waggoner Colloquium. (end)

Spanish Language and CultureProgram in Local ElementarySchools: Another SuccessfulSemesterby René Santos Mondragón

In the fall of 2004 the Language and CultureProgram added Corpus Christi Elementary School toits list of participants. The program continues to beoffered at Pinckney, Hillcrest, and Saint John’sElementary Schools. The success of the program wasdue in large measure to the valuable help of threereturning teachers, Rosina Aguirre from El Salvador,Rafael Mojica from Mexico, and April Klimek, a studentof Spanish language education student at KU. TheProgram welcomed new teachers Lindsey Crifasi,Michie Rieger, Meredith Church, Anna Lamberstonand René Santos Mondragón. Though not all of themare teachers by profession, most have classroomexperience and all were willing to lead the children inthe valuable and fun experience of language learning. While the benefits to the children are anticipatedand explicit, the teachers also gain positive experiencesthat may not be immediately obvious. The biggestbenefit is that the program allows KU students-turned-teachers to become active members of their community.Through hard work and dedication to teaching on LatinAmerica, participating students learned a great dealmore than they previously knew about the region. Weare looking forward to next spring and to picking upwhere we left off! (end)

NEW CLAS FACULTY (continued)

(continues next column)

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FACULTY PUBLICATIONS (continued)Faculty Research and Publicationsby April Klimek

(continues next column) (see Faculty Publications, page 16)

Giselle Anatol (English) published “A FeministReading of Soucouyants in Nalo Hopkinson’s BrownGirl in the Ring and Skin Folk” in Mosaic: A Journalfor the Interdisciplinary Study of Literature. Vol.37, No. 3 (September 2004): 33-50.

Marta Caminero-Santangelo (English) published“‘Puerto Rican Negro’: Defining Race in Piri Thomas’sDown These Mean Streets,” in the summer 2004volume of MELUS (Multi-Ethnic Literature of theU.S.). Another article, “‘The Pleas of the Desperate’:Collective Agency versus Magical Realism in AnaCastillo’s So Far From God,” is forthcoming in TulsaStudies in Women’s Literature. In October, Martaalso participated in the Waggoner Research Colloquiumon her trip to Cuba with various KU faculty andadministrators during the summer of 2004.

Tamara Falicov (Theatre & Film) published “U.S.-Argentine Co-productions, 1982-1990: Roger Corman,Aries Productions, ‘Schlockbuster Movies’, and theInternational Market,” in Film and History’s specialvolume dedicated to Latin American film. In February,she was invited to give a talk on Argentine politics andfilm at the Kellogg School of Business at NorthwesternUniversity. She attended the Rocky Mountain Councilof Latin American Studies in March and presented apaper on the Good Neighbor Policy and the Argentinefilm industry. In April she attended the Society forCinema and Media Studies conference and gave a talkcomparing the Cuban mobile cinema vans with U.S.guerilla video vans, both of the 1960s-70s. She alsoattended the Buenos Aires independent film festival inApril, and the Robert Flaherty Film Seminar at VassarCollege in June. As part of a Faculty DevelopmentSeminar, Tamara helped to organize a group of 17 KUfaculty and staff to visit Havana, Cuba from May 31-June 8th.

Peter Herlihy (Geography) recently published a co-edited volume (with Greg Knapp, Dept. Head,Geography, University of Texas) of the prestigiousinterdisciplinary journal Human Organization (62:4),titled Participatory Mapping of Indigenous Landsin Latin America, which discusses the newparticipatory research mapping methodology. Peteralso won the 2004-05 University of Kansas W. T.Kemper Fellowship for Teaching Excellence andhe received a 2004-05 United States-MexicoFulbright-Garcia Robles Grant for teaching andresearch in Mexico. Herlihy is also involved with theKU-Universidad de San Marcos (Lima, Peru)exchange under a US Department of State ExchangeGrant.

Anita Herzfeld (Latin American Studies) during thesummer of 2004, gave a lecture “‘¿Qué acelga?’:Introducing Argentine Popular Culture,” at theWorkshop for Teachers, an outreach activity organizedby the Center of Latin American Studies on May 9th.She was also a guest member of a PhD Oral Proposaldefense at Nankai University, PRC “From ‘Half theSky’ to the Socially Marginalized: A SociolinguisticStudy of the Multiplicity of Laid-Off Women Workers’Identity,” and a guest consultant for a PhD dissertation,“The Cabo Verdean Community in Dock Sur,” at theLinguistics Institute of the University of Buenos Aires,Argentina. During the summer she also lectured atNankai University and at the Shanghai University ofFinance and Economics, PRC, and spent one monthon a research grant in Paraguay. Herzfeld was on alecture tour in Argentina, where she talked about “Elencuentro conflictivo de lenguas en contacto,” at theUniversidad Nacional del Nordeste, Facultad deHumanidades, Resistencia, Chaco, in Argentina, July

Laura Hobson Herlihy (Center of Latin AmericanStudies) has returned from a CIES Fulbright grant(February to July, 2004) to Puerto Cabezas, Nicargaua,where she continued her ethnographic research ongender and identity with indigenous Miskitu, Mayagna(Sumu), and Garífuna (Black Carib) peoples, and withEnglish-speaking Creoles and Mestizos. She also taughtApplied Anthropology at the only indigenous universityin Central America, Universidad de las RegionesAutónomas de la Costa Caribe Nicaragüense,

URACCAN. There, she served as an advisor on aFord Foundation Project, “Percepciónes sobreautónomia e interculturalidad de los estudiantesegresados de URACCAN,” and also presented a paperin March, “Negro e Indio: Racismo en la MoskitiaHondureño,” for the URACCAN “Encuentro sobreracismo en las Américas.” Herlihy’s 2004 publicationsinclude, “The Textual Analysis of Lobster Diver Songs”Wani (Revista del Caribe Nicaragüense), No. 37 (Aprilto June) and “Neither Black nor Indian: ConstructingMiskitu Identity and Race in Honduras” Wani (Revistadel Caribe Nicaragüense), No. 38 (July to Sept); andforthcoming, “Borderland Identities on the CentralAmerican Caribbean Coast” Geoscience and Man.

16

FACULTY PUBLICATIONS (from page 15) FACULTY PUBLICATIONS (continued)

(continues next column)

12, and on “La actitud de los paraguayos hacia elguaraní” at the Instituto de Letras “Josefina Contte”,Corrientes, Corrientes, Argentina, and on “Attitudestowards Indigenous Languages,” at the University ofBuenos Aires, Argentina, July 29, 2004. She alsoattended the PARATESOL conference in Asunción,Paraguay, where she presented a paper “Languageand Society in Latin America: The Application ofSociolinguistics to the ESL Classroom,” on July 22,and she lectured on “The Attitudes of Paraguayanstowards the Importance of English in MERCOSUR,”Instituto de Lenguas, Universidad Nacional deAsunción, Paraguay on August 9. Finally, sheaddressed the Endacott Society, at the Kansas AlumniAssociation, on “The Legacy of George Waggoner asDean of the College of Liberal Arts and Sciences atthe University of Kansas,” on September 9, 2004.Recently, Anita had an article published, “LimoneseCalypso as an Identity Marker,” in Creoles, Contact,and Language Change: Linguistic and SocialImplications. Edited by Genoviève Escure and ArminSchwegler. (Amsterdam: John Benjamins PublishingCompany).

Jill Kuhnheim (Spanish and Portuguese) presenteda paper with Tony Rosenthal at the LASA conferencein Las Vegas on Teaching Buenos Aires andMontevideo, a class they would like to offer in thenext couple of years. She has a book forthcoming fromUniversity of Texas Press in January, SpanishAmerican Poetry at the End of the TwentiethCentury: Textual Disruptions. The Department hasbeen very busy this Fall orienting new faculty membersand hopes to hire another colleague in Latin Americanliterature this year.

Elizabeth Kuznesof organized a panel for theAmerican Historical Association Conference in Seattle,Jan. 2005: “The Social Construction of ‘the BrazilianPovo’: Race, Illegitimacy and Citizenship.” She willpresent a paper entitled “The Social Construction of‘the Brazilian Povo’: Race, Illegitimacy and Denial ofPolitical Identity, 1600-1930”. She published a reviewof Jerry Davila. Diploma of Whiteness: Race andSocial Policy in Brazil, 1917-1945 (Durham &London: Duke University Press, 2003), Journal ofInterdisciplinary History, 35:2 (Autumn 2004) 327-328. She also reviewed Minor Omissions: Childrenin Latin American History and Society. Edited byTobias Hecht. (Madison: The University of WisconsinPress, 2002), Hispanic American Historical Review:

Feb 2004. She was chair of the Nominating Committeeof the Conference for Latin American Historians ofthe American Historical Association for 2004.

Patricia Manning (Spanish and Portuguese) gave apaper entitled “Critiquing the ‘How-to’ Culture:Education and Textual Consumption in El criticón” atthe Group for Early Modern Cultural Studies conferencein November. On a personal note, she and Jon Perkinswere married over the summer.

Brent Metz (Assistant Director, Latin AmericanStudies) has been conducting ethnographic fieldworkon identity in formerly indigenous areas for his Fulbright-Hays grant in eastern Guatemala, northwestern ElSalvador, and western Honduras, which he will befinishing in December 2004. In fall 2005, he will begina tenure-track appointment in the KU Department ofAnthropology.

John E. Simmons (Natural History Museum &Biodiversity Research Center and Museum StudiesProgram) served as On-Site Evaluator for the AmericanAssociation of Museum’s Museum AssessmentProgram at the Museo del Hombre Domincano in SantoDomingo, Republica Dominicana in March. He alsotaught a workshop on “Cuidado, Manejo, yConservación de Colecciones de Historia Natural” atthe Museo de Historia Natural, Universidad Nacionalde San Marcos, Lima, Peru in August. In August, healso taught a workshop on Museografia at the Museode Arte Moderno in Cuzco, Peru.

Anônio Simões (Spanish and Portuguese) was named2004 Outstanding Educator by the KU Torch Chapter of the Mortar Board senior honor society, in recognitionof his dedication to students and their education in KUclassrooms and abroad. The awards ceremony washeld during the KU vs. Texas football game onSaturday, November 13.

Charles Stansifer (History) has recently beenawarded the Drumond Hill Lifetime AchievementAward, to be presented in Antigua, Guatemala, for hiswork with the Kansas-Paraguay Partnership. Stansiferfacilitates educational exchanges and, as thePartnership’s historian, collects relevant records andmemorabilia to deposit in the Kansas State HistoricalSociety.

(continues next column)

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FACULTY PUBLICATIONS (from page 16)Meredith Church, a 2004-05 FLAS recipient, iscurrently focusing her studies on the environmentalmovement in Central America with specific emphasison Costa Rica. She has been teaching Spanish atPickney and Corpus Christi Elementary schools andhas completed the Vocation Project through ECM.

In May Shana Hughes earned the Master’sCertificate in Women’s Studies from KU.

She was also chosen as theDomestic Student of the Year of

Phi Beta Delta Honor Society,and elected its DomesticStudent Vice President. InJune Shana traveled toVitória, Brazil, where sheconducted a month offieldwork for her thesison women’s identityand cosmetic surgery.

Lisa Rausch willpresent a paper titled“Costa Rican CoffeeCooperatives: AUbiquitous Presencein Economic andPolitical Devel-opment” at the

American Associationof Geographers annual

meeting April 5-9, 2005.Lisa and CLAS graduate

students Amanda Marvinand Joel Nalley are

founding officers of a newstudent group, Students

Interested in Latin AmericanStudies (SILAS). And both Amanda

and Lisa are “still rockin’ the student senateand the Graduate and Professional Association.”

Graduate Student AnnouncementsCharles Stansifer has also endowed a scholarshipfund in the Department of History that shall be usedfor the scholarship support of students studying MiddleAmerica (meaning Central America, Mexico, and theCaribbean) at the University of Kansas. Theamounts awarded and recipients thereof shall bedetermined by a committee appointed by the Chair ofthe Department of History. Contributions can be madethrough the Endowment Association.

Robert M. Timm (Ecology andEvolutionary Biology) taught inCosta Rica in July, 2004. Heserved as a faculty member forthe Organization for TropicalStudies field course,“Tropical Ecology: AnEvolutionary Approach”(jointly listed as KU’sBIOL 786—Fundamentals ofTropical Ecology). Thisis a rigorous lecture andfield course designed totrain Ph.D. students intropical ecology andconservation. Twenty-two students are selectedfor the course fromuniversities throughout thecountry. Timm’s currentresearch concentrates on thepatterns of speciation,ecology, and biogeography oftropical mammals, and on host-parasite coevolution. He has beenconducting research on thesystematics, ecology, and lifehistories of Neotropical mammals sincethe mid-1970s.

George Woodyard (Spanish and Portuguese) isteaching in the KU program in Santiago de Compostelain the Fall of 2004. In July he gave a paper at the XJornadas de Teatro in Puebla, Mexico, and in Octoberat the VI Colloque International held in Perpignan,France, in both cases on aspects of the work ofMexican playwright Víctor Hugo Rascón Banda.

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through AIESEC in Ecuador (in between incredibleadventures) and Kerri from studying at the Universityof Costa Rica. Many others are already applying tograduate school and law school—among them MelissaHartnett and Emily Andrade to the former, and JoseInteriano and Andy Biberstein to the latter. Othersleft “the nest” a while ago; Elisa Nelson is alreadyengaged in graduate studies in political sciences atK.U. and holds a prestigious Latin American Studiesscholarship. Shana Hughes, also the recipient ofseveral awards and well on her way towardscompleting her Master’s degree in Latin AmericanStudies at KU, will soon apply for a PhD.Congratulations are in order to our soon-to-begraduates, Joshua Briggs, Nyana Miller, KellyParker and Mary Winter who will get their degreein December, and my very best also to Chris Sanchez,our first undergrad to finish a Latin American Studiesminor. To think that I have known them all since thetheir first days as freshmen at KU. What a greatprivilege it is for me to be around to see them growinto sophisticated scholars and “regular nice” people!

I am also pleased to report that our newly-institutedminor in Latin American Studies has been well received.

Undergraduate Announcementsby Anita Herzfeld

At a recent celebration of the legacy that GeorgeWaggoner has left at the University of Kansas duringhis tenure as Dean of the College of Liberal Arts andSciences, I highlighted some of his innovative ideas,especially in the area of undergraduate education andin the offerings of study abroad opportunities in LatinAmerica. If he were alive today, he would be verypleased to see how the Center of Latin AmericanStudies has flourished under the able direction ofProfessor Elizabeth Kuznesof. We have greatlyincreased the number of our majors and news of theiraccomplishments never ceases to delight us.Additionally, many of our students study abroad andthe semester in Costa Rica has become a favoritechoice. Needless to say Dean Waggoner would smileat finding out how his dreams have become a reality.

A few success stories come to mind about ourrecent graduates: Carlos Obando has been appointedto a very important position in “La Raza” in Washington,D.C.; Joanna Griffin is serving as a Peace Corpsvolunteer in the Gambia. Closer to home, ThomasFawcett and Kerri Lesh are working at the universityin the Office of Admissions, while they find their realcall. As a matter of fact, both have returned fromoverseas a short time ago—Tom from teaching English

Two New Graduate Certificates forMexico & Central America andBrazil

The Center of Latin American Studies now offerstwo graduate certificates, one on Mexico & CentralAmerica and another on Brazil. Each graduatecertificate requires four courses in the designatedregion, two of which must include LAA 701“Interdisciplinary Seminar in Latin American Cultureand Problems” and a 700+ seminar related to the regionof interest. CLAS is currently designing LAA 702and 703 courses to meet this latter requirement directly.Besides the 4-course requirement, proficiency inSpanish is required for the Mexico & Central Americacertificate and Portuguese for the Braziliancertificate.

The certificates offer several potential advantages.For students emphasizing Mexico & Central Americaor Brazil in their MA or PhD coursework, whateverthe major, a certificate would give them formalrecognition of specialization on their transcripts. Somestudents may also start an MA degree that they cannotfinish, but they would meet the requirements of acertificate and have something to show for their studieson their transcripts. Non-traditional students may seekspecialized knowledge of a particular region but notthe time and money involved in an MA degree, suchthat a certificate program would offer the advantageof being highly focused and designed for only one yearof study. A Mexico & Central America or Brazilcertificate could serve non-traditional students in suchcareers as journalism, international business,government, teaching, development, economics, music,and social services. As no graduate degree inPortuguese exists at KU, the Brazil certificate wouldalso provide the only formal recognition of BrazilianPortuguese specialization.

To qualify for a certificate program, one must meetthe same standards of entry as to a KU graduateprogram. To enroll in the certificate program or acquiremore information, please contact Asst. Director BrentMetz (785-864-4213, bmetz@ku.edu).

(see Announcements, page 19)

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It has attracted a number of students who wouldotherwise not have been exposed to Latin America. Iwould like to invite all our Latin American Studiesstudents to attend our traditional not-to-be-missedannual spring get-together next April (details tba. in2005). Mark your calendars to inquire about the dateand time to come to a reception for good food, greatcompany and conversation at 318 Bailey.

I wish I could tell about the many adventures inwhich many others are probably engaged (such as SaraDeahart, Tom Reid) either somewhere in the U.S.or abroad. It would greatly help if graduates woulddrop us a note to bring us up to date as to theirwhereabouts and their current endeavors. Until I hearfrom you all, best wishes at this wonderful time of theyear! (end)

New Club for KU LatinAmericanists

Students Interested in Latin American Studies (SILAS)is an organization open to all KU students interested inLatin America. SILAS convenes at different locationsaround Lawrence from 8pm to10pm on alternatingWednesday nights to discuss all topics Latin American. For more information, contact Lisa Rausch atllrausch@ku.edu.

ANNOUNCEMENTS (from page 18) Congratulations Are in Order

Teach English Abroad throughAIESEC

AIESEC, the largest student-run non-profitorganization in the world is an excellent option forstudents who want to add an international dimensionto their resume. We facilitate cultural exchange throughpaid internships for US students abroad and forinternational students in the US. This is an idealalternative for students who fear they cannot affordforeign travel, or for those who want to traveleconomically. Internships can last up to two yearsfollowing graduation and opportunities exist in 87countries, at 735 universities. In Latin America thereare AIESEC chapters in Argentina, Bolivia, Brazil,Canada, Colombia, Costa Rica, the DominicanRepublic, El Salvador, Ecuador, Guatemala, Mexico,Panama, Peru, Puerto Rico, Uruguay and Venezuela.Our four types of traineeships include positions inmanagement and development (including work withNGOs and non-profits), education (especially teachingEnglish), and information technology. Apply throughthe KU chapter in 508 Summerfield Hall during normaloffice hours or watch for us on campus; we recruittwice a semester.

The Center of Latin American Studies would like tocongratulate the following students:

Michael Hermes will graduate in December with aMA in Latin American Studies.

Jay Metz completed his MA in May and is enrolledin a PhD program in history at the University ofMaryland.

Alicia Monroe has completed her MA and receivedfive years of support for doctoral study in thedepartment of history at Emory

Attention Graduate Students

Charles Stansifer has endowed a scholarship fund inthe Department of History that shall be used for thescholarship support of students studying MiddleAmerica (meaning Central America, Mexico, and theCaribbean) at the University of Kansas. Theamounts awarded and recipients thereof shall bedetermined by a committee appointed by the Chair ofthe Department of History. Contributions can be madethrough the Endowment Association.

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Merienda Lecture Series Speakers

The Center of Latin American Studies sponsors aMerienda brown bag lunch series each semesterfeaturing interdisciplinary presentations. Many thanksto our fall lecturers:

Sept. 2 “Catholicism and the Development of CivilSociety in Peru” by Guillermo Nugent, Professor ofPolitical Philosophy, University of San Marcos, Peru

Sept. 9 “Biodiversity and Conservation in Ecuador:History and Perspectives” by Elisa Bonaccorso,Ph.D. candidate and researcher at the BiodiversityResearch Center and Natural History Museum

Sept. 16 “Cuba, La Rosa Blanca, and the Trials andTribulations of OFAC” by Bob Augelli, Lecturer, KUSchool of Business

Sept. 23 “Reading Public Space: Negotiation andCommodification of Cuban Books and Culture” by ErinFinzer and Kirsten Drickey, graduate students, KUDepartment of Spanish and Portuguese

Oct. 21 “Towards the Histories of Central AmericanLiteratures” by Patricia Fumero, Ph.D. candidate inLatin American History at KU

Oct. 28 “Argentine Military-Civilian Relations after‘The Dirty War’” by Justino Mario Bertotto, retiredcolonel, Director, Strategic Studies Support Center ofthe War College in Buenos Aires, Argentina

Nov. 4 “Bilingual Education in Ecuador” by Dr. RosaMaria Masaquiza, Ecuadorian scholar, activist, andeducator and founder of the Primer Centro EducativoAlternativa Katitawa

Nov. 11 “Between Mesoamerica and the CentralAndes: Explorations of the Chibchan World” by JohnHoopes, KU Professor of Anthropology

Nov. 18 “Expansion of Mechanized SoybeanProduction in the Brazilian Amazon” by MatthewKoeppe, KU Graduate Student in Geography

Dec. 2 “Recent Writings by Andean Indigenous Womenand Their Contributions to the Movement forTerritoriality and Self Determination” by MarciaStephenson, Professor of Spanish, Purdue University

Andean & Amazonian WorldsSeminar Presentations

Aug. 24 “Sexual and Reproductive Rights in Peru” byGuillermo Nugent, Professor of Political Philosophy,University of San Marcos, Peru

Sept.10 “The Guano Age: A Peruvian Perspective onthe Role of Excrement in the Making of the ModernWorld” by Greg Cushman, Professor of History, KU

Oct. 11 “The Challenges of Language Diversity inPeru: Spanish and Quechua” by Juan C. Godenzzi,Professor of Linguistics, University of Montreal,Canada

Nov. 05 “Indigenous Women’s Participation inEcuadorian Political Organizations” by Dr. Rosa MariaMasaquiza, Ecuadorian scholar, activist, and educatorand founder of the Primer Centro Educativo AlternativaKatitawa

Dec. 2 “The Anatomy of Empire: Reading theNineteenth-Century Trade in Llamas and Other AndeanCamelids” by Marcia Stephenson, Professor ofSpanish, Purdue University

Indigenous & African Experiencesin the Americas Seminar

Sept. 27 “Indigenous and African Connections inBrazil” by Judith Williams, KU Professor ofAfrican and African American Studies

Dec. 6 “The Survival of a Creole Language in theCosta Rican Caribbean” by Professor AnitaHerzfeld, KU Center of Latin American Studies

Fall Film FestivalSept. 18 “Conga Lessons at the Bay of Pigs”

Oct. 2 “Courage of the People”

Oct. 23 “Cuba: The 40 Years War”

Oct. 30“Music of the Devil, the Bear, and theCondor”

Nov. 20 “Resistencia: Hip Hop in Colombia”

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New KULAC Coursetaught by Mirna Cabrera, TR 3:30-4:50

Culture of Music in Latin America (LAA 302/602)Line # for 302—69539 Line # for 602—69540U,69541G. This course is a general survey of thevernacular and art music of Latin America. Emphasisis on the historical aspects of music from the region.Students will learn basic concepts of music theory butno musical background is required, only a drive to learnmore about music through its history and generalelements.

Discussion Section for ANTH 160/162/360Varieties of Human ExperiencesLed by Kenny Kincaid, TBA, Line # 57149U, 57150GStudents must be enrolled in ANTH 160/162/360

Nachos, NAFTA, and Nostalgia (LAA 302/602/HIST 510)Taught by Brent Metz, MWF 9:30-10:20Line # for 302: 65492 Line # for 602: 69544U, 69545GLine # for 510: 69648U, 69649G. The class exploresthe images that the United States and Mexico have ofone another, from the true to the fantastic, and willexplore how these images have been shaped bypowerful political and economic forces. U.S. fantasiesof Mexican nacho eaters, beautiful señoritas, banditos,mysterious Mayas and fierce Aztecs, humble peasantsand servants, etc. are matched by Mexico’ssimplifications of Gringos as racists, warmongers,exploiters, political hypocrites, cold male robots, andeasy women, not to mention distortions of U.S. minoritypopulations. This course will explore the political,economic, ethnic, ecological, literary, and popularculture bases for these stereotypes and explain whythey are gradually becoming more sophisticated dueto freer trade, migration, media, and tourism.

Topics in Latin American Studies:The Politics of Language in LatinAmerica (LAA 302/602)taught by Professor Anita Herzfeld, TR 2:30-3:50

How is language linked to power? Why is languagea political issue and why are some languages “official”and others are pejoratively labeled “dialects” in LatinAmerica? What is the link between indigenouslanguages and the speakers’ identity? How doeslanguage affect a community’s everyday life whenspeakers are prohibited from using their language inpublic? There are approximately 1000 languages in LatinAmerica, out of which 600 have been attested.However, public life in the region is conducted inSpanish, the dominant language, to the detriment ofthe indigenous languages spoken by more than 30million people. The class will provide a comprehensivesurvey of language issues in Latin America by analyzingthe situation of minority language groups, languagerights, language policies, and language planning, as wellas by considering the questions that arise regardingbilingual education, literacy, and the role of minoritylanguages in educational systems. This course, offered for the first time in Englishas a “Topics” course, may count as a Non-WesternCulture class. This course also counts toward thenewly-established minor in Latin American Studies.

Spring 2005 KULAC Courses

Funding for Student and FacultyResearch in Latin Americacourtesy of the Hall Center

American Association of University Women(AAUW)American Fellowships are available to women facultyand graduate students. Open to applicants in all fieldsof study. Scholars engaged in researching genderissues are encouraged to apply. Applicants must notbe members of AAUW. http://www.aauw.org/fga/fellowships_grants/american.cfmDeadline: November 15

American Historical Association (AHA)Research GrantsOnly AHA members are eligible. Preference is givento (1) Ph.D. candidates and junior scholars, and (2)those who have specific research needs, such as thecompletion of a project or completion of a discretesegment thereof. Funds may be used for travel to alibrary or archive; microfilms, photographs, orphotocopying; and similar research expenses. TheBeveridge Research Grants support research in thehistory of the Western hemisphere (United States,Canada, and Latin America). Grants are intended tofurther research in progress. http://www.theaha.org/prizes/Beveridge_grant.htmDeadline: February 2

Columbia University Society of Fellows in theHumanitiesThe Society of the Fellows at Columbia University seeksto enhance the role of the humanities in the universityby exploring and clarifying the interrelationships withinthe humanities as well as their relationship to the naturaland social sciences and the several professions. Itsprogram is designed to strengthen the intellectual andacademic qualifications of the fellows: first, by affordingthem time and resources to develop independentscholarship within a broadening educational andprofessional context; second, by involving them ininterdisciplinary programs of general education and ininnovative courses of their own design; and third, byassociating them individually and collectively with someof the finest teaching scholars in the university.http://www.columbia.edu/cu/societyoffellows/Deadline: October 1

Council of American Overseas Research Centers(CAORC)

scholars who have already earned their Ph.D. in fieldsin the humanities, social sciences, or allied naturalsciences and wish to conduct research of regional ortrans-regional significance. Fellowships requirescholars to conduct research in more than one country,at least one of which hosts a participating AmericanOverseas Research Center.http://www.caorc.org/fellowships/multi/Deadline: January 14

Foundation for the Advancement ofMesoamerican StudiesThe purpose of the Foundation Research Grants is tosupport scholarly works with the potential forsignificant contributions to the understanding of ancientMesoamerican cultures and continuities thereof amongthe indigenous cultures in modern Mesoamerica(México, Belize, Guatemala, Honduras, and ElSalvador). The Foundation supports projects in thedisciplines of archaeology, art history, epigraphy,linguistics, ethnohistory, ethnography, and sociology.The Foundation encourages interdisciplinary projects,especially those that combine disciplines in novel andpotentially productive ways.http://www.famsi.org/grants/Deadline: September 15

Harvard University, David Rockefeller Centerfor Latin American StudiesEach year the David Rockefeller Center selects anumber of distinguished academics (Visiting Scholars)and established professionals (Fellows) to be inresidence at Harvard working on their own researchand writing projects related to Latin America or aspecific country. Participants are selected competitivelyon the basis of their qualifications, the quality of theirproposal and/or research plans, and the relevance ofboth to the Center’s mission and objectives. The Centeroffers nine named fellowships for work related toArgentina, Brazil, Central America, Chile, Colombiaand Ecuador, Mexico, Puerto Rico and the Caribbean,and Venezuela. In addition, resources are availableeach year to provide one residential fellowship that isopen to any Latin American country and topics. http://drclas.fas.harvard.edu/Deadline: February 1

Institute of Current World Affairs Crane-RogersFoundation Fellowships

This program is open to U.S. doctoral candidates and

The purpose of the Institute of Current World Affairsis to provide talented and promising individuals with anopportunity to develop a deep understanding of an issue,

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(see Funding, page 21)

country or region outside the United States and toshare that understanding with a wider public. TheInstitute awards Fellowships for a minimum period oftwo years to young women and men under 36 yearsof age who demonstrate initiative, integrity, outstandingcharacter, good communication skills, seriousness ofpurpose and enthusiasm for their chosen fields.Current areas of interest for “Target OpportunityFellowships” include Brazil and Cuba. http://www.icwa.org/Deadlines: February 28 and August 1

John Carter Brown Library FellowshipsThe John Carter Brown Library is an independentlyadministered and funded center for advanced researchin history and the humanities located on the campus ofBrown University. Sponsorship of research at the JohnCarter Brown Library is reserved exclusively forscholars whose work is centered on the colonial historyof the Americas, North and South, including all aspectsof the European, African, and Native Americaninvolvement. The Library offers a variety of long-and short-term fellowships. http://www.brown.edu/Facilities/John_Carter_Brown_Library/pages/fr_resfellow2.htmlDeadline: January 10

Library of CongressAdministered by the Library of Congress’s MotionPicture, Broadcasting and Recorded Sound Division(M/B/RS) in collaboration with the Library of CongressOffice of Scholarly Programs, awards will be made toresearchers studying the interrelationships amongadvertising, culture, commerce and the media, beginningin the 20th century. The fellowship will providerecipients with access to resources for an extendedperiod of in-depth research into the Library’s broadcastadvertising and other audio-visual collections. http://www.loc.gov/rr/mopic/cokefellowship/ccfellow.htmlDeadline: January 31

Smithsonian Institution Latino Studies FellowshipProgramThe Latino Studies Fellowship Program providesopportunities to US Latino/a predoctoral students andpostdoctoral and senior scholars to pursue researchtopics that relate to Latino art, culture, and history.Interdisciplinary subjects are encouraged and can beundertaken at more than one of the Smithsonianmuseums and/or research units, and advised by one ormore of the Smithsonian research staff members. This

program differs from the Smithsonian InstitutionFellowship Program. It is intended to broaden andincrease the body of Latino related research that isbeing conducted at the Smithsonian Institution. Whilenot a condition of the award, fellows are invited topursue a portion of their project in the field: at othermuseums or research facilities, as well as incommunities where primary data can be collected. Aresearch and travel allowance will be made availableto cover additional costs of spending up to one third ofthe fellowship tenure away from the Smithsonian, ifappropriate and necessary, but not at the fellow’s homeinstitution. The Smithsonian’s Graduate StudentFellowships, Predoctoral Fellowships, and Postdoctoraland Senior Fellowships might also be of interest. http://www.si.edu/ofg/fell.htm#Deadline: January 15

Newberry Library FellowshipsThe Newberry Library is an independent researchlibrary, with collections covering the history andliterature of the civilizations of Western Europe andthe Americas from the Middle Ages through WorldWar I. Specific collection strengths include therevolutionary period in Latin America and Portugueseand Brazilian history. The Newberry Library offers avariety of long- and short-term fellowships to supportresearch in their collections. Fellowships of particularinterest include:

Mellon Postdoctoral Research Fellowships—Applications are invited from post-doctoral scholars inany field relevant to the Library’s collections for awardsto support residential research and writing.

Monticello College Foundation Fellowship forWomen—This award is designed for a post-doctoralwoman at an early stage of her academic career whosework gives clear promise of scholarly productivity andwho would benefit significantly from six months ofresearch, writing, and participation in the intellectuallife of the Library. The applicant’s topic should berelated to the Newberry’s collections; preference willbe given to proposals particularly concerned with thestudy of women. The tenure of this fellowship is sixmonths with a stipend of $15,000.

National Endowment for the Humanities Fellowships—Fellowships for established post-doctoral scholars tosupport projects in any field appropriate to the Library’scollections. Applicants must be United States citizens

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or foreign nationals with three years’ residence.Preference is given to applicants who have not heldmajor fellowships for three years preceding theproposed period of residency.

Newberry Library Short-Term Resident Fellowshipsfor Individual Research—These short-term fellowshipsprovide access to the Newberry’s collections for Ph.D.candidates or post-doctoral scholars who live and workoutside the Chicago area. http://www.newberry.org/research/L3rfellowships.htmlDeadlines: January 10 (long-term fellowships)and March 1 (most short-term fellowships)

Stony Brook University Center for LatinAmerican and Caribbean StudiesThe Latin American and Caribbean Studies (LACS)Center of Stony Brook University will host a newRockefeller Humanities Residency Site. The theme ofthis Visiting Scholar program, ‘’Durable Inequalities inLatin America,’’ promotes new research on the coreproblem of how and why Latin America has maintained,in the view of many scholars, the world’s most radicallyunequal societies and cultures. The center is seekingprimarily Latin American or Caribbean scholars, fromany field (or topical interest) in the humanities, historicalor social sciences, whose work expands or innovateson study of inequalities. http://www.rockfound.org/Deadline: February 1

United States Institute of Peace (USIP) GrantsThe Unsolicited Program is open to any project thatfits within the Institute’s general mandate ofinternational conflict resolution. Topic areas of interestto the Institute include, but are not restricted to:international conflict resolution; diplomacy; negotiationtheory; functionalism and “track two” diplomacy;methods of third-party dispute settlement; internationallaw; international organizations and collective security;deterrence and balance of power; arms control;psychological theories about international conflict; therole of nonviolence and nonviolent sanctions; moraland ethical thought about conflict and conflict resolution;and theories about relationships among politicalinstitutions, human rights, and conflict. The Institutewelcomes proposals of an interdisciplinary ormultidisciplinary nature. The Solicited Program’s topicsfor 2005 have not yet been announced. http://www.usip.org/grants/Deadlines: March 1 and October 1

University of Illinois, Chicago Latin American andLatino Studies ProgramThe Latin American and Latino Studies Program atthe University of Illinois at Chicago invites applicationsfor “Latino Chicago: A Model for EmergingLatinidades?’’ - a three-year postdoctoral residentialfellowship program. The aim of the program is tofacilitate more systematic research on historical andcontemporary cultural transformations among thediverse Latino communities in Chicago and theirimplications for understanding identity, migration,resistance, racism, cultural conflict, and survival.http://www.uic.edu/las/latamst/rockefeller1.htmDeadline: February 15

Universidad Nacional Autónoma de MéxicoThe Rockefeller Foundation, through the RockefellerFoundation Humanities Fellowships program, sponsorsresidencies tenable at the Centro Regional deInvestigaciones Multidisciplinarias (CRIM) at theUniversidad Nacional Autónoma de México.Residencies in this program will contribute tostrengthening theory and analysis to understand thecultural and social interactions in processes of changein Mexico (the Mexican transition). Residentresearchers will work on their own projects and willbe invited to participate in permanent seminars,conferences, and lectures from Mexican universities.In 2005-2006, the fall semester (September toDecember) will focus on “Culture, Violence andGender.’’ The spring semester (January to June) willcenter on “Cultural Dimensions of the MexicanTransition’’ more generally.http://www.rockfound.org/Deadline: January 31

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Study Abroad in Latin America

Universidad de Costa Rica, San JoséThis is KU’s largest and oldest program, nationallyrecognized as one of the premier study abroadprograms in Latin America. Students may join theprogram for either a semester or a year and participantsstay with Spanish-speaking families. The programbegins with four weeks of cultural/historical orientationand weekend excursions, including trips to the Pacificbeaches, volcanoes and sites of interest within thecapital. Students select courses from all disciplines atthe Universidad de Costa Rica (UCR) and can earn15-21 credit hours per semester or 27-39 credit hoursper year. Applicants must have at least five semestersof college-level Spanish or the equivalent, a 3.0 GPAand completion of at least 30 hours of college credit.The application deadline is March 1 for the fall semester(July to December) and academic year (July to July)and October 1 for the spring semester (January to July).

Council on International Educational Exchange(CIEE)Spend a summer, semester, or year studying at one ofCIEE’s study centers in Argentina, Brazil, Chile, CostaRica, Cuba, or the Dominican Republic or Mexico.Each study center is associated with an institution inthe host country, typically universities where contactwith native students is natural and easy for programparticipants. Training in the language of the host countryis an essential component of each program. Studentsare also able to take courses in a wide variety ofdisciplines including fine arts, business, social sciences,and development studies. Dates of programs, costs,housing facilities, etc., vary by country and by studycenter. For specific information on programs in eachcountry, view the Council web site at www.ciee.org/study.

International Student Exchange Program (ISEP)KU is a charter member of this exchange consortiumof approximately 200 universities in 36 countries.Through ISEP, students study in Latin America for theprice of KU tuition, fees, room and board. ISEP hasstudy sites in Argentina, Brazil, Chile, Colombia, CostaRica, Mexico, Nicaragua, and Uruguay. Students enrollin university courses in any discipline, provided thatthey meet the prerequisites. Graduate credit isavailable. Participants stay in private homes or studentapartments. Eligibility requirements include a minimumof five semesters of Spanish, readiness to take all

courses with native students and a demonstrated abilityto work independently. The fall and academic-yearapplication deadline is January 15. The spring semesterapplication deadline is August 15. For more details onthe countries and universities in which ISEP offersprograms, visit the website at www.isep.org.

Vitória, BrazilThe Brazil summer institute allows students to takeclasses in beginning, intermediate, or advanced levelPortuguese language and Brazilian culture. It is a seven-week program, which offers students the opportunityto live with Brazilian families and take excursions toOuro Preto, Rio de Janeiro, and several sites in EspirítioSanto. Applications are accepted no a rolling basisduring the spring semester.

Puebla, MexicoThe Spanish Language and Culture program in Puebla,Mexico offers a variety of intermediate and advancedlevel undergraduate Spanish courses, as well asoptional weekend excursions, cultural workshops, andcommunity service opportunities. Students live withhost families and take classes at the Universidad delas America—Puebla. The application deadline isMarch 1.

Costa RicaThe KU School of Social Welfare, Journalism School,and Department of Anthropology now offer short-termprograms in Costa Rica. They run during May andJune and offer students the opportunity to earapproximately 3 KU credit hours while engaging inhands-on field activities, internships, or collaborativeclassroom work with students from the Universidadde Costa Rica. For more information on any one ofthese programs contact the Office of Study Abroad at(785) 864-3742. The deadline for applications is March 1.

Honduras, Winter Break: Marine Biology onRoatan IslandFrom January 1-15, participants on the Marine Biologyprogram will travel to Roatan Island, a tropical coralreef island in the Caribbean Sea, to dive and study atthe Roatan Institute of Marine Science. A series oflectures and lab experiences will supplement twice-daily trips to coral reefs, mangroves, seagrass beds,and inter-tidal areas. Preference is given to studentscertified in scuba diving, but snorkelers will beconsidered. There is no language prerequisite andstudents receive 3 credit hours.

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University of KansasCenter of Latin American Studies1440 Jayhawk Blvd., Suite 320Lawrence, KS 66045-7574

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