Soc 214 Professors Rose and Koont
S. Koont S. Rose
Landis 1 CSC – 239 W. Louther 3rd
Office Hours M 2-3:30
½ credit; Winterim in
course will provide both an historical background and a first-hand exposure to
the new model of participatory democracy, endogenous development, and regional
integration that is evolving in contemporary
The service-learning component of this course will take place during the January term. In the morning we will be visiting various sites, interacting with people and listening to lectures, having group discussions… In the afternoons students will be working at a particular site so that they are able to establish relationships with community partners and be engaged in valuable service-learning projects. Groups of approximately 3-4 students will be working in the afternoon on one the following projects:
1) Organic farming and sustainable development – this will involve working in the fields, gardens, and in one site, with a milk cow cooperative – many of these are newly established gardens and cooperative farm projects that enable communities to become less reliant on the larger coffee plantations that require that people work further from home.
2) Literacy Project with the Elderly – this involves teaching reading (which will require students who are at least the upper intermediate level of Spanish). In addition to the literacy program is a cooperative kitchen where elderly women come together to cook – it’s a kind of soup kitchen but the women themselves do the cooking, learn more about nutrition, and are provided with the food.
3) Rural schools – one of the new missions provide full-day schooling now for children from elementary through the secondary level (school used to be only ½ day and many left after 3rd grade). Our students will be working with the children and teachers on projects determined by the teachers. This may involve some teaching of English, art projects, athletic activities, and even working in the fields! which these young people do one afternoon a week.
5) Possibly the Women’s Cooperative Bakery and the Recycling Cooperative – these were visited (June 2005) but a specific discussion about the possibilities of students working with them were not discussed at the time.
Academic work in the fall and on-site will prepare
students to do both interviews and service-learning projects.
Fall: Research paper and proposal for research and service-learning project
January: Active Participation and Field Journal – Data, Analytical, and Reflective Journal
Spring: Final Project – may be a 15-20 page paper or video documentary with a shorter paper that integrates the work you have done throughout the course. This will include readings, information gathered during your field work and service-learning projects, and reflections on your experiences.
service-learning projects are central to this course – for it is people’s
participation in the various missions that characterize the power and objectives
of the Bolivarian Revolution. The best way for students to begin to understand
what’s happening among the impoverished classes of Venezuelan society is to
become actively involved with them. Many people, estimates are 70-80% of
Venezuelans, and especially young people, are involved in what is called (in
Hugo and Marta Harnecker. Understanding the
Paulo. Trans. By
Gott, Richard. Hugo Chávez and the Bolivarian Revolution. NY: Verso, 2005.
Márquez, Patricia. The Street is My Home: Youth and Violence in Caracas. Stanford:
Constitution of the
Articles & Excerpts on BlackBoard CourseInfo
Boue, Juan Carlos Venezuela:
The Political Economy of Oil.
Nora. Creating A Caring Economy.
Sheila D. “Breaking the Mold?
Agenda,” New Political Science, Vol. 27, No. 3 (September 2005): 367-395.
Coronel, Gustavo. The
Nationalization of the Venezuelan Oil Industry.
DeLong, Seth. “
John. “Soul Search.”
Rights, and the New War on the Poor.
Feder, Ernest. The Rape of the Peasantry:
Fuentes, Federico. “
(originally published in: Green
Fox, Michael. “
2005. Excerpts: 1-6; 33-59.
Kirby, John. “
Lendman, Stephen. “New Estimate of Venezuela’s Total oil Reserves Makes It the Grandest of Grand Prizes for US,” http://www.zmag.org/content/print_article.cfm?itemID=10318§ionID=45
McBeth, B. S. Juan
Vicente Gomez and the Oil Companies in
Piniero Harnecker, Camila.
“The New Cooperative movement in
Randall, Laura. The
Political Economy of Venezuelan Oil.
Partial List of Other Texts & Materials (Many of these are on BB)
Fernando. The Magical State: Nature, Money, and Modernity in
Hugo Friás. The Fascist Coup Against
Ellner, Steve and Daniel Hellinger (eds.). Venezuelan Politics in the Chávez Era: Class,
Polarization and Conflict.
Gindin, Jonah. “Chavistas
in the Halls of Power, Chavistas on the Street,” NACLA Report on the
Eva. The Chávez Code: Cracking
Carol. Globalizing Democracy and Human Rights.
Olivia Burlingame (ed.). The
Latin American Perspectives, Issue 141, Vol. 32, No. 2, March 2005.
Latin American Perspectives, Issue 127, Vol. 29, No. 6, November 2002.
Arend. Patterns of Democracy: Government Forms and Performance in Thirty- Six Countries.
Slim, Hugo and Paul Thompson. Listening for a Change.
United Nations Development Programme, Democracy in Latin America: Towards a Citizens’ Democracy, available at: http://democracia.undp.org/Informe/Default.asp?Menu=15&Idioma=1
Selected articles from ZNet. http://www.zmag.
The Revolution Will Not Be Televised. Filmed & Directed by Kim Bartley & Donnacha O Briain. Produced in association with the Irish Film Board.
Talking About Power: Global Women’s Strike. Director Nina Lopez. 2005.
Guest Speakers for Fall:
Ambassador Alvarez, 19 September 2006.
Daniel Hellinger 30 Oct. 2006.
Also invitation out to Selma James.[i]
Student Learning Outcomes
Students should be able to:
Requirements Due Date Weight
1. Paper (15 pages) 11/21 65
2. Prospectus (3 pages) with questions 11/21 15
3. Class Participation including BB discussions ----- 20
Note: You can hand in two separate documents for 1 & 2 – or integrate them into one document (worth 80%)
8/29 Intro to Course – Current Debates (8:30-10) discuss times
BB: Guevara, Chavez Excerpts: 1-6; 33-59.
9/5 Venezuelan History: Nineteenth Century; Agrarian reform up to 1970
All on BB:
BB: Hellinger, Ch.2
BB: Kirby, pp. 205 -220
BB: Feder, pp.3 – 18. 46 – 68, 239 -253
9/12 Venezuelan History: Twentieth Century; Oil up to Nationalization
All on BB:
BB: Randall, pp. 19 – 38
BB: Coronel, pp. 3 – 17
BB: Boue, pp. 3 – 17
BB: Recommended: McBeth, pp. 1 - 69
9/19 Chavez & Harnecker, Understanding the Venezuelan Revolution, pp:9-45;
Gott, Intro 1-56, 63-70
BB: Dinges, ”Soul Search”
Film: The Revolution Will Not be Televised – Inside the Coup
**7:30 Ambassador Alvarez Evening Presentation (required)
9/26 Oil Post-Nationalization
All on BB:
Hellinger, pp. 121 – 198
Boue, pp. 17 – 30
Coronel, pp. 77 – 93. 257 – 272, 275 – 283
Randall, pp. 39 - 62
10/3 Poverty, Inequality, Resistance & Violence
Marquez, At Home in the Streets
10/10 Gender & the Bolivarian Revolution
Talking of Power Documentary
Missiones – Bolivarian Circles
BB: History of Women and the Bolivarian Process
BB: Marquez, “What do ‘the People’ Think?” in Ellner & Hellinger
Pathologies of Power
BB: Nora Castenada – A Caring Economy Excerpts
10/24 Chavez Era Economy: oil & agrarian reform; cooperatives
Chavez-Harnecker, Understanding the Venezuelan Revolution: pp 105 – 119
BB: Pineiro Harnecker
BB: Global Exchange “Land Reform in
10/30 Evening Lecture: Author and Guest Speaker: Dan Hellinger
10/31 Q&A with Hellinger 8:30-9:30am
Gott, Part V: 143-216; 223-274
Week: Interview & Video Workshop
11/12 Preliminary Research and Interview Questions Due by Monday before class
11/14 Excerpts from Listening for a Change on Fieldwork and Interviewing
Read: BB Listening: 1-10; 61-84; 134-156
Week Final Papers & Prospectus Due
11/21 Student Presentations (start at 8am)
Begin Student Presentations re: Papers and Ideas for Venezuelan
Fieldwork Oil, Economy, Agriculture, Bolivarian Revolution, and Media
11/21 Final Papers & Prospectus Due by 4pm in D219
(We will accept papers until the beginning of class on Tuesday
11/28 Student Presentations
Women’s Rights/Empowerment/Domestic Violence/Health Care/Music/Bolivarian Revolution
12/5 Discussion of Venezuelan Elections/Final Logistics Handout
Student Presentations 8am
Education/Youth, Street Kids
Please read Freire, Pedagogy of the Oppressed over break J!
Jan. 2-18 2007
Jan 2Tu Fly to Caracas
Jan 4 Th
Jan 5 Fr
Jan 6 Sa
Jan 7 Su Barlovento
Jan 8 Mo Barlovento early departure to Sanare (`4am J)
Jan 8-15 Sanare (
Jan 15 Sanare early departure to Choroni
Jan 15-17 Choroni
Jan 17 We
During this time please keep field journals of your impressions, observations conversations,
interviews, data…. You will be asked to be responsible for detailing one day’s encounters/experiences for our Venezuela Blog J while we are in Venezuela and then a 3- page reflection piece and either a photo essay/slide show or an op-ed (approximately 600 words – 1 ½ pages) upon return to campus. Your final papers/projects for the course will be due March 6th, 2007 just before spring break. The grading is as follows:
Final Fall Papers 35% (combo grade for 4)
Winterim (participation, reflections, & op-ed/photo essay) 30%
Final Spring Projects (which can build on fall papers) 35%
Tu Jan 23 No Class – but work on your 3-page reflection pieces and hand in any
stray tapes and CD copies of photos for processing and web site.
Tu Jan. 30 Debriefing & 3-Page Reflections Due These can be typed excerpts from your journals. Discuss these and where-to-from-here with your projects.
Tu Feb. 6th Photo Essay or OP-Ed pieces due – (if latter, please bring 3 copies to class so we can peer-review them. See notes on How to Write an Op-Ed posted on BB under Course Assignments).
Tu Feb. 13 Resources for Final Paper – web workshop
Small group and Individual Meetings re: Final Projects (Sign-Up for
Meetings). Final Photo Essay/Op-Ed pieces Due (1 hard copy and 1 electronic copy due by 4pm. You can drop hard copy off either at my box in CSC or Denny). Work on Final Projects/Papers.
Tu Feb. 20 Small Group & Individual Meetings (Sign-Up for Meetings). Work on Final Projects/Papers.
Tu Feb. 27 Group Presentations
Tu March 6 Group Presentations
Agriculture & Sustainable Farming
Music and Media
Final Papers Due by 4pm to my box in CSC (one hard copy and one electronic copy please)
Formal class ends at spring break but we will want to meet at least two more times – one to view any final video documentaries and/or web projects which will take a bit longer to finish. We may well want to turn this into a late afternoon or evening function depending on people’s schedules. And we may decide as a class that we want to present some of our work to the larger campus community (?) Finally Charlie Hardy may be coming to campus to do a lunch book-reading and signing on April 25th.
over the Western Hemisphere, and particularly in
Chavez has gained notoriety in
the past six years, large majorities of the Venezuelan people have continued to
vote in support of the Bolivarian political process on eight different
occasions. This has allowed Chavez’s allies to control the national legislature
and the governors’ offices. But more impressive than their electoral success is
the high level of popular participation among the majority of people at the
grassroots level. A million and a
half illiterate people have learned to
read, and millions more who stopped their education prematurely are going back
to finish high school and college.
People in poor city barrios and rural communities have organized
themselves into active neighborhood health committees and, with the assistance
of thousands of doctors from
the economic realm, the government is helping to provide low-cost food markets,
employment in small and medium businesses, and the construction and
rehabilitation of houses. These
projects, like the health committees, are succeeding because citizens are
organizing themselves to work for change with their neighbors. As a result,
short, this is an especially interesting time for students to visit communities
in Venezuela, for they can observe - and
to some extent participate in - various
kinds of social and political organizations that are in the process of creating
themselves from the bottom up, at the grassroots level. While in
January - Spring 2007 – ½ credit course that integrates the work done during the winterim. Students will be required to keep a field journal that involves collecting data, analyzing conversations, lectures, interviews; and reflecting on what they are experiencing and learning. There will be systematic opportunities for students to reflect on their service-learning projects – both during January while they are in process – and once they return to campus.
U.S.Speaking Tour: October 2006 – Women: Creating a Caring Economy in Venezuela
Selma James - activist, author, strategist and critical thinker – is international coordinator of the Global Women's Strike, bringing together actions and initiatives in over 70 countries with the theme "Invest in Caring Not Killing" ( www.globalwomenstrike.net <http://www.globalwomenstrike.net/ ). The Strike demands that military budgets be returned to the community, starting with women, the primary
care givers everywhere. Selma James's many publications include the 1972 feminist classic The Power of Women and Subversion of the Community and the just-released Creating a Caring Economy: Nora Castañeda and the Women's Development Bank of Venezuela. She is founder of the International Wages for Housework Campaign and widow of the West Indian historian CLR James, and now lives in
. London, England