FACULTY OF CREATIVE AND CRITICAL STUDIES DEPARTMENT OF CRITICAL STUDIES

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1 FACULTY OF CREATIVE AND CRITICAL STUDIES DEPARTMENT OF CRITICAL STUDIES 2014 Winter Term 1 Religions and Spiritualities in Latin America (3) IGS 560H/HIST 495T Dr. Francisco Peña Fernández Office hours: Mondays and Wednesdays from 1 to 2 Course Objectives and Learning Outcomes: This course will provide an advance introduction to the main religious traditions in Latin America, providing an in-depth historical treatment of several of the most important religious traditions in Latin America through a comparative analysis of their main believes, rituals, and commonalities and mostly through their evolutions, transformations and historical conflicts. The objectives are the follows: 1. To understand the main history and evolution of religions in America. 2. To identify the major historical periods and ideological transformations 3. To identify and apply appropriate critical approaches to each of the texts studied In this course there will be a different grading criteria for under-graduate and graduate students also different requirements like the quality and extension of certain assignments and the level of participation. Course Format: Lecture Course Requirements: [What are the prerequisites for this course? Are there any other requirements (e.g., participation in a field trip)? Clearly note the hours of meeting if directed studies] Evaluation Criteria and Grading: Participation 15% Reading responses papers (2 pages) 45% Final Paper Presentation 15% Final Paper 25% (25-30 pages) UBC GRADING SYSTEM Masters Students: A

2 A A B B B C C F UBC GRADING SYSTEM PhD Students: A A A B B B F Grading Scale: A + Exceptional ability, demonstrated mastery of the subject and consistently outstanding quality of work A Work meets expectations of a graduate student, consistently good performance and high quality of work A- Work meets passing expectations, but could stand to be improved to meet expectations of a successful graduate student Below A- Student may be consulted about whether or not they should change status to auditor or request standing deferred to meet the standards required to graduate students. *Below 80 in graduate coursework results in student s ineligibility for SSHRC and internal research and travel grants. Critical reflection papers: Students choose weekly readings to respond to and circulate reflection papers in advance of meetings, papers should not exceed two pages of double-spaced text and should include bibliographic references and footnotes, due 24 hours before the start of class each week, to be posted on the class Blackboard and also hard copy handed in to professor, under office door) Writing and Argumentation: These are the key elements I will be looking for in judging and marking your written work and your presentations in class.

3 -Understanding of language, specifically familiarity and ability to utilize terminology from readings and class discussion, ability to utilize conceptual language to describe historical events and processes. -Strong thesis statements, frequently these reflect a modest rather than a bold contribution that is well situated within a broader context of work on the subject. -Referentiality: ability to easily make use of relevant works of scholarship and theory, capacity to put them to use to refine and build arguments. -Organized, careful, economic prose; well-chosen evidence to substantiate claims. -Ability to evaluate primary evidence, determine its usefulness and any limitations, and think critically about how such evidence is presented and interpreted. -Creative expression, ability to communicate original ideas in a clear manner, without having to rely on hackneyed or common turns of phrase. -Voice, confidence in assertions, presence of a defined perspective, ability to take a position. -Relevance, communication of meaning or significance of the topic, ability to connect debates across temporal and spatial divides. -Concreteness, precision in discussion and argumentation, solid connections between evidence and argument, avoidance of vague language and passive voice, assigning causality and agency. -Insight, reflects consideration, analytical development; moves forward a position. -Curiosity, asks meaningful historical questions that have the potential to generate new perspectives and/or deep lines of inquiry. -Editing, use of proper citations, careful formatting; copy is clean. Required and Recommended Armistead, Samuel. Cantar de los Infantes de Lara. Medieval Iberia: An Encyclopedia. New York: Routledge, 2003, Brading, D. A. The Woman of the Apocalypse. Mexican Phoenix: Our Lady of Guadalupe: Image and Tradition across the Centuries. Cambridge: Cambridge University Press, 2001, Brusco, Elizabeth. The Reformation of Machismo: Asceticism and Masculinity among Colombian Evangelicals. Rethinking Protestantism in Latin America, edited by V. Garrard- Carrasco, David. Religions of Mesoamerica. New York: Waveland, 2013 (selected chapters)

4 Chestnut, Andrew. Born Again in Brazil: The Pentecostal Boom and the Pathogens of Poverty. Oxford: Oxford University Press, 2003 (selected chapters) Diacon, Todd The Search for Meaning in a Historical Context: Popular Religion, Millenarianism in the Contestado Rebellion. Luso-Brazilian Review 28 (1991) Edwards, John. The Church. Medieval Iberia: An Encyclopedia. New York: Routledge, 2003, Feldman, Seymour. 1494: A House Divided. Crisis and Creativity in the Sephardic World. Benjamin R. Gampel (ed.) New York: Columbia University Press, 1992, Glick, Thomas F. On Converso and Marrano Ethnicity. Crisis and Creativity in the Sephardic World. Benjamin R. Gampel (ed.) New York: Columbia University Press, 1992, Guss, David. To Weave and Sing: Art, Symbol, and Narrative in the South American Rain Forest. Berkeley: University of California Press, 1989 (selected chapters) Gutierrez, Gustavo Chapters I and II of God of Life. Maryknoll, NY: Orbis, pp Kramer, Eric Spectacle and the Staging of Power in Brazilian Neo-Pentecostalism. Latin American Perspectives 32 (1991) Lawrance, Jeremy N. H. Literacy. Medieval Iberia: An Encyclopedia. New York: Routledge, 2003, Loyola, Ignatius of. The Spiritual Exercises of Saint Ignatius of Loyola. Elder Mullan (trans.) Gran Rapids: Christian Classics, (On line access) Kagai, Donald. Frontier. Medieval Iberia: An Encyclopedia. New York: Routledge, 2003, McCarthy Brown, Karen Ezili. In Mama Lola: A Vodou Priestess in Brooklyn. Berkeley: University of California Press, Murphy, Joseph M. Working the Spirit: Ceremonies of the African Diaspora. Boston: Beacon Press, 1994 (selected chapters) Nicolás, Antonio T. St. John of the Cross. Alquemist of the Soul: his life, his poetry (bilingual), his prose. New York : Paragon House, 1989 (selected chapters) O Callaghan. Kignship. Medieval Iberia: An Encyclopedia. New York: Routledge, 2003, Peterson, Anna L. and Manuel A. Vásquez, eds. Latin American Religions: Histories and Documents in Context. New York: New York University Press, 2008 (selected chapters) Peterson, Anna. Martyrdom and the Politics of Religion. Albany: SUNY Press, 1997 (selected

5 chapters) Rowland, Christopher (ed.) The Cambridge Companion to Liberation Theology. Cambridge, Cambridge University Press, 2007 (selected chapters) Scheindlin, Raymond P. Secular Hebrew Poetry in Fifteenth-Century Spain. Crisis and Creativity in the Sephardic World. Benjamin R. Gampel (ed.) New York: Columbia University Press, 1992, Smith, Colin. Cantar del Mio Cid. Medieval Iberia: An Encyclopedia. New York: Routledge, 2003, Smith, Jonathan Z. (ed.) The HarperCollins Dictionary of Religion. San Francisco, CA: HarperSanFrancisco, (selected entrees) Sobrino, Jon. The Historical Jesus: The Starting Point of Christology. Christology at the Crossroads. Maryknoll, NY: Orbis Books, 1978, Wasserstrom, Steven M. Between Muslim and Jew: the problem of symbiosis under early Islam. Princenton: Princeton University Press, (selected chapters) Yerushalmi, Yosef Hayim. Exile and Expulsion in Jewish History. Crisis and Creativity in the Sephardic World. Benjamin R. Gampel (ed.) New York: Columbia University Press, 1992, Course Schedule: Week 1. I. Religion and Spirituality. An Introduction to History of Religions Definition of Religion, J. Smith, Explanation of Religion, J. Smith, Study of Religion, J. Smith, Wasserstrom: Introduction Week 2 II. Week 3 III. Amazonian and Andean Indigenous Religions Guss: Introduction, Chapter 2 ( The People ) 3 ( Culture and Ethos ) and 4 ( All Things are Made ) Peterson and Vasquez: pp and Pre-Colonial Empires and their Religions. Mayas, Incas and Aztecs Carrasco: Introduction and Chapter 1and 2

6 Week 4 IV. Medieval Iberia: Three Religions, One Culture Lawrence Kagai O Callaghan Armistead Smith Week 5 V. Religion and Spirituality in the Colonial Times. Mysticism Edwards John of the Cross. Spiritual Song Ignatius of Loyola. Spiritual Exercises (selected chapters) Week 6 VI. Religion and Spirituality in the Colonial Times. Proselytism and Imperialism Peterson and Vasquez: 55-72; Carrasco: Week 7 VII. African Diaspora. The Yoruba Tradition Peterson and Vasquez: 89-94; Murphy: 1-9; Week 8 VIII. The Jewish Diaspora in America Roth Yerushalmi Feldman Glick

7 Week 9 IX. Christianity and Indigenous population in Latin America Peterson and Vasquez: ; Diacon Week 10. X. Christianity and the poor. Theology of Liberation/Evangelism Rowlands Peterson and Vasquez: Week 11 XI. Christianity and the rich. Reactionary Movements of Latin America Peterson and Vasquez: Week 12 XII. New Religions, new Spiritualties Peterson and Vasquez: ; Week 13 Conclusions. Class Presentations Academic Integrity: The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all students are expected to know, understand, and follow the codes of conduct regarding academic integrity. At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required. This also means you should not cheat, copy, or mislead others about what is your work. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the

8 President s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences. A more detailed description of academic integrity, including the University s policies and procedures for dealing with academic misconduct, may be found in the Academic Calendar at Equity, Human Rights, Discrimination and Harassment: UBC Okanagan is a place where every student, staff and faculty member should be able to study and work in an environment that is free from human rights-based discrimination and harassment. UBC prohibits discrimination and harassment on the basis of the following grounds: age, ancestry, colour, family status, marital status, physical or mental disability, place of origin, political belief, race, religion, sex, sexual orientation or unrelated criminal conviction. If you require assistance related to an issue of equity, discrimination or harassment, please contact the Equity Office, your administrative head of unit, and/or your unit s equity representative. UBC Okanagan Equity Advisor: ph ; equity.ubco@ubc.ca Web: Unit Equity Representatives: SAFEWALK Don't want to walk alone at night? Not too sure how to get somewhere on campus? Call Safewalk at For more information, see: