Monday, October 19, 2015

October 19-25, 2015



During the Quechua Student Alliance Meeting we will pay tribute to
Prof. Clodoaldo Soto-Ruiz (University of Illinois, Urbana-Champaign)
for his notable contribution to the study and teaching of Quechua

Prof. Soto-Ruiz (Huanta-Ayacucho, Perú) is a renowned Quechua scholar who has taught this Native-American language for more than 25 years at the University fo Illinois. He published dictionaries and a grammar book on Ayacucho Quechua, articles, and his pedagogical grammar Quechua “Manual de Enseñanza” is widely used by many students around the world.

November 14th, 2015
Greenfield Intercultural Center
at the University of Pennsylvania

Learn more about the activites during the Quechua Student and Faculty Alliance Meeting at UPenn, here:

The graduate minor in Latin American Studies will require the student to complete 12 graduate hours; 8 of the hours must be at the 500-level.
Area Coursework: A minimum of 8 graduate hours at the 400/500-level from courses in two different departments approved by CLACS every semester.
The Center updates and posts approved courses in our website and announce them through our listserv. Our Center has approximately 104 faculty affiliated from different departments
in campus, and we approve their courses as part of our curriculum. The Center will record the approved courses on a master list to be kept in the unit that will be used to certify that students
took approved courses during their studies in the minor.
Language Component: At least 4 hours in language coursework taken in any Latin American language (Portuguese, Spanish or Native American Language or Haitian Creole) while enrolled
in the Graduate Minor program. In the case that not enough or advance language courses are offered, The Center also accepts as equivalent area courses taught in these languages, i.e. literature class
taught in Portuguese or Spanish. If the chosen language course is at the 400-or 500 level it may count towards the required 12 hours for Graduate Minor. We anticipate that students registering in the
Minor already have knowledge of Latin American language. If the Student's Master's thesis or doctoral dissertation deals with a country from Latin America and the Caribbean, we advise students in
this minor to speak with their advisor about including a committee member from the minor area.  We recommend that the courses taken for the minor not be applied to course requirements in the students' Master's or PhD program


Friday and Saturday October 30-31
101 International Studies Building

Join us for two-day of exciting research and presentations by the graduate students who did research in different fields in Latin America.



101 International Studies Building

PAULO MIRANDA-RIBEIRO, Universidade Federal de Minas Gerais (UFMG)
Paula Miranda-Ribeiro has a PhD in Sociology/Demography from the University of Texas at Austin (1997), an MA in Demography (1993), and a BA in Economics (1989), both from Universidade Federal de Minas Gerais.  She is currently Associate Professor, Department of Demography and Cedeplar, Universidade Federal de Minas Gerais, and Dean of the School of Economics (2014-2018) at the same university.  In the last years, she has held the following positions: Associate Dean (2010-2014), Chair of the Department of Demography (2003-2007), Secretary General of ABEP (Brazilian Population Association) (2007-2008), and board member of ALAP (Latin American Population Association) (2009-2010). Prof. Miranda-Ribeiro is an enthusiast of qualitative methods in Demography and, in addition to her own research projects that use qualitative methods, she has taught graduate and undergraduate students about the adventures of qualitative research for more than 15 years.  She also works with social demography, fertility, and sexual and reproductive health, especially among adolescents.


101 International Studies Building

Prof. CARLOS JAVIER ECHARRI, Center for Demographic, Urban and Environmental Studies, Colegio de Mexico. President of the Mexican Demographic Society and Gender Statistics Specialist; United Nations Women Regional Office for Latin American and the Caribbean

The subject of this presentations is violence against women (VAW) in Mexico. Its purpose is to broaden the outlook concerning the context of feminicide and to analyze trends in Mexico, taking account of the various ways in which the integrity, freedom, health and lives of women are affected and about which there is statistical evidence: from violence inflicted by a partner, occurring in the family and in the community, to institutional violence and homicide and feminicide. Based upon vital statistics (the deaths by aggression in the period 1985-2013), we argue the need for a gender-specific analysis and public policies and programs, that takes into account the particularities of VAW, We also analyze the growing burden of violence-related injuries in hospital admissions, the screening and treatment of several types of VAW in public health services, and evaluate the madatory reporting of thos cases of VAW.

Has been Academic Coordinator of the Master’s Degree in Demography and PhD in Population Studies programs; Coordinator of the Monitoring and Evaluation; member of The Advisory Council and Professor’s Board, Master’s Degree in Gender, Cultural Processes and Cultual Transformations, Programa Interdisciplinario de Estudios de la Mujer, El Colegio de México, A. C.; Member of the Evaluation Commission, Department of Population Studies, El Colegio de la Frontera Norte; Responsible for El Colegio de México at the Grupo de Intercambio Académico en Salud Reproductiva; Member of the Qualifying Jury for the National Award on Demography 2000 and 2014, National Population Council; Program Evaluator, CONACYT.


Estudio diagnóstico: La LXII Legislatura de la Cámara de Diputados y los derechos sexuales y reproductivos. México, DF: Consorcio para el Diálogo Parlamentario y la Equidad, AC, 2014. 62 p.
Violencia Feminicida en México: Características, tendencias y nuevas expresiones en las entidades federativas. 1985-2010. México D.F.: Cámara de Diputados, ONU Mujeres e Inmujeres, 2012. 207p.
Panorama estadístico de la violencia en México, México, D.F.: Secretaría de Seguridad Pública, Centro de Investigación y Estudios sobre Seguridad y El Colegio de México, 2012. 315p.
Feminicidio en México. Aproximación, tendencias y cambios: 1985-2009. Distrito Federal. ONU Mujeres, Cámara de Diputados, Inmujeres y El Colegio de México, 2011. 104 p. ISBN: 978-1-936291-65-6.
Hijo de mi hija… Estructura familiar y salud materno infantil. México, D.F.: El Colegio de México-Centro de Estudios Demográficos y de Desarrollo  Urbano, 2003. 417 p. ISBN: 968-12- 0143-4.
Salud Reproductiva y sociedad. Resultados de investigación. México, D.F.: El Colegio de México, 2000. 403 p. Co-coordinador(es): Claudio Stern. ISBN: 968-12-0964-8.
Encuesta Nacional sobre Violencia contra las Mujeres 2003, Cuernavaca, Instituto Nacional de Salud Pública, 2003. pp. 132, Gustavo Olaiz (Coordinador), Co-colaboradoras: Blanca Rico, Aurora del Río.

Lecture co-sponsored by the Program of Women and Gender in Global Perspectives


Lucy Ellis Lounge, FLB 1080
ANTONIO SOTOMAYOR, Assistant Professor, University Library

This talk studies the intersection of sport, religion, and imperialism through the Young Men’s Christian Association (YMCA) as an extension of United States expansion into Puerto Rico after the Spanish American War of 1898. The YMCA’s emphasis on “muscular Christianity” and sports made it attractive to some locals who welcomed this feature of U.S. Americanization. This article seeks to challenge notions of imperialism and Americanization (through sport and religion) as a process not clearly defined by the dyad oppressor and victim. To the contrary, the story of the YMCA in Puerto Rico shows the ways in which YMCA leaders sought to bring progress to an “oppressed” people, while many locals welcomed a progressive institution of modern sports. My argument blurs the line between resistance and acculturation and instead proposes to see the YMCA and the early development of sport in Puerto Rico as a process of negotiations over power, identity, and culture. Ultimately, the work undertaken by the YMCA in Puerto Rico laid the ground for the island’s sport culture and institutional infrastructure, which reverberated into a growing sense of national identity within a colonial relationship. Overall, the study of the YMCA in Puerto Rico serves as an example of the role this institution played in the dynamics of religion, sport, and imperialism at the turn of the twentieth century in Latin America.


Prof. MICHELLE WIBBELSMAN, Assistant Professor. Department of Spanish and Portuguese. The Ohio State University
101 International Studies Building

With a longstanding history of geographical mobility since before the Spanish and Inka conquests, today’s Quichua-speaking inhabitants of Northern Ecuador’s Otavalo Valley are among the most internationally traveled and cosmopolitan indigenous populations of Latin America.  In this paper I explore mobility as a deeply held Otavalan value and repeat return migration as a traditional way of life among these communities. Ethnographic interviews and migrant narratives collected in summer of 2014 clearly differentiate indigenous mobility from general population migration trends and, beyond this, underscore a pronounced heterogeneity of experiences within indigenous migration itself—ranging from successful music production and performance ventures abroad to failed businesses; from international, intercultural families to broken homes; from slave trade to drug trafficking. The “politics and poetics of destination” play a role in the diversity of experiences, opportunities and qualities of life people encounter abroad. The narratives I share in this presentation bring into relief contrasting experiences in different receiving communities. Reference to different destinations and the global networking paths they enable sheds light on processes of re-imagining communities and identities both in Otavalo and abroad, and reveals the unevenness of processes of migration and globalization among Otavalans along with the social changes to which they have given way. Each destination, moreover, opens distinct lines of theoretical and ethnographic inquiry and raises a series of methodological challenges in terms of analyzing the ways by which people creatively and selectively bridge cultural differences, adapt, resist and integrate.   

Michelle Wibbelsman (PhD. Cultural Anthropology, University of Illinois at Urbana-Champaign 2004). Her research interests and areas of specialization include South American indigenous cultures, ethnographic studies and ethnomusicology.  Her work in Andean Ecuador since 1995 has focused on symbolic and semiotic analytical approaches to indigenous performances, ritual practices and politics. She is the author of Ritual Encounters: Otavalan Modern and Mythic Community (U. Illinois P, 2009). Her current research explores Otavalan musical diversity and indigenous transnational migration, diaspora and cosmopolitanism.

    This lecture is possible with the support of the Dorothea S. and Norman E. Whitten Endowment Funds


101 International Studies Building

ANTONIO LESSA, Associate professor of International Relations at the University of Brasilia (UNB)


An assessment of the foreign policy in action under Lula da Silva (2003-2010) and Dilma Roussef (2011- ) governments´ is also a speculation on the rise and fall of the Party of Workers´ international project. What are the causes of the loss of efficiency of this project that can be verified in the last years? I propose, in this talk, an analysis of the Brazilian Foreign Policy based on the perspective of international possibilities, domestic institutional limits and of the personal idiosyncracies of Lula da Silva and Roussef.

Antônio Carlos Lessa is associate professor of International Relations at the University of Brasilia (UNB). He holds a Ph.D. (2000) in History (History of International Relations) from the University of Brasília, and post-doctoral studies at the Université de Strasbourg, France (2008-2009). He is the Editor-in-Chief of Revista Brasileira de Política Internacional (RBPI) and of Bulletin Meridiano 47. He is a former Deputy Secretary (2007-2013) and Secretary General of the  Brazilian Association of International Relations - ABRI.
He was a Professor at the Rio Branco Institute (Brazilian Diplomatic Academy, Ministry of Foreign Affairs) and Visiting Professor at Universidad Nacional de Rosario (Argentina) and at the Universidad de la República (Uruguay). He was an associate fellow at the Centre d'Etudes sur le Brésil at the Université de Paris-Sorbonne (1996-1997). Since 2008 he is associate fellow at the Laboratory of History of International Relations "Frontières, Acteurs et Représentations de l'Europe" at the University of Strasbourg, France. Antônio Carlos Lessa collaborates with different graduate studies programs in International Relations in Brazil and abroad and with several initiatives related to science communication and the organization of teaching and research in International Relations in Brazil.
He is a member of the Editorial Boards of several scientific journals on International Relations published in Brazil and abroad. His research interests are related to contemporary Brazilian Foreign Policy and History of International Relations.


101International Studies Building

ALE PÅLSSON, Ph.D. student at the Centre for Maritime Studies and Department of History at Stockholm University

The small island of St. Barthélemy in the Lesser Antilles holds a unique place in Caribbean history. In 1784-1878 it was a Swedish colony, obtained from France in exchange for trading rights. Since the island was too small for sugar cultivation, Sweden founded the free port of Gustavia, allowing merchants and mariners from the United States, the Caribbean and Europe to become neutral Swedish subjects. In a time of continuous warfare between European and American powers, St. Barthélemy became a popular safe haven for goods and trade to move between imperial borders. Yet not just goods travelled through the colony, but information, culture, discourse and ideology as well. For the inexperienced Swedish colonial administration, managing differing notions of rights, political involvement, nationality and ethnicity became in some ways a larger challenge than that of the surrounding imperial powers. For the new Swedes as well, becoming Swedish was a matter of diplomacy, communication and assertion, to clarify their legitimacy as Swedish citizens. I examine how the meeting of political cultures manifested itself in political activity, petitioning, discourses of race, nationality and gender, as well through physical violence, material symbols and rituals of celebration.
Ale Pålsson is a graduate student at the Centre for Maritime Studies and Department of History at Stockholm University. He is researching the political culture of the Swedish-Caribbean colony St Barthélemy and its free harbour Gustavia during the early 19th century, in particular the global mobility of political discourse, especially in relation to nationality, gender and race. His research interest, beyond the Caribbean, lies in early Swedish-American connections and Scandinavian positions within global historical currents.


    CALL FOR PAPERS - Special Issue 2017
Indigenous Language Teaching, Learning, and Identities
The Canadian Modern Language Review (CMLR) invites submissions for the 2017 special issue, “Indigenous Language Teaching, Learning, and Identities”. 
Investigating Indigenous language education, teaching, and learning — especially as these relate to constructions of identity and community under conditions of political, economic, and social transformation —is both timely and relevant to the field of language education and can assist in understanding Indigenous-language education programs and in improving educational outcomes. Such investigation should be of interest to, among others, language researchers, educational specialists, and theoretical and applied linguists working with educators and community members in Indigenous language contexts. 

The CMLR welcomes empirically-based and practice-oriented papers from researchers, language educators, and learners addressing Indigenous language teaching, learning, and speaker identities from a broad range of Indigenous contexts and methodological orientations, We are especially interested in papers that make use of methods specific to working in Indigenous contexts and that critically examine issues related to Indigenous language learning, teaching, retention, revitalization, standardization, and promotion. We welcome papers from Indigenous contexts within and outside of Canada, with the idea that the research will have implications for or applications to Canadian and other Indigenous contexts.

Possible topics include: the construction and negotiation of identities in different Indigenous language contexts; Indigenous literacies, writing systems and standardization; immersion and bilingual education; language learning and language revitalization; cultural and collective knowledge and memory in language-learning and teaching; language ideologies as related to social, linguistic, moral, and political relationships and language-learner choices, expectations, and identities; notions of “authentic” language use and their influence on ideologies and practices of language use; codified, standardized, and institutionalized language and their relation to spoken language;  assessment and measurement in language teaching and learning; linguistic, cultural, and intercultural resources in Indigenous language learning; and the use of new media.

Submission deadline:  June 30, 2016
Submissions should be sent electronically through PRESTO:
Receipt of all manuscripts will be acknowledged via PRESTO.

Questions about the special issue may be addressed to the co-editors:
Donna Patrick                                                    Peter Jacobs
Carleton University                                         University of Victoria


Llamado a presentar trabajos

Les invitamos a someter trabajos para el primer número de la revista electrónica Investigación Cualitativa (e-ISSN en trámite), publicación del Grupo de Interés Especial (SIG) de Investigación Cualitativa en Español y Portugués de la Asociación Internacional de Investigación Cualitativa (IAQI). La revista Investigación Cualitativa ha sido creada como un espacio pluralista, crítico y democrático que promueve, en nuestros idiomas, la reflexión sobre metodologías cualitativas y la apertura a la diversidad de acercamientos de investigación cualitativa que circulan actualmente en nuestros países en el mundo. Investigación Cualitativa se interesa especialmente en manuscritos que incluyan propuestas metodológicas críticas y experimentales orientadas a la justicia social y a la descolonización disciplinaria. Investigación Cualitativa recibe artículos centrados en aspectos metodológicos y no investigaciones temáticas.
La fecha última para recibir artículos es el 30 de noviembre del 2015. Los trabajos deberán ser enviados al correo electrónico de la revista:, siguiendo las normas que se especifican en el siguiente apartado. La notificación de aceptación para revisión se realizará durante el mes de diciembre de 2015. A más tardar el 15 de febrero del 2016 se notificará si fue o no aceptado. La publicación de este número, será en el mes de abril del 2016.

Información para la preparación de las contribuciones

La Revista Investigación Cualitativa acepta el envío para publicación de manuscritos escritos en español y portugués y que no hayan sido publicados anteriormente en otra revista. Los manuscritos son sometidos a revisión ciega de pares expertos en los distintos enfoques metodológicos de investigación cualitativa. Los pares revisores pueden recomendar su aceptación, su aceptación condicional a cambios propuestos por los pares revisores, o rechazarlos. En cada caso los autores recibirán los comentarios realizados por los revisores, junto con la notificación por parte de los editores, de aceptación, aceptación condicional o rechazo de su manuscrito.

Los manuscritos presentados a la Revista de Investigación Cualitativa deben ajustarse a los siguientes aspectos formales para ser considerados para revisión:

1.      Los manuscritos deben estar escritos en Word office.
2.      Los manuscritos deben estar escritos en letra New Time Roman, tamaño 12, a espacio simple, con márgenes regulares, con texto justificado y en tamaño en página tamaño carta.
3.      El título y subtítulos debe estar centrado, en negritas, y con las palabras principales en mayúscula. Los apartados al interior de los subtítulos deben estar justificados a la izquierda, en negritas y cursiva.

4.      Debajo de cada título, subtitulo, y párrafo debe dejarse un espacio antes del texto que le sigue.
5.      Los manuscritos deben ajustarse en sus citas y referencias a las normas APA (Sexta edición).
6.      Debe tener presente que al someter un artículo para su publicación deber contar con los derechos para reproducir cualquier material que sea propiedad de terceros, sean figuras, dibujos, fotografías, música. Esto incluye los materiales publicados en Internet.
7.      En caso de requerirlo, use notas a pie de página y no al final. Solo se utilizarán las notas, para comentar o explicar algún concepto o idea. No para realizar citaciones textuales o contextuales.
8.      Los manuscritos deben seguir la siguiente estructura:
a.       Primera página:
i.       Título en español, portugués e inglés.
ii.       Nombres de él, la, los o las autores o autoras.
iii.       Grado y afiliación institucional de él, la, los o las autores o autoras.
iv.       Dirección postal y electrónica de él, la, los o las autores o autoras.
v.      Breve nota biográfica de él, la, los o las autores o autoras
b.      Segunda página:
i.       Resumen, con una extensión entre 100 y 150 palabras, estar escrito en español, portugués e inglés. Iniciando con el idioma original del trabajo y finalizando en inglés.
ii.       Cada resumen debe ser seguido de 3 a 5 palabras que deberán colocarse inmediatamente después del resumen en la versión del idioma correspondiente.
c.       El texto principal puede variar en estructura debido a la variedad de formas de escritura que hoy en día incorpora la investigación cualitativa. Con todo se recomienda la siguiente estructura: Introducción, texto principal, conclusión.
d.      Las referencias deben ser incluidas al final del artículo.

Cualquier  consulta  en  relación  con  la  revista  Investigación  Cualitativa  deberá dirigirse a nuestro correo electrónico ( )

March 30- April 1, 2016
Caceres (Extremadura, Spain)

Conference devoted to the study of all aspects of Central American Literature; dialog between scholars and writers
Proposal deadline: January 31, 2016
Contact information: Jorge Roman-Lagunas (Department of Foreign Languages and Literatures, Purdue University Calumet)

Phone Number 219 989 2379; e-mail:

28 - 29 April 2016
UCL Institute of the Americas, 51 Gordon Square, London, WC1H OPN
The UCL Americas Research Network invites graduate students and early career researchers working on any aspect of the Americas to participate in our 2nd International Conference: ‘Ideas & Transformations in the Americas,’ featuring keynote speeches by Prof Maxine Molyneux (UCL Institute of the Americas) and Prof Diane Negra (University College Dublin). With important elections coming up across the region in 2015-16 it is essential to pause and consider how ideas can transform the political, economic, social and cultural landscape across the Americas. We welcome papers from international researchers working across the humanities, the social sciences and beyond in order to create a dynamic, interdisciplinary conference that will showcase the depth and quality of emerging research on the Americas.
Proposal deadline: 14 December 2015
  • Call For Papers: 2016 LAGO Graduate Conference | Latin American Graduate Organization
January 28th, 29th, and 30th, 2016
Tulane University’s Latin American Graduate Organization (LAGO)

Tulane University’s Latin American Graduate Organization (LAGO) invites paper and panel proposals for our 2016 Graduate Conference: “Liberalism and Its Discontents.” At the conference, we encourage participants to engage in an interdisciplinary discussion on the subject of liberalism in the Americas. More specifically, we seek scholarly works that explore and critique the influence of Enlightenment and post-Enlightenment thought in Latin America and its Diaspora. Through this conversation, we seek to trouble notions of “discovery,” “progress,” “development,” and “democracy” and critically examine how these terms are used in the field of Latin American Studies. Papers from all disciplines that explore any historical or contemporary moment are welcomed. We invite submissions in English, Spanish, or Portuguese.

Paper topics may include but are not limited to:
  • Economic liberalism and free trade agreements
  • Censorship, surveillance, and borders
  • Contradictions of modern nation state formation
  • Colonialism, neocolonialism, and liberalism
  • Reform versus revolution
  • Liberalism and nationalism
  • Issues of sovereignty
  • Sameness versus difference
  • Institutions and their complicity in violence
  • Contested territory
  • Indigenous and African epistemologies
  • Art and resistance
  • Critiques of modernity
  • Decentralized movements
  • Identity formation & network culture in the digital age
  • Empire and environmental stewardship/conservation

Deadline for Abstract Submissions: November 2nd, 2015.


Studies Program seek to hire a tenure-track assistant professor with expertise in the African Diaspora in Latin America and/or the Spanish-speaking Caribbean. Specialization not limited to, but might include diverse areas of study such as migration and the African diaspora in the Americas, colonialism and postcolonial studies, slavery, social movements, citizenship and the meaning of democracy, health and healing practices and/or ethnic identity politics in the Afro-Latin world.  
Teaching load is four courses in the first year, and five thereafter, and related responsibilities will be shared between Africana Studies and Latin American Studies. The candidate must be able to teach the introduction to Africana Studies and the introduction to Latin American Studies as well as introductory and upper level courses on Afro-Latin cultures and/or the Caribbean diaspora. 

Candidates will be expected to have an on-going research program related to Latin America and/or the Spanish-speaking Caribbean and to publish regularly in their field. 

Additional responsibilities include advising of undergraduates, participation in college committees and departmental tasks, and directing student research.  
Additional Duties:  Working Conditions General academic and classroom environment  
Required Qualification: Fluency in Spanish or Portuguese is required. 

The successful candidate will have a PhD in a related social science or humanities field by August 2016 and will demonstrate a record of excellence in research as well as evidence of demonstrated or potential excellence in and enthusiasm for undergraduate teaching.  Preferred Qualifications Special Instructions to Attach a cover letter, CV, writing sample, and a teaching philosophy statement as it applies to the African diaspora in Latin America. Please also provide names and contact information for three or more references who have agreed to provide letters of recommendation. Do not send letters of reference until requested.

The application deadline is November 2. 

For questions about this position or additional information, you may contact Caroline Beschea-Fache and Patricio Boyer, Selection Committee Chairs at or 704-894-2356. 
  • ·         ASSISTANT PROFESSOR- AFRICAN DIASPORA IN LATIN AMERICA/THE CARIBBEAN (Social Scientist) -University of North Carolina, Chapel Hill
The Department of African, African American, and Diaspora Studies at the University of North Carolina, Chapel Hill invites applications for a tenure-track assistant professor to begin July 1, 2016. We are seeking an innovative, engaged social scientist whose research and teaching interests focus on the African diaspora in South America, Central America or the Caribbean, particularly the Hispanophone Caribbean. Specific area of research and teaching specialization is open, but should complement and expand current faculty strengths. We are especially interested in scholars whose work engages with one or more of the following areas: race, political economy, gender, sexuality, religion, social movements, and the environment.

Faculty members in the department teach four undergraduate courses per academic year (2-2): three in the faculty member’s area of expertise and one introductory course in African American and Diaspora Studies.
Deadline: Review of applicants will begin on November 7th, 2015 and will continue until the position is filled.
Minimum Requirements: PhD in a social science discipline (e.g. Anthropology, Geography, Political Economy, Political Science, Sociology), or a related interdisciplinary field. All requirements for the PhD must be completed by July 1, 2016.
Preferred Qualifications:
Candidates must be able to demonstrate a record of excellence in research, and excellence or potential for excellence in undergraduate teaching. In addition, the successful candidate will be required to teach a course on Blacks in Latin America. An active program of research and publication, and participation in departmental and university service are also required.
Documents Required:
Applications must be submitted online at Applicants should upload a cover letter, C.V., research statement and statement of teaching experience and interests (as one document), and a writing sample (such as a published article, article under review, or dissertation chapter).

At the time of application, candidates are required to identify the names, titles, email addresses, and phone numbers of four professional references. Reference providers identified by the applicant will be contacted via email with instructions for uploading their letters of support.

The minimum number of references required are 4 with a maximum of 4 reference letters.
The University of Oklahoma, a Carnegie R-1 comprehensive public research university, is home to the international literary magazine World Literature Today, the South Central Modern Languages Association, the Fred Jones Museum of Art, and the Sam Noble Museum of Natural History. Norman, OK has been ranked the 6th best small city in the United States by CNN Money Magazine and offers a wide variety of activities in the arts and athletics. For information about the Department of Modern Languages, Literatures, and Linguistics, please visit
OU announces a tenured position in 20th and 21st century Brazilian literature and culture. Applicants must hold a Ph.D. in a relevant area, a strong record of peer-reviewed publications in respected venues, a native or near-native command of Portuguese, and a demonstrable commitment to excellence in teaching and program development. The successful candidate will teach two courses per semester at all levels of the curriculum and develop a minor in Portuguese to complement the programs in Latin American literature and culture.  The hire will work in collaboration with the OU in Rio study abroad program, actively recruit students into the new Portuguese minor, and plan and carry out cultural events for student recruitment and retention. Salary and internal research funding opportunities are very competitive.
To apply: Please send a dossier, electronically and in hard copy, including: letter of application outlining ideas for creating a successful Portuguese minor, curriculum vitae, the names and contact information of five recommenders, two samples of published work, and complete sets of recent teaching evaluations to Dr. Luis Cortest, Portuguese Search Chair, Department of Modern Languages, Literatures, and Linguistics, University of Oklahoma, 780 Van Vleet Oval, Room 202, Norman, Oklahoma, 73019. Review of materials will begin November 2, 2015 and will continue until the position is filled.  Preliminary interviews will be conducted by Skype; the appointment begins August 16, 2016. Women, minorities, protected veterans, and individuals with disabilities are encouraged to apply.  The University of Oklahoma is an equal opportunity institution
The Center for Latin American Studies at the University of Florida invites applications and nominations of social scientists for a position in Latin American Studies at the rank of Professor or Associate Professor, to begin in August 2016. We seek candidates whose work engages the Caribbean (Cuba is of particular interest), and who will advance the Center’s commitment to cross-disciplinary collaborations among faculty and students, and to transdisciplinary partnerships that extend beyond the academy. Applicants should demonstrate an international scholarly reputation, a record of rigorous field research, sustained external grant/fellowship funding, excellence in teaching, and capacity for mentoring graduate student research across a broad range of topics. We welcome candidates with innovative approaches to research and to undergraduate and graduate teaching, and those with enthusiasm for building programs, including one or more of the Center’s interdisciplinary research and training initiatives. The successful candidate will hold a full-time appointment in the Center and will report to the Director of the Center for Latin American Studies, with tenure in a relevant disciplinary department.
The UF Center for Latin American Studies is the oldest and one of the largest Latin American Studies programs in the United States. The Latin American program was formed in the 1930s and renamed the Center for Latin American Studies in 1963. It was among the first institutions in the country to be designated a National Resource Center by the U.S. Department of Education (USDE) and to receive assistance through fellowships and the USDE’s Title VI program. Today, the Center is ranked among the best in the world, and UF libraries host a world-class collection of Latin American and Caribbean materials. Students can choose from among 350 Latin American and Caribbean area and language courses routinely offered by 50 departments at UF. 
The Center offers a Masters of Arts in Latin American Studies (MALAS), a Masters of Arts in Sustainable Development Practice (MDP), graduate and undergraduate certificates, an undergraduate minor, and a joint law degree. The Center is linked to departments with strong PhD programs including those where the faculty member for this position will have tenure. More information about the Center can be found at:
Applicants should apply through the University of Florida’s on-line applicant tracking system at: and submit: a letter of interest (indicating research and teaching interests), curriculum vitae, and a list of three references. Review of applications will begin December 15, 2015, and continue until an applicant pool has been established.
The University of Florida is an Equal Opportunity Employer. Minorities, women and those from other underserved groups are encouraged to apply. The selection process will be conducted in accord with the provisions of Florida “Government in the Sunshine” and Public Records laws. Search Committee meetings and interviews will be open to the public; and all applications, CV’s and other documents related to the search will be available for public inspection. All candidates for employment are subject to a pre-employment screening which includes a review of criminal records, reference checks, and verification of education.

The Community and Regional Planning Program at the UNM School of Architecture & Planning is seeking applicants for a tenure track Assistant Professor in the area of Community Development Planning to commence in the Fall 2016 semester. For complete details of this position or to apply, please visit, posting #0832009. EEO/AA
Deadline: Best Consideration Date: October 30, 2015
Minimum Requirements:
1) Master’s degree in Community and Regional Planning or a terminal professional degree in planning or a related field; 2) demonstrated teaching experience; and 3) research or practice experience in community development planning or a related field.
Preferred Qualifications:
1) demonstrated current research agenda in Latin American development planning theory and practice, 2) ability to teach at undergraduate, masters’ and doctoral levels, 3) a demonstrated commitment to diversity, equity, inclusion, and student success, as well as working with broadly diverse communities, and 4) direct and current experience with community based practice in Latin American settings. 5) Candidates should have the ability to work in interdisciplinary and collegial settings, and 6) bring established scholarly and professional networks in Latin American planning to the UNM CRP program. 7) Preferred candidates will have a Ph.D. in Community and Regional Planning, Urban and Regional Planning, Geography, Economics or a related field. 8) Preferred candidates will show promise for distinguished scholarship and applied research or professional practice.
Documents Required:
All interested candidates must submit a letter of intent, CV, and a list of four references, including name, address, telephone number, and email of each. Submit these materials online at, posting #0832009. Short-listed candidates will be asked to submit copies of selected work.
Contact Information:, posting #0832009

Description: Colonial Latin American History (1492-1825)

Applicants should apply at:

The University of California at Santa Barbara is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, disability, protected veteran status, or any other characteristic protected by law.
Minimum Requirements: Colonial Latin American History (1492-1825)

Applicants should apply at:

The University of California at Santa Barbara is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, disability, protected veteran status, or any other characteristic protected by law.
Preferred Qualifications: Preferred given to candidates who have demonstrated effectivness in teaching.
Documents Required: Cover Letter, CV, Writing Sample, and Three Letters of Reference
Additional Information: For more information on the History Department, visit our website at: 

The position will include teaching responsibilities in both lower division and upper division courses, as well as opportunities to teach in the Spanish M.A. program. Experience with and commitment to teaching heritage language learners and the ability to teach language, literature and culture, as needed. See SSU employment website for complete description.
Deadline: November 30, 2015
Minimum Requirements:
A Latin American generalist with a strong focus in the Colonial period and its relevance to post-colonial contexts. The candidate must have a Ph.D. by time of appointment and two years university-level teaching experience. Evidence of scholarly potential is also required.
Preferred Qualifications:
A Trans-Atlantic specialty with the ability to teach Golden Age Literature is a plus. Experience with and a commitment to teaching heritage language learners and the ability to teach language, literature and culture, as needed. The selected candidate will have some background or interest in interdisciplinary teaching and collaborative curriculum development. The candidate should possess native or near-native fluency in Spanish, evidence of successful teaching experience at the university level, and familiarity with and interest in innovative pedagogies for liberal arts education. The candidate should demonstrate an interest and/or experience in international education, such as study abroad.
Documents Required:
Application letter; Curriculum vitae; Statement of Research Interests; Teaching Philosophy; Student Evaluations; Contact Information for 3 References
Contact Information:
Application procedures available at

The Pennsylvania State University Department of History invites applications for a tenure-track position in the history of Modern Latin America (since 1800). The appointment will be made at the rank of Assistant or Associate Professor, depending upon qualifications, and will begin in August 2016. The successful applicant should be able to enhance the graduate concentration in Latin American history, demonstrate an active research agenda, be able to contribute immediately to both graduate and undergraduate teaching in the department, and be ready to participate in the Latin American Studies program. Candidate must have a Ph.D. in hand at date of application. Prospective candidates should submit a curriculum vitae, a letter of application that describes current and future research, and evidence of teaching effectiveness at Applications may also include up to three offprints or unpublished papers or chapters. Please request three letters of reference be sent to Search Committee, Modern Latin America, Department of History, The Pennsylvania State University, 108 Weaver Building, University Park, PA 16802. Review of applications will begin on November 15, 2015, and continue until the position is filled.

Minimum Requirements: Ph.D.
Preferred Qualifications: Enhance graduate concentration in Latin American history
Documents Required:
Letter of Application to include current and future research, current curriculum vita, evidence of teaching effectiveness. Also send three letters of reference
Contact Information:
Search Committee, Modern Latin America, Dept. of History, Penn State University, 108 Weaver Building, University Park, PA 16802
Additional Information:
apply at

nine-month academic year, tenure-track appointment with 65% teaching, 25% research, 5% advising and 5% service
University of Wyoming - Global & Area Studies Program

The successful candidate will be a Latin Americanist teacher-scholar, with interests in interdisciplinary work in the Social Sciences. Responsibilities will include teaching core classes for the program, such as Introduction to Global Studies, important regional classes, such as Introduction to Latin American Studies, and upper division and Masters-level classes in the candidate’s area of specialty. A successful research program must be established by the time of tenure. Preference for a focus on Development and/or Environment and Natural Resources.

Deadline: November 12, 2015

Minimum Requirements: Candidates should have their Ph.D. in a relevant Social Science or international interdisciplinary degree program at the time of appointment, August 2016. Additionally, candidates should have a demonstrated Latin American focus, teaching experience, and experience with research publications and/or presentations.

Preferred Qualifications: Preference for a demonstrated focus on Development and/or Environment and Natural Resources.

Documents Required: Submit a curriculum vitae, a letter of application that describes current and future research, evidence of teaching effectiveness and the names and contact information of three references to the provided contact information.

Applications via email preferred, paper accepted. Review of applications begins November 13, 2015. Complete applications received at that point will be given priority.

Contact Information:
Dr. David A. Messenger
Director, Global & Area Studies Program
University of Wyoming
Dept. 4299, 1000 E. University Ave.
Laramie, WY 82071-2000

Additional Information:
More information on the Global & Area Studies Program can be found here: 



Call for Proposals for Summer 2016
The Global Reach Area Studies Program is a new initiative of the Title VI International Area Studies Centers of the University of Illinois. Open to secondary school students (entering) grades 7-12 as well as recently graduated seniors, the program offers a diverse array of interdisciplinary international area studies courses for 6 weeks in June and July. A new program of the Center for Global Studies (CGS), Illinois-Northwestern African Studies Consortium (CAS-PAS), European Union Center (EUC), and Center for Latin American and Caribbean Studies (CLACS), GRASP promotes global perspectives, foreign language learning, and cosmopolitan perspectives through an intensive program of academically challenging enrichment offerings.

This new program seeks to use experiential learning, critical pedagogy, and project-based approaches to blend international area studies with STEM, the humanities, social sciences, and the arts for a challenging (credit-bearing) summer college experience that will expand perspectives and give students an advantage in the global marketplace. The program offers four types of courses:
(1)    Intensive, immersion foreign language classes  (offered daily)
(2)    Intermediate International Area Studies classes across the disciplines
(3)    Advanced Area Studies classes across the disciplines
(4)    Practicums that combine area studies and cultural exploration learning with acquisition of research and/or skills for scientific inquiry, or training in the use of technology, grass roots organization, civic activism, etc.

GRASP requests proposals from faculty, advanced graduate students, and academic staff to develop and teach Intermediate, Advanced, and Practicum summer courses. Courses may focus on a single area (region) of the world (e.g., Africa, Asia, Europe, Latin America), or take a more global approach (e.g., transnational movements, globalization, internationalization, etc.). Although we are interested in proposals that examine a particular topic, even in a particular culture (e.g., Manga in Japan or German Expressionist Film) courses that take project-based, hands-on approaches to explore transnational issues of global importance are preferred. Priority will be given to proposals that blend serious and advanced study of disciplines with the cultural exploration of real-world problems and dilemmas. We are looking for courses that examine contemporary problems that cross lines of disciplinary study. Some possible examples might include the following:

(1)    “Power Africa”—a course that blends the physics of electrical engineering and electrical grids with the social/political challenges of rural electrification in Africa
(2)    “English Education in Asia”—a course that examines the cultural, political, and economic drive to learn English as an International Language
(3)    “Rule of Law in China”—a cross-cultural comparative exploration of changes to China’s legal system with relation to democratic conceptions of civil society
(4)    “Sustainable Futures”—a course that blends agricultural education, biology, environmental politics, and food security

(5)     “Transnational Musical Movements”—an ethnomusicology approach combined with media and/or communication studies to explore the global impact of musical phenomena
(6)    “Comparative Literature: Poetry and Democratic Movements from Latin America to Asia”
(7)    “H2O, You Don’t Know?”—a course that combines the science and engineering of water purification with study of safe global water programs in developing Latin America, Asia, Africa, and other parts of the world
(8)    “Europe’s Ethnic Minorities in Schools”— a course blending education, sociology, religious studies, and political science
(9)                                    For examples of similar summer programs see:

4 –week Course Options:
·         Intermediate Courses are appropriate for middle school and younger high school students and meet for 8 sessions: 2 days/week for 2 hrs/day for a total for 16 contact hours (no college credit)
·         Advanced Courses are appropriate for high school students and meet for 12 sessions: 3 days/week for 2 hrs/day for a total of 24 contact hours (students can earn 3 college credits)
·         Practicums may be tailored to either middle school or high school audiences (but not both) and meet for 12 sessions: 3 days/week for 3 hrs/day for a total of 36 contact hours (students can earn 3 college credits)

GRASP encourages applicants to be inventive and interdisciplinary and to try new approaches with regard to the format of the course. Incorporating field experiences and visits to or work in University labs, museums, Institutes, and other centers of study are preferred, as are classes that require students to develop research and writing skills. Although courses should be academically rigorous, teachers should be mindful of the age of the audience when designing a course.

Faculty, lecturers/instructors, advanced graduate students, and Academic Staff (academic professionals) holding a PhD are eligible to submit proposals.

Proposals to develop and teach a course in the Summer 2016 GRASP program (roughly 6/15-7/30 with exact dates TBD) are currently being accepted. Length of proposed courses, audience, and contact hours may deviate from the prescribed rubric above provided that a good academic justification is given in the proposal.

Stipends to develop and teach a GRASP course are based on instructor qualifications, experience, and type of course:
(1)    Intermediate Courses:
Faculty; lecturers/instructors/Academic Staff with PhDs: $3,500 Advanced Graduate students: $3,000
(2)    Advanced Courses:
Faculty; lecturers/instructors/Academic Staff with PhDs: $4,000 Advanced Graduate students: $3,500
(3)    Practicums:
Faculty; lecturers/instructors/Academic Staff with PhDs: $4,000

Advanced Graduate students: $3,500

Please use the following proposal format to prepare your submission. Proposals must be submitted electronically to:

Terri Gitler, by Friday, November 20, 2015.
Proposals will be reviewed by a committee of Area Studies Centers affiliate faculty and staff.
The Brazil Initiation Scholarship (BIS) is a key component of BRASA’s agenda to expand Brazilian Studies in the United States. BRASA invites applications from graduate and undergraduate students for a one-time $1,500 travel scholarship to do exploratory research or language study in Brazil. This scholarship targets aspiring Brazilianists with relatively little or no experience in Brazil. It seeks to contribute to the student’s initial trip (for a period from six weeks to three months), to heighten the student’s interest in Brazil, and deepen his/her commitment to Brazilian studies in the United States. Students are encouraged to combine this scholarship with other grants or awards.
The Brazilian Studies Association (BRASA) is pleased to announce the recipients for the Brazil Initiation Scholarship (BIS) Awards. We received a large number of very strong applications, and the committee selected four scholars to receive a $1,500 award to perform field research in Brazil.
The committee was chaired by Steven Butterman (Modern Languages & Literatures, Women’s & Gender Studies, University of Miami) and included Victoria Langland (History & Romance Languages & Literatures, University of Michigan), John Burdick (Anthropology, Syracuse University), and Amy Nunn (Medicine & Public Health, Brown University).
Application Information
Eligibility: Proposals for the BIS will be reviewed according to the following criteria:
Highest priority will be given to applicants who are outstanding college seniors, recent college graduates applying to graduate programs in Brazilian studies or in Latin American studies with the intent of focusing on Brazil, or new graduate students already focusing on Brazil.
Students from all disciplines in the humanities and social sciences are eligible. In exceptional cases, applications from the natural sciences will be given consideration (for example, someone in environmental sciences who is writing a dissertation on the Amazon or pollution in São Paulo and who plans to continue research on Brazil).
Preference will be given to those applicants who have little or no in-country experience in Brazil. A student requesting funding to undertake an exploratory research trip should present evidence at the time of the application that he/she has achieved at least an intermediate level of competence in the Portuguese language sufficient to carry out the proposed research. Successful applicants may combine BIS with other grants, scholarships, or awards, as long as he/she specifies clearly how the funds are going to be spent (for example, the BRASA scholarship might be used to cover travel costs, while a grant from another source could be used for living expenses, etc.). Applicants are required to be BRASA members at the time of submission.
Application Process: A complete application (partial applications will not be considered) will include the following documents: (NOTE THAT ALL OF THE DOCUMENTS EXCEPT FOR THE TRANSCRIPTS AND LETTERS OF RECOMMENDATION MUST BE SUBMITTED AS ONE PDF OR WORD DOCUMENT).
1.       The application cover page (download form)
2.       A two-page prospectus (double spaced, 12-point font)
3.       A two-page résumé or CV;
4.       A budget specifying how the $1500 will be spent
5.       In the case of undergraduates or recent college graduates, a letter of intent to study Brazil in graduate school
6.       A two-page bibliography on the subject of study, and evidence that the applicant has achieved at least an intermediate level of competence in Portuguese (competence can be demonstrated by a transcript or a letter from a university instructor of Portuguese)
7.       Proof of membership in BRASA
8.       Two letters of recommendation from professors
9.       Copies of undergraduate and graduate transcripts
The letters of recommendation and transcripts may be mailed directly to BRASA at the address below. All other materials should be submitted together either as PDF or Word files in a single email to In the subject line write “BIS 2016 Submission + your name” and nothing else. (e.g. BIS 2016 Submission Smith, Mary).
Evaluation Criteria and Selection Process: In order to be considered for the scholarship, the two-page prospectus should:
•        Clearly and coherently outline the project’s engagement with Brazil
•        Demonstrate as precisely as possible the feasibility of the proposed exploratory research project and how it will contribute to the student’s academic development
•        Briefly discuss the role the work undertaken in Brazil will play in shaping the applicant’s future course of academic study (for instance, it could be the seed project for a larger grant application, provide the basis of a paper prepared for presentation at a BRASA conference, or serve as the foundation for future research on Brazil)
Report: Upon completion of the research experience in Brazil, recipients are required to file a two-page, double-spaced report with the BRASA Executive Director summarizing their activities and identifying relevant academic outcomes. In addition, a statement accounting for the expenditure of funds must be sent to the BRASA Executive Director. Following completion of studies in Brazil, BRASA strongly encourages recipients to participate in a subsequent BRASA congress in order to report on their activities.
Deadline for application: November 15, 2015
Awards will be announced by February 3rd, 2016. To submit a proposal and for all other correspondence regarding this award, contact:
Watson Institute for International and Public Affairs
Brown University
111 Thayer Street, Box 1970
Providence, RI 02912-1970
401.863.6884 (tel)
401.863.2928 (fax)

Ideas about the public (for example, as a constituted body, as an abstract idea, as a spatial realm, as a collective “audience” of discourse or performance) are in constant flux, and in constant circulation. Who is “the public?” How is a public or are multiple publics defined, articulated, shaped, enacted? How is the public domain configured, and how has the meaning of public domain shifted according to the demands of the market and a range of other forces? Who belongs in public space, and whither the public sphere? What rights define public life in various places and times? How is public life defined in relationship to its opposite? How has the notion of the public changed over time? What constitutes acceptable forms of public life now and in the past? How are ideas about the public tied to various notions of citizenship and belonging, or exclusion and discrimination? How may changing modes of circulation shape the social space of discursive publics?  How are various forms of social media shifting ideas about what constitutes public life, and public performance? And who is the “public” we imagine when we consider the “public humanities?”

IPRH welcomes applications from all disciplines and departments with an interest in humanities and humanities-inflected research. We invite applications from faculty and graduate students that focus on any aspect of “Publics.” The theme also provides an opportunity for artists to consider the relevance of “Publics” in their creative practice. IPRH is especially interested in fostering interdisciplinary work.
All Fellows are expected to maintain residence on the University of Illinois Urbana-Champaign campus during the award year, and to participate in IPRH activities, including the yearlong Fellows Seminar. 

Complete fellowship application guidelines for 2016–17 can be found on the IPRH website (Faculty / Graduate Students). Applications must be submitted through an online application portal.  No paper or emailed applications or letters of recommendation will be accepted.
The submission links are as follows:

Applications are invited from full-time, tenured or tenure-track U of I Urbana campus faculty members, and advanced graduate students engaged in dissertation/thesis preparation. Please see complete fellowship application guidelines (Faculty / Graduate Students) for full eligibility requirements. 

Faculty Fellows receive release time for one semester in residence, and $2,000 in research funds to be transferred to the faculty member’s departmental research account. (The department will be compensated $12,000 for releasing the faculty member; in the case of faculty members with two or more percentage appointments, these funds will be distributed in accordance with the department that holds the course offering/s).
Graduate Student Fellows receive a $10,000 stipend and a tuition and fee waiver.

The online application must be completed and submitted no later than midnight on December 4, 2015. Referees must submit their letters of reference by midnight on December 6, 2015.  IPRH strongly recommends, however, that submissions be made prior to 4:30 p.m. on the day of the application deadline, as staff will not be available to assist with troubleshooting after close of business on December 4.
For more information about the IPRH Faculty and Graduate Student Fellowship program, please visit IPRH on the web at Questions about the fellowships may be directed to Nancy Castro at
We are currently accepting proposals for the IIP International Grants Program. Each year, Illinois International offers funding to sponsor international conferences on the Urbana-Champaign campus, as well as international research travel by Illinois faculty. Proposal details and requirements can be found online: International Conference Grants | International Research Travel Grants
We encourage you to forward this message to your colleagues or departments you think would be interested in pursuing these opportunities. Proposals should be submitted electronically at (travel) and (conference). The deadline for proposals is November 2, 2015. If you have questions, please contact Julie Misa, Executive Director for Administration and Management, at (217) 333-9192 or





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Angelina Cotler, Ph.D.
Associate Director
Center for Latin American and Caribbean Studies
Lemann Institute for Brazilian Studies
University of Illinois, Urbana-Champaign
201 International Studies Building
910 S. Fifth Street
Champaign, IL 61820
Ph: (217) 333-8419
Fax: (217): 244-7333



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