Mr. Volk (309; x8522) 

Spring 1998

MF 12:00-1:15 PM

email: steven.volk@oberlin.edu or Steven_Volk@qmgate.cc.oberlin.edu

www: http://www.oberlin.edu/~svolk 

To link to current news stories of interest to those taking History 293, please click here: http://www.oberlin.edu/~svolk/news293.html

During the 1960s and 1970s, military dictatorships surged over the Americas, covering, at one point, every country in South America save Colombia and Venezuela. While military rulers were not an unusual occurrence in many Latin American countries, these regimes were in no sense "typical." They were striking for the nature of their political aims, for the economic policies they imposed, and for the sheer brutality of their methods. These were the regimes that both gave rise to the term "dirty war" and introduced "disappear" into our grammar as a transitive verb. 

Many Latin American dictators of the 1960s and 1970s could fit the model of what has been called the "bureaucratic-authoritarian" dictatorship, but here we will concentrate on the "Southern Cone" countries of South America, paying particular attention to Argentina and Chile, and also examining Brazil and Uruguay.

This course will examine a set of questions that arise when one contemplates these "regimes of exception:" What brought about the continent-wide wave of military dictatorships? Was there a characteristic ideology, structure, support base, or methodology shared by these military regimes? How can we understand the harsh methods imposed by the military regimes and their civilian supporters? What leads governments to torture and murder their citizens, and what allows individuals to participate in that process? Why did these military regimes finally give way to more democratic, civilian regimes? How do these new governments address the crimes of the past in the attempt to reconstruct civil society?

Classes will be held as lecture-discussions, with student participation actively encouraged. The course requires a significant amount of reading, and you are expected to keep up with the readings so as to be able to participate intelligently and energetically in class.

As this period of Latin American history produced a tremendous artistic and literary outpouring, we will approach it through texts (primary and secondary sources), film, drama, music, and art. I also strongly encourage you to follow breaking news from Latin America. The issue of the "dirty wars" is not old news in these countries. In December 1997 and January 1998, alone, there were significant related stories coming out of Chile (where senators are intending to press criminal charges against General Augusto Pinochet when he steps down as Commander in Chief of the Army in March 1998) and Argentina (where President Carlos Menem has suggested, to heated protest, that one of the country’s most notorious torture centers be demolished). The fact that these issues have not gone away with the passing of the military dictatorships should give us a clue as to the ultimate significance of the "dirty war" period to the history and memory of these countries.

1. As mentioned above, students are expected to keep up with the reading and to come to class prepared.
2. You are required to complete three projects over the course of the semester. In the normal course of events, these will be 5-7 page papers on topics that will either be assigned or decided upon collectively. But you are also encouraged to think of other ways to approach your assignments. I am quite willing to entertain proposals for projects that are prepared as art works, music, drama, video, or in any other medium. These will need to be cleared with me when the project is first assigned. You are also permitted (and encouraged) to do up to two of the three projects as joint work with a maximum of three people. One project will need to be an individual project. In the case of joint projects, you will need to clear them with me prior to beginning your project. If you do more than one joint project, the second project must be with different collaborators than your first project.
3. These projects are due on the day assigned in the syllabus. Assignments turned in late without prior authorization will be marked down one grade-step for each day that it is late. For example, a paper that is due on February 23 but turned in on February 25, will be marked down two grade-steps (e.g., from a B+ to a B-).
4. Please note that you must use computers responsibly. Computers, particularly those on a network, are always crashing. You must be responsible for saving to disk frequently so that when the computer crashes, you have only lost the last paragraph. You must also save copies of your papers (or your computer files) until the end of the course in case there is any problem verifying that you did turn in your work. Finally, note that I will not accept your last project beyond the last day of the reading period unless you have an official incomplete. There are no exceptions to this.

Your final grade will be determined by the three projects, each of which will make up one-third of that grade. I also reserve the right to factor in excessive absence from classes. Since this course is not only about the projects you produce but also about what happens weekly in class, you cannot expect a reasonable grade if you do not come to class even if your projects are good.

I am available to discuss any aspect of your grades throughout the semester. If for any reason you feel that you are inhibited from participating in the class discussions due to any particular dynamic that has been created, the actions of particular students, or my own participation, please raise the issue in class, with other students, or directly with me. You can do that in person or via my email, if you find it easier to converse from cyberspace.

Thomas Hobbes, Leviathan

1) What exists as a "state of nature" in Hobbes’ system? What are the "natural" conditions and desires of "man"?

2) What is the central purpose of the commonwealth?

3) What are the basic rules of the Commonwealth? In other words, what are the rights and responsibilities of its members? What are the obligations of sovereign and subject?

4) Has Hobbes created a Commonwealth of power or of rights? (Think about what is at the center of Hobbes’ system.) Are there "citizens" in Hobbes’ system?

5) Is there "Liberty" in Hobbes’ system? If so, what is it? how does it manifest itself?

6) Starting from Hobbes’ premises, what, if anything, do you find problematic about his state? Argue its problems if you see them -- what would be another way to resolve the issues that he presumes are present?

7) Do you find any relation between the Hobbesian state and what you know of current totalitarian states?

March 2, 6: Setting the Stage: Argentina

March 30, April 3: Organizing the Foundational State

Schneider, Shantytown Protest, Chapter 3 (pp. 73-107).

Reading: Tina Rosenberg, "The Pig’s Tale," Children of Cain, pp. 333-387.

Schneider, Shantytown Protest, Chapter 6 (pp. 191-213).

April 27, May 1: Settling Accounts with Torturers: Truth and Reconciliation Commissions