Study Abroad in Buenos Aires, Argentina – Jewish Latin America

Study Abroad in Buenos Aires: Courses

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Recommended credits are shown in parentheses. Elective courses are subject to change at the discretion of the University of Belgrano.

Early Start Optional Program: 4-Week Intensive Spanish Language

The University course code is listed followed by the U.S. equivalent. Classes meet 5 hours per day for a total of 100 hours. The course is recommended for 5 semester credits.

Early Start Optional Program Intensive Spanish Language Courses

INT 121/Spanish 121 (5) | Español Básico (Beginners Spanish)

This course is intended for beginners. The general aim of the course is to provide students with basic language skills. Students acquire and develop basic knowledge of the language that allows them to communicate straightforward information in a familiar context. Classes emphasize production and understanding in communicative situations. On completing the course, students will be able to understand basic instructions, take part in factual conversations on a predictable topic and express simple opinions or requirements about the present, past and future.

INT 151/Spanish 251 (5) | Español Intermedio 1 (Intermediate Spanish 1)

This course is intended for students who already have basic communication skills. The general aim of the course is to extend students’ ability to communicate on a wider range of topics. Classes emphasize the active acquisition of grammatical structures and vocabulary. On completing the course, students will be able to keep up a conversation on a fairly wide range of topics and give short talks or write short letters and other texts on familiar subjects.

INT 181/Spanish 281 (5) | Español Intermedio 2 (Intermediate Spanish 2)

This course is aimed at students who have already mastered the main grammatical features of the language and can communicate in a fairly wide range of formal and informal situations both orally and in writing. Emphasis is placed on the use of precise and appropriate vocabulary in context and distinguishing between formal and informal registers. Special attention is paid to fluency and pronunciation as well as producing well-organized and grammatically correct written contexts. On completing the course students will have mastered all the major grammatical forms of the language. They will be able to express different attitudes (e.g. possibility, probability, doubts and advice) using a good range of structures.

INT 221/Spanish 321 (5) | Español Avanzado (Advanced Spanish)

This course is intended for students that have mastered all the major grammatical forms of the language and can communicate with relative fluency in a wide range of formal and informal situations. At this level, students are encouraged to consolidate and perfect their communicative strategies, both oral and written. Students are required to give oral presentations in order to improve their fluency and accuracy when speaking in public. Students also gradually learn to produce expository and argumentative prose. On completing the course, students will be able to speak about complicated or sensitive issues using appropriate and complex language.

Latin American Studies with Spanish Program

Courses generally meet twice per week for 90 minutes each class for a total of 60 hours. Recommended semester credits are shown in parentheses.


Spanish 120 (4) | Español Básico (Beginners Spanish)

This course is designed for students who have no previous knowledge of Spanish. The course introduces students systematically to the grammatical and lexical features of the language in its social context. Students will be able to understand others and express themselves in everyday situations, exchanging simple and direct information. The basic rules of Spanish grammar will be taught such as the present and preterite tense, use of ser and estar, vos vs. usted, agreement, prepositions, nouns, adjectives and pronouns and the definite and indefinite article.

Please note that this course meets 3 times a week for 90 minutes for a total of 90 hours.

Spanish 250/255 (3) | Español Intermedio A y B (Intermediate Spanish A/B)

Intended for students with a basic mastery of Spanish grammar, this intermediate course helps students acquire a broad communicative command of the language across an increasingly rich and diverse range of contexts.

Spanish 320 (3) | Español Avanzado A y B (Advanced Spanish A/B)

Intended for students with a solid understanding of the Spanish language, this course strengthens overall language skills and encourages reflection on language so that students become not only more fluent but also more accurate in the production of different text types.

Spanish 256/226 (1) | Produccion Oral Intermedia y Avanzada (Intermediate and Advanced Conversation)

The aim of this course is to improve oral expression and fluency in communication among Advanced students. The course encourages spontaneous use of the language. Students learn to develop and support their ideas in individual presentations or group discussions on assigned topics, expand their vocabulary and improve their pronunciation. Please note that this course meets once a week for 2 hours for a total of 30 hours.

Spanish 200/300 (3) | Taller de Escritura (Spanish Writing Workshop)

The course helps international students develop different prose styles so that they can successfully complete academic papers and other assignments. The course will accommodate students at an intermediate (300), and advanced (400) level. In the assignments, students will be asked to follow prompts and use the grammatical contents that are specific to each level.

Spanish 321 (3) | Sociolingüística (Sociolinguistics)

This course offers an insightful introduction to the study of the Spanish language in its social and cultural context. The course focuses on the relationship and the constant interaction between society and language, discussing both traditional and recent issues including language variation, language and social class, language and gender, language and age, language and context, language and identity, and language and new media. The course seeks to familiarize students with the wider macro-social phenomena and the micro-level analysis of both face-to-face and computer-mediated interactions, thus providing an opportunity for a better understanding of the interface between sociolinguistics and pragmatics. In addition, attention is also given to the various sociolinguistic approaches and the methods for collecting data for the study of language and society.

Courses Taught in English

The courses listed have been offered in previous semesters. Courses may change depending on the semester and at the discretion of the University of Belgrano. For a full and current list of available courses, contact the AIFS Admissions Officer.

Semester Courses taught in English

Business 333 (3) | International Business in the Southern Cone

The course raises critical questions about the opportunities and challenges that companies and entrepreneurs encounter when doing business in the Southern Cone countries of Argentina, Brazil, Chile, Paraguay and Uruguay. We begin by introducing the general political, legal, socio-economic context in which international business takes place in the region. Once we have looked at the big picture, we focus on the controllable and uncontrollable forces in the Southern Cone business environment. A structured approach encourages well-informed discussions from which students can build their own understanding of the advantages and disadvantages of doing business in this part of the world. As the course progresses, students are expected to develop basic interdisciplinary skills for business decision making. By the end of the course, students will have gained valuable insights on the opportunities that Argentina, Brazil, Chile, Paraguay and Uruguay offer and will be ready to conduct research and access firsthand information about Southern markets.

Economics 310 (3) | Argentine Economy

Argentina’s economy is best understood within the context of Latin American economic history. This course includes topics such as the Argentine economy before and after 1930, economic growth and structure, external terms of exchange between agricultural exports and imported industrial goods, foreign currency shortages, structural changes and the process of industrialization, import substitution, relative prices, capital formation, and economic cycles. Inflation, devaluations, recessions and stabilization programs, and hyperinflation will also be discussed. Finally, the course will consider Argentina’s Convertibility Law, a currency board implemented throughout the 1990s, and more recent trends in inflation, economic growth and unemployment.

Economics 330 (3) | Social Economy in Latin America

Environmentally, technologically, economically and culturally, we live in an interconnected world where traditional approaches to business no longer work. Environmental problems and social issues are becoming increasingly important. Notions of sustainable development and fair trade are forcing companies to radically rethink their business strategies. New structures and beliefs and a redistribution of existing resources are required to build sustainable businesses. Here, the work of C.K. Prahalad and Stuart Hart has been ground-breaking: added values, such as transparency and mutual agreements, are just part of a new vision of business.

Economics 332 (3) | Economic Integration in Latin America

In recent decades, Latin American countries have adapted quickly and wisely to external changes in order to compete in the globalized world. They have done so both individually and collectively. Starting from the notion of a knowledge-based economy, this course will study how highly educated and talented people and dynamic economies have crossed national borders and taken advantage of the social and cultural similarities of countries in the region as well as their geographical proximity. In 1985, Argentina, Brazil, Paraguay, and Uruguay created Mercosur (which Venezuela joined in mid-2012) in the belief that an integration process was needed to reconfigure industries and trade, coordinate policies and promote the insertion of its productive sector to the world´s economy. This course will provide a truly comprehensive perspective that will enable students to analyze and understand the integration processes in Latin America and how they are helping regional economies to compete globally. In the current world crisis scenario, Mercosur’s industrial and commercial diversification through horizontal integration and cooperation can serve as a case study of sorts to re-think regional development.

Economics 400 (3) | Latin America in Global Economy

This course outlines commercial relations within Latin America as well as relations between Latin America and the major geo-economic regions, such as the European Union, NAFTA and ASEAN. The main aspects discussed are economic cooperation, trade, business development and socio-political issues. Special emphasis is placed on the role of international organizations and multinational corporations in economic development. The prospects of BRIC countries (Brazil, Russia, India and China) for becoming economic leaders will also be addressed.

History 340 (3) | History of Latin America

This course traces 200 years of Latin American history from independence from colonial rule to the present day. It examines the complex ethnic and cultural influences that have shaped various Latin American societies, including the emergence of mass society in the twentieth century, and the key role of the ’masses’ as political actors in the Mexican, ‘Perronist’ and Cuban revolutions. The course also considers the responsibility of the military juntas in state terrorism and the complex processes of healing and cultural memory in Uruguay, Chile and Argentina.

International Relations 366 (3) | U.S. – Latin America Relations

This course begins by examining U.S. and Latin American relations from the Wars of Independence and the emergence of Latin America’s nation-states to U.S. expansion southwards at the beginning of the 20th century. However, the 19th century is discussed mainly to shed light on the processes of policy formation that occurred as the U.S. emerged as a world power during the 20th century. The bulk of the course thus concentrates on the impact of the two World Wars, the Cold War and the current post-Cold War transition. The course highlights specific moments and crises, as well as the major figures that shaped inter-American relations and some lesser-known actors.

Literature 372 (3) | Latin American Literature

This course explores Latin American literature from pre-Columbian times to the present. The prescribed texts include letters, poems, short stories, critical articles and novels by acclaimed authors such as Octavio Paz, Juan Rulfo, García Márquez, José María Arguedas and Jorge Luis Borges. Many of them belonged to the Latin American Boom of the 1960s and 1970s, when the Latin American novel became known throughout the world. The course examines literary responses to complex cultural, social and historical problems, conquest, nation building and national identity formation, acculturation, avant-gardism, nationalism and cosmopolitanism, or populism and authoritarianism.

Literature 420 (3) | Jorge Luis Borges: Visions of Culture and Knowledge

Borges’ vision of the world as a Library of Babel and Aleph anticipated the information age and the development of the Internet by several decades. However, although Borges can be regarded as the least representative Latin American writer, not all his fictions address universal problems. This course shows how many of his short stories, essays and poems are embedded in and have contributed to the Latin American and Argentine literary traditions. The course also considers Borges’ precursors (Poe, Marcel Schwob and Kafka) and his followers (Donald Barthelme, Leonardo Sciascia, Danilo Kis and Umberto Eco, among others). Finally, it looks at Borges’ presence in visual culture: film, architecture and art.

Political Science/Sociology 360 (3) | Political and Social Change

This course focuses on national identity in Argentina, Bolivia, Brazil, Chile, Cuba, Mexico and Venezuela resulting from political and social change. Students are encouraged to understand the political systems and parties in each country from a historical perspective. Present-day social actors and protest movements are similarly contextualized within ongoing struggles between the state and various forces in society. The course also considers collective memories of the repression inflicted by successive military dictatorships in some of these countries and the role of citizenship and institutions in contemporary democracies.

Sociology 362 (3) | Latin American Cultures and Societies

Since its discovery until the present, Latin America has been imagined and conceived as the “New Continent”, a place for utopia, but also as a space of uneven modernity and extreme forms of violence. The course explores distinctive cultural aspects of Latin America by looking at the ways it has been represented in readings spanning from the diaries written by Christopher Columbus to the texts of the Cuban Revolution, the iconography of Peronismo, or the recent debates on Neo-liberalism, Globalization and Populism. Drawing on essays, but also on short-stories, paintings, photographs, murals and film, the course addresses a set of questions that lie at the heart of how one thinks about Latin America. What is expected from “Latin America”? What were the different “ideas” that Latin America embodied? What are the forms of “Latin American” culture? How are the different “cultures” connected?

Sociology 380 (3) | Gender History in Latin America

The course provides a brief introduction to the history of gender in Latin America from the time of Columbus to the 20th century. Focusing on the multiple manners in which womanhood has been constructed and experienced, the course explores the role that categories such as racial origins and social class play in mediating and defining experience. The course seeks to understand the complexity of the process of finding women’s own voices. Labor, family relations, sexuality, religion, education, and the evolution of political and civil rights will be discussed in order to demonstrate that women have actively shaped their own destinies. The course will use case studies, such as Sor Juana Inés de la Cruz, Manuela Saenz, Clorinda Matto de Turner, Eva Perón, Rigoberta Menchú, and Frida Kahlo and the weekly readings will be completed with primary source material, such as memoirs, accounts, films, photographs, and images.

Sociology 443 (3) | Tango: Gender, Nation and Identity

When tango was born in Buenos Aires, in the second half of the 19th century, Argentina was undergoing profound changes. With the arrival of millions of immigrants, the shape of the city and its society began an intense process of modernization. A product from the bordello and a “threat” to national identity, tango came to be a global success in only twenty years. Acclaimed in Paris and New York, tango became a symbol for Argentina and its new ways of thinking about sexuality, gender and class relations. This course treats tango as a cultural artefact that condenses many of the key debates about the relationships between popular culture and society. Through the study of tango lyrics, plays, films, novels and other cultural productions, this course proposes a critical analysis of theoretical problems such as national identity, gender studies and the consumption of culture in a global era. The course combines lectures with seminar-style classes encouraging discussion and participation. Students will also visit different places in the city of Buenos Aires that are clearly linked to the history of tango.

Courses Taught in Spanish

Students wishing to take courses taught in Spanish must place into an Intermediate level of Spanish or above.

Semester Courses Taught in Spanish

Art 302 (3) | Arte Argentino Contemporáneo (Contemporary Argentine Art)

After a brief overview of the main artistic movements of the 19th century, this course goes on to consider the socio-cultural changes occurring between 1900 and 1945. These were manifested both in art - the Painters of the People, the Paris Group, Cubism, Surrealism, Concrete Art - and in architecture: Art Nouveau, Neocolonialism, Art Deco, Rationalism and Monumentalism. The euphoria and rebellion of the 1960s found their modes of expression in Pop Art and abstraction, the New Figuration Movement, Participatory Art, Brutalism, Formalism, the International Style and Casablanquismo. The return to democracy in Argentina in 1983 coincides with the advent of Postmodernism, Ecological Art, Postfiguration, Digital Art, Naive Art, Regionalism and Technological Determinism. Classes will be supplemented with visits to the many museums and urban spaces that Buenos Aires has to offer.

Cultural Studies 260 (2) | Tango Danza (Tango Dance)

Students taking this course will learn the basics of tango, specific steps, turns, and figures (e.g. ocho, sentada, media luna, molinete, sandwich), and the roles of the lead and follower. Students will learn how to place and extend their legs elegantly, transfer their weight, keep their balance while moving, pivot and embellish their dancing. The dancing classes will be complemented with theory classes presenting the historical and social contexts in which tango developed: its origins as a low life dance in the late 19th century; its growing respectability in the 1920s with Carlos Gardel, who popularized the dance abroad in Hollywood films; the Golden Age of tango (1935-1952), and its current global phase. Students are also introduced to tango as concert music. They will listen to a selection of composers such as Francisco Canaro, Anibal Troilo, Osvaldo Pugliese and Astor Piazzolla, who incorporated elements of jazz and classical music. Students will analyze lyrics and become familiar with their lunfardo slang. By the end of the course, the student will be able to improvise and think in choreographic terms.

Cultural Studies 262 (3) | Estudios Culturales Latinoamericanos (Latin American Cultural Studies)

This course examines aspects of Argentine and Latin American culture with an emphasis on popular culture both written and visual. Taking its primary material from literature, newspapers, mural paintings and photographs, feature and documentary films, the course considers the notion of culture within a broad perspective, including the distinction between “high” and “low” culture. Students will improve their speaking and writing, as well as their listening and reading skills in Spanish as they achieve a deeper understanding of contemporary Latin American culture.

Cultural Studies 329 (3) | Cultura y civilización en latinoamerica (Culture and Civilization in Latin America)


Cultural Studies 331 (3) | Tango, la Expresión de Buenos Aires (Tango, Expression of Buenos Aires)

This course provides a theoretical and practical introduction to tango. The theory classes present the historical and social contexts in which tango developed: its origins as a low life dance in Buenos Aires in the late 19th century; its growing respectability in the 1920s with Gardel, who popularized the dance abroad on film; and the Golden Age of tango from about 1935 to 1952, coinciding with that of radio and cinema, after which tango splits into various movements and its popularity declines. Students are also introduced to Astor Piazzolla and the tango as concert music. Finally, the course examines Argentine tango-rock fusion and the new international tango boom coinciding with democracy and globalization. In the practical classes, which also count towards the final grade, students learn to dance tango.

Economics 369 (3) | Historia Económica de Latinoamérica (Economic History of Latin America)

The course examines the development of the economies of Latin America from the late nineteenth century to the present day. A comparative approach is adopted and special attention is given to the major economies of the Northern and Southern Cones of Latin America (Venezuela, Brazil, Chile and Argentina). The course also examines the economic structures of Latin America - its rural (1870 -1930) and industrial (1929-1950) economy and the external and internal conditions leading to a period of relative stability (1960-1970) and mounting foreign debt. It highlights the role of the International Monetary Fund’s austerity plans in the 1980s and the social crises that followed. It also looks at the rise of the Free Trade Area of the Americas (FTAA) and the Common Market of the South (MERCOSUR) in the 1990s, and their results in terms of output growth, as well as neo-liberal macroeconomic adjustment and labor market flexibility. The 21st century under the leadership of Brazil, offers new horizons in which Latin America looks set to consolidate a united bloc. It has already strengthened the democracies and economies of the region with the creation of UNASUR. The role of the IMF, the reduction of foreign debt, the redistribution of wealth, employee participation in profits and media relations with the government are just some of the debates that we will be exploring.

Economics 372 (3) | Política Económica Argentina (Economic Policy in Argentina)

This course looks at two hundred years of Argentine economic policy within an international context. Different periods are distinguished and short-term variables are identified and compared with those from Latin America and other parts of the world. The economic plans applied under different presidents are discussed, together with implicit or explicit economic diagnoses, actions and results. The course concludes with an analysis of national and international scenarios and analyzes the new political and economic landscape after the crisis of 2001-2002 and the governments of Presidents Néstor and Cristina Kirchner.

Economics 400 (3) | Latinoamérica y la Economía Global (Latin America and the Global Economy)

This course provides an overview of international economic relations with an emphasis on Argentina and Latin America. It discusses the internal and external determinants of economies of less developed countries in general and Latin American countries in particular within the “intra-capitalist” framework of the global economy. The general principles applicable to economic and social development and economic integration in Latin America are studied. MERCOSUR, AC-4, G-3, NAFTA, and future FTAA agreements are described in relation to other important global institutions such as the EU, NAFTA, and Asia-Pacific. The program promotes discussion of education for development, human resources training, transfer of technology, economy and the environment. The course concludes with a survey of Latin America in the twenty-first century in the current international context of economic globalization.

Film 264 (3) | Cine Latinoamericano (Latin American Cinema)

This course focuses on aspects of history and culture as presented in recent Argentine and Latin American cinema. Through a close study of the films themselves as well as related texts (interviews, reviews, essays, testimonials, literature, newspapers, comics), the course explores the aesthetic approaches used to reflect on society and social problems. Assignments help students to develop reading and writing skills in Spanish while class discussions help students to sharpen their oral skills.

History 312 (3) | Historia Latinoamericana Siglo 20 (20th Century Latin American History)

This course gives a brief overview of Latin American history since independence. It describes how Spain’s colonies became nation states and how these new republics gradually consolidated their political, social and economic systems. It outlines the ideas and careers of their founding fathers, as well as the major political figures of the twentieth century. In particular, it compares the sociopolitical developments of the 1940s and 1950s (e.g. under Getulio Vargas in Brazil, Jacobo Arbenz in Guatemala and Juan D. Perón in Argentina). It also examines the causes and consequences of the many military coups in the region, together with the eventual return to democracy. Finally, the program analyzes political changes in Latin America since the end of the Cold War and the region’s current situation in the 21st century.

Literature 321 (3) | Literatura Latinoamericana (Latin American Literature)

This course explores Latin American literature from pre-Columbian times to the present. The prescribed texts include letters, poems, short stories, critical articles and novels by acclaimed authors such as Ruben Dario, Juan Rulfo, Gabriel García Márquez, Mario Vargas Llosa, Pablo Neruda, Elena Poniatowska, César Huidobro and Roberto Bolaños. Many of them belonged to the Latin American Boom of the 1960s and 1970s, when the Latin American novel became known throughout the world. But the course also considers original Latin American genres, such as testimonial narrative. The course examines literary responses to complex cultural, social and historical problems: conquest, nation building and national identity formation; acculturation, avant-gardism, nationalism and cosmopolitanism; or populism and authoritarianism.

Literature 322 (3) | Literatura Argentina (Argentine Literature)

The course examines Argentine literature starting with its role in the construction of national identity in the 19th century. Esteban Echeverría’s short story “The Slaughterhouse”, written in 1839 but not published until 1871, illustrates the conflict between gauchos, Indians and government. However, it is José Hernández’s “Martín Fierro” (1872), an epic poem depicting the plight of the all-but-vanished gaucho minority, which is to become problematic when appropriated by the literary establishment. The course also looks at the literary avant-garde of the twenties (Oliverio Girondo, Alfonsina Storni, Jorge Luis Borges, Roberto Arlt) and its relationship with the city of Buenos Aires, as well as literary testimonies of the 1976-1983 military dictatorship in Argentina and discusses the place of literature in the national memory. Finally, some new literary phenomena: blogs, virtual publications, and the problem of copyright in the digital age is considered.

Literature/Film 442 (3) | Narrativas de lo Monstruoso en Latinoamérica (Narratives of the Human Monster in Latin America)

In Abnormal: Lectures at the College de France (1974-1975), Michel Foucault traces a “genealogy of the abnormal” based on the relationship between knowledge, power and society and social mechanisms of identification, distance, inclusion and exclusion. On this course we will explore one of the most common figures of abnormality, the human monster, together with violence, a violence shaped by both social and natural laws. This course takes students on a journey through the different representations in Latin American literary and film narrative of the human monster and other marginal figures such as criminals, fallen women, rebels, and the strange and unclassifiable. Texts will include works by Sarmiento, Borges and Bioy Casares, Rubén Darío, Horacio Quiroga, Leopoldo Lugones, Gabriel García Márquez, Roberto Bolaño and Silvina Ocampo. There will also be movies directed by Leonardo Favio, Luis Buñuel, Tomás Gutiérrez Alea, Héctor Babenco and Arturo Ripstein showing the relationship between the monstrous “other” and social and political power as one of discipline, control and standardization.

Political Science 345 (3) | Argentina, Sociedad Abierta (Argentina: Transformations in Society)

This course examines key moments of transformation in Argentine society. The story begins with Argentina’s “Golden Age” when an agricultural export-led economy made it one of the richest countries in the world. Modern Argentina emerged in the years before the First World War through farming, technological innovation, foreign capital and massive European immigration. At the same time, immigration (from abroad and from the countryside) transformed Buenos Aires into a city of contrasts. However, the main focus of the course is on modern Argentina and the political, urban and cultural transformations arising out of Peronism. The course also explores resistance to repression under a series of military governments, the emergence of urban guerrillas and the breakdown of law and order leading to the military dictatorship of 1976-1983. Lastly, it examines new forms of social participation in the 21st Century: the recuperated factories and cooperatives and unemployed workers.

Political Science 346 (3) | Pensamiento Político latinoamericano (Political Thought in Latin America)

This course explores the different traditions of political thought in Latin America from the 19th century to the present day. It considers the foundational influence of European thought in Latin America in terms of inspiration, assimilation and re-creation. The course is organized around the following topics: Contractualism (Mariano Moreno) and Republicanism (Simón Bolívar), the task of nation building (Domingo F. Sarmiento, Juan Bautista Alberdi and José Martí); the parallel with the United States (José Martí), the development of Latin American socialism and its link with the problem of indigenous land (José Carlos Mariátegui and Victor Haya de la Torre) development and dependency theories (Raul Prebisch, Fernando Cardoso and Enzo Faletto), Latin American populist thinking (Jauretche Arturo and Ernesto Laclau), liberation theology (Gutiérrez) and late twentieth-century neo-liberal thinking (de Soto).

Political Science 350 (3) | Ética de la sociedad occidental (Ethics in Western Society)

This course presents some of the most important ideas in the history of Western ethics with the aim of developing a critical approach to the human condition based on notions of universal equality and political freedom. To this end, different hermeneutic approaches are used to analyze and interpret the ethical content of the different texts selected within the historical and cultural contexts in which they were originally created and received.

Political Science 455 (3) | Sistemas Políticos: los Populismos Latinoamericanos (Political Systems: Latin American Populism)

After the breakdown of the so-called ‘colonial pact’, new political elites imposed variations of the available organizational model on their societies. This republican, representative, and often federal model had emerged from the American War of Independence and the French Revolution. However, the contradiction between an archaic social and cultural structure and a modernizing political project was to produce political tensions in Latin America. One result of all this was the emergence of a vague and indeterminate political movement known as populism in the twentieth century. This seminar course redefines the populist phenomenon in Argentina, Brazil and Mexico as a “popular national policy” with elements common to all of Latin America.

Sociology 420 (3) | Estudios de Género en Latinoamérica (Gender Studies in Latin America)

For historical, political and cultural reasons Gender Studies in Argentina began with controversies over sexual ambiguities and problems of genital ambiguity. Drawing on psychoanalysis and interdisciplinary studies as well as gender studies, this seminar explains the conceptual differences between sex, gender and sexual identities. Students are encouraged to explore old and new ways of addressing gender issues. The myths and customs of pre-Columbian cultures are introduced through ethnographic documents, anthropological accounts and films of archaeological discoveries. The process by which modern ideas and myths of masculinity have been formed is explored through anthropological approaches to such Argentine passions as football and tango. Current paradigms of womanhood, manhood and variations of love in men and women are questioned through an interesting selection of films, comic strips and journalistic records, as well as through short stories and novels by Latin American writers.

Sociology 444 (3) | Human Rights and Cultural Representations

The cultural and human responses to the violence of genocide politics in the Holocaust will serve as an excellent starting point to analyze political repression in Latin America (focus on Guatemala, Uruguay, Argentina and Chile). Central to the theoretical and critical corpus of the course, is the multidisciplinary work of scholars (e.g. Soshana Feldman, Cathy Caruth, Dominick La Capra, Astrid Erll, Jean Amery, Giorgio Agamben). This course begins by discussing the impact of trauma, the legacy of memory and the role of the national states during dictatorships in these countries. We will then move to a key question, how to make these experiences productive to reconstruct selves and societies. In theorizing and understanding processes of mourning and memory, the concrete role of artistic production is essential to avoid abstract theory and essentializing axioms. We analyze a selected corpus of work consisting of literature, testimonies, documentary and feature film, art, oral history, journalism, poem and popular music by such authors as French-Jewish Claude Lanzmann, Chilean film director Patricio Guzmán, Guatemalan writer Rigoberta Menchú, Uruguayan poets Mario Benedetti and Mauricio Rosencof and songs by Argentine composers and interpreters Luis Alberto Spinetta and Charly García.

Sociology 454 (3) | Sociedades Latinoamericanas: los Movimientos Sociales (Social Movements in Latin American Societies)

Taking as a starting point the ideas of Zygmunt Bauman, Noam Chomsky, Gilles Lipovesky and Karl Marx, this course explores social power in Latin America. Lack of appropriate public policies, failure of state-owned industries, military coups, and globalization are some of the problems that Latin America has confronted in recent years. They are the backdrop against which various political and revolutionary movements have developed: peasants’ and urban workers’ associations, ethnic groups, youth groups, human rights associations and environmental groups, etc. Topics include the “Landless Workers” of Brazil; the “recovered factories” movement in Argentina, Brazil, Uruguay, and Venezuela; the Zapatistas in Chiapas, the “Cochabamba Water Wars” in Bolivia, human rights and indigenous rights movements in Argentina and students in Chile, illustrating just some of the social movements in Latin America’s democratic societies currently struggling for representation. However, expressions of discontent and anger are nothing new. Latin America has a long tradition of revolutionary social movements we need to look at in order to understand the present. The course also encourages comparisons with current social movements in developed countries.

Jewish Latin America: History, Literature and Human Rights in Buenos Aires

In addition to these courses taught at the Seminario Rabinico Latinoamericano ‘’Marshall T. Meyer’’ students take a Spanish language course and one or two elective courses chosen from the Latin American Studies with Spanish Program at the University of Belgrano.

Academic field trips
With a focus on the history of human rights activism, students in both courses will experience the social justice legacy of Rabbi Marshall Meyer as they visit the main Jewish sites in Buenos Aires and speak with representatives of the Jewish communities: for instance, the AMIA/DAIA building, synagogues, the memorial site for the Embassy of Israel, Jewish clubs, Biblioteca Nacional and Museo Xul Solar, Museo Arte Tigre and Delta Terra, Museo de la Inmigracion (Untref), and institutions such as Hebraica. Participants will also have a two night excursion to the agricultural colonies of Basavilbaso.
Courses at the Seminario will take place on Tuesday and Thursday mornings. Students should bear this in mind when selecting courses from the Latin American Studies Program to make sure that classes do not clash and that students have time to travel from one institution to the other. The Seminario and the University of Belgrano are approximately 10 minutes’ walk from each other.

Jewish Latin America courses

History SEM341 (3) mandatory | Jewish History in Latin America

The aim of this course is to provide an in-depth sociological and historical analysis of the origin and development of the Jewish communities within Latin America, from its onset in the early 16th century to the present day. More specifically it provides an introduction to the primary literature and the historiographical debate surrounding the specific problematic dealing with immigration, civic and political participation, cultural assimilation, demography and both global and local communitarian politics and issues.

Literature SEM421 (3) mandatory | Latin American Jewish Literature

This course examines the Jewish presence in Latin America from the earliest mass immigration of Jews to the present. The purpose of the course is to acquaint students with some of the major Jewish writers from Latin America, with special emphasis on those who portray in their works the situation of the Jewish communities of their respective cities and countries. Topics to be discussed include the formation of Jewish and national identities and anti- Semitism in literature during the Nineteenth Century; the Jewish theme during the Latin American Boom of the Twentieth Century, and the Jewish testimonials during the dictatorships of the 1970s in Latin America.