Roger Thayer Stone Center For Latin American Studies

Tulane University

Academic Programs

Doctor of Philosophy in Latin American Studies Curriculum

The degree of Doctor of Philosophy in Latin American Studies is awarded for mastery of a body of literature and for the production of imaginative and original research. A student may enter the program (1) progressing from the M.A. program in Latin American Studies at Tulane, or (2) transferring to the program with an M.A. conferred by another Tulane department or by another university.

Each semester doctoral students normally enroll in three classes and teach one class. By university regulations, students are allowed to enroll in a minimum of two courses while they serve as Teaching Assistants.

Students also begin preparation for general preliminary examinations, which are given during students’ last semester of classes and should be taken no later than the first semester after the completion of all coursework requirements. These are normally in October or March.

Upon satisfying the coursework and language requirements and completing the general exams, students begin research for the dissertation, presenting a formal prospectus for faculty approval. Once approved they can apply for admittance to candidacy for the doctoral degree and commence formal work on the dissertation, which must demonstrate their ability to carry out an original investigation in the field of Latin American Studies. Degrees are conferred only after the dissertation is approved in a formal defense before a faculty committee.

Coursework and Distribution Requirements

The minimum coursework requirement for the Ph.D. is 54 credit hours. Portions of this requirement are often satisfied by credit awarded for academic work completed in fulfilling requirements for the M.A. degree with thesis.

Students with an M.A. in Latin American Studies from Tulane may transfer up to 30 credits of relevant work from their M.A. program, while students transferring from other departments at Tulane or other universities may transfer no more than 12 hours of relevant work (see Transfer Credit below).

General requirements for the Ph.D. degree are:

  • Thirty semester hours in the primary concentration, including a minimum of six semester hours in theory, methodology, and pedagogy. Students transferring to the Stone Center from other programs must take the Latin American Studies Core Seminar in their first Fall semester to satisfy three hours of the theory and methodology requirement. And all Ph.D. students must take the required Pedagogy and Professional Development course in the Spring semester before the academic year in which they are scheduled to teach the LAST 1010/1020 course cycle for the first time. NOTE: Of the thirty semester hours in the primary concentration, twelve hours or four courses should be at the 7000 level when possible; and no more than nine hours or three courses can be independent study.
  • Twelve semester hours in a first supporting concentration; six of these hours, when possible, should be at the 7000 level.
  • Twelve semester hours in a second supporting concentration; six of these hours, when possible, should be at the 7000 level.
  • A demonstrated knowledge of at least two languages, including Spanish or Portuguese.
  • The successful completion of three general preliminary examinations in the primary and supporting concentrations.
  • The successful defense of a dissertation prospectus.
  • The successful completion and defense of the dissertation.

Concentrations

The concentrations are usually departmental/disciplinary and are intended more as a guide to help organize a student’s curriculum around a specific research project. Where a student’s program suggests that there is an educational and qualitative logic, it is also possible to declare one synthetic concentration that combines courses from more than one department. Such a concentration might be, for example, Cultural Studies or Mexican Studies or Gender Studies, etc. Students are also encouraged, in consultation with the Graduate Advisor, to take courses that may fall outside of their concentration areas if such courses are critical to the development of specific research skills, tools, methods, or content necessary in the pursuit of their research agendas.

Transfer Credits

At the time of admission, the Graduate Advisor can provide an informal assessment about what previous course credit can be transferred to meet Ph.D. requirements, but University policy allows the Graduate Advisor to make a formal evaluation of requests for transfer credit only after students have completed nine hours in residence at Tulane. After that point, and before the student accumulates a total of 42 credit hours, the Graduate Advisor recommends the transfer of appropriate and germane credit to the Graduate Dean for approval. Students seeking transfer credits should be prepared to provide copies of syllabi and/or course term papers as evidence of the relevance of the courses in question to their graduate work in their Latin American Studies program. Only courses that have a theoretical or content-specific logic to a student’s Latin American Studies academic program will be approved for transfer credit.

As noted above, students with an M.A. (with thesis) in Latin American Studies from Tulane may transfer up to 30 credits of relevant work from their M.A. program, while students transferring from other departments at Tulane or other universities may transfer up to 12 hours of relevant coursework.

Acceptance of graduate credit for work done in other M.A. programs at Tulane or other universities is recommended by the Graduate Advisor and approved by the Dean of the School of Liberal Arts. To be considered for transfer credit, coursework must have received a grade of 3.0 or better on a 4.0 scale and must have been completed no more than six years before the date of first registration in the Center’s doctoral program. Only in very special cases, and with the recommendation of the Stone Center’s Graduate Advisor, will the Dean consider transfer of credit for courses taken earlier.

Language Requirements

The language requirement for graduation with the Ph.D. in Latin American Studies is demonstrated competence in two languages. Normally, one is Spanish; the second Portuguese. However, other languages may be presented if essential for the student’s research. German, Quechua, Nahuatl, or Kaqchikel are examples. The required level of competence in Spanish and Portuguese corresponds to intermediate-high on the American Council on the Teaching of Foreign Language scale. This competency is considered a minimum requirement. Students are encouraged to develop additional languages as needed by their research fields. Levels of competency similar to those described for Spanish and Portuguese are required in any language presented to satisfy this requirement. Currently, language competency examinations in Spanish and Portuguese are administered by Professors in the Department of Spanish and Portuguese as assigned by that department. Students should contact the Department of Spanish and Portuguese directly for further information on the administration of these exams. All students, even native speakers, must be either examined for minimal linguistic competency as explained above or certified as to their native fluency by the Spanish and Portuguese Department.

Certification of competency in a second language must be presented by the end of the second year of study. Transfer students are expected to pass one language during the first year of study, and a second language examination by the end of second year of study. Testing procedures are discussed further in the “Grades and Evaluation” section.

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Newcomb Art Museum Exhibit Features Modern Sculptures Inspired by Mexican Ceramics

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Come celebrate the opening of Newcomb Art Museum’s latest exhibitions Clay in Transit featuring contemporary Mexican ceramics and Clay in Place featuring Newcomb pottery and guild plus other never-before-exhibited pieces from the permanent collection.The exhibit presents the work of seven Mexican-born sculptors who bridge the past and present by creating contemporary pieces using an ancient medium. The exhibit will feature works by Ana Gómez, Saúl Kaminer, Perla Krauze, María José Lavín, María José de la Macorra, Gustavo Pérez, Paloma Torres.

5:30 PM
Private VIP/members reception featuring catering by Araña, a tequila tasting, specialty cocktails, and music.

6:30 PM
Curatorial talk with Nuria Rodriguez Sadurni, Director of Special Projects at the Cultural Cooperation office of the Mexican Ministry of Foreign Affairs. Free and open to the public.

7:30-9:00 PM
Public reception.

Exhibition curator and artist Paloma Torres explains, “In this contemporary moment, clay is a borderline. It is a material that has played a critical role in the development of civilization: early man used clay not only to represent spiritual concerns but also to hold food and construct homes.” While made of a primeval material, the exhibited works nonetheless reflect the artists’ twenty-first-century aesthetics and concerns as well as their fluency in diverse media—from painting and drawing to video, graphic design, and architecture.

The exhibit will run from January 18, 2018, through March 24, 2018. For more information on the exhibit and the artists, please visit the Newcomb Art Museum’s website.

Clay in Transit is presented in collaboration with the Consulate of Mexico.

The exhibition is made possible through the generous support of The Andy Warhol Foundation for the Visual Arts, Jennifer Wooster (NC ’91), Lora & Don Peters (A&S ’81), Newcomb College Institute of Tulane University, Andrew and Eva Martinez, and the Newcomb Art Museum advisory board



LSU and The Modern History Colloquium and the Ogden Honors College: Lecture Series

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The Modern History Colloquium and the Ogden Honors College invites you to a series of lectures hosted by LSU

Father Perez’s Revolution: Constitutional Catholicism in 20th Century Mexico
Professor Matthew Butler (UT-Austin)
Thursday, January 18th at 6:00 PM
French House, Grand Salon

Dr. Butler is one of the preeminent scholars of the Catholic Church and politics in 20th century Mexico. He is the author of Popular Piety and Political Identity in Mexico’s Cristero Rebellion (Oxford, 2004) and Faith and Impiety in Revolutionary Mexico (Palgrave, 2007). Butler will speak about his forthcoming book, describing religious change and adaptation during and after the Mexican Revolution (1910-1940).

Provincializing 1968 Mexico: A Historiographical Critique
Professor Jaime Pensado (Notre Dame)
Friday, January 19th at 3:30 PM
French House, Feature Classroom

Dr. Pensado is the author of Rebel Mexico: Student Unrest and Authoritarian Political Culture During the Long Sixties (Stanford, 2013). His new book project takes up a set of research questions that have not been addressed in the historiography of modern Mexico, but which he argues, will complicate our understanding of the turbulent, combative, and at a times contradictory character of the Cold War era: how did conservative and progressive sectors of the Catholic Church—particularly those invested in education, student politics and entertainment—respond to the contentious environment that emerged inside Mexico’s most important universities during the postwar era? How did young Catholic students respond to the rise of leftist militancy that came to characterize their schools in the wake of the Cuban Revolution?

All Events Open to the Public
For more information on the event, click here.

Professional Development Opportunity: Latin American Resources for the K-12 Classroom

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S.S. NOLA, in collaboration with the Latin American Resource Center, will be hosting a professional development opportunity for K-12 educators on Saturday, January 20, 2018, to examine the ways in which educators can utilize and share resources on Latin America in the classroom. This is a free workshop for K-12 educators and refreshments will be served. Visit the official event website for more information and to register.

S.S. NOLA was created to support K-12 social studies teachers in the New Orleans area by showcasing student-centered lesson plans, loaning classroom supplies free of charge, and hosting professional development workshops. To learn more about the mission of S.S. NOLA, visit their official website, and don’t forget to follow them on Twitter and Facebook! S.S. NOLA is run by Brooke Grant, a professor of practice in the Tulane Teacher Preparation and Certification program.

Stone Center for Latin American Studies to Host 10th Annual Workshop on Field Research Methods

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Join us at the Stone Center for Latin American Studies for the 10th Annual Weekend Workshop on Field Research Methods on January 27, 2018. The application deadline is January 20, 2018.

How will you get the data you need for your thesis or dissertation? Do you envision immersing yourself for months in the local culture, or tromping the hills and farms seeking respondents? Sorting through dusty archives? Observing musicians at work in the plaza? Downloading and crunching numbers on a computer? For any of these approaches: How might you get there, from here?

This workshop aims to help you approach your data collection and analysis for your thesis or dissertation topic, and to adapt and refine your topic to be more feasible. You will take your research project ideas to the next stop—whatever that may be, include raising travel grants. Learn to:

  • Plan more efficiently, feasible, and rewarding fieldwork
  • Prepare more compelling and persuasive grant proposals
  • Navigate choices of research methods and course offerings on campus
  • Become a better research and fieldwork team-member

Format
This is an engaged, hands-on, informal workshop. Everyone shares ideas and participates. We will explore and compare research approaches, share experiences and brainstorm alternatives. You will be encouraged to think differently about your topic, questions, and study sites as well as language preparation, budgets, and logistics. The participatory format is intended to spark constructive new thinking, strategies, and student networks to continue learning about (and conducting) field research.

Who is leading this?
Laura Murphy, PhD, faculty in Global Community Health and Behavioral Sciences, and affiliate faculty to the Stone Center for Latin American Studies.

Who is this for?
This workshop is targeted to Stone Center graduate students as well as graduate students from other programs (GOHB, CCC, humanities, sciences, and others) if space is available. The workshop will be particularly helpful for those who envision research with human subjects.

Sign up
Sign up as soon as you can! Apply by January 20, 2018, at the latest to confirm your stop. Send an email with the following details:

  • Your name
  • Department and Degree program
  • Year at Tulane
  • Prior experience in research, especially field research
  • Academic training in research design and methods
  • Include a 1-paragraphy statement of your current research interests and immediate plans/needs (i.e. organize summer field research)

Light breakfast and lunch will be provided. Not for credit.

For more information and/or to apply: Contact Laura Murphy at lmurphy2@tulane.edu or Jimmy Huck at jhuck@tulane.edu.

CALL FOR PAPERS: Foreign Language Pedagogy and Research

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Call for Papers: Foreign Language Pedagogy and Research: New Approaches to Old Challenges
The goal of this symposium is to bring the Tulane University foreign language instructor community together by sharing foreign language teaching ideas, methods and practices. The symposium is open to all foreign language instructors and graduate students are strongly encouraged to submit a proposal.

Submissions:

  • Deadline for abstract submission: January 31st, 2018
  • Proposal should include a one-page description of the presentation and the name(s) and contact information of the (co)-presenter(s).
  • Presentations will be organized with a general format of 15 minutes for topic presentation/hands-on demonstration and 5 minutes for questions/discussion.
  • Interactive presentations are strongly encouraged. Presentations should be in English, however examples/exercises can be in the target language.
  • All submissions should be sent to rjudd@tulane.edu.
  • Notifications of acceptance will be sent by February, 20th 2018.

For more information about the symposium, guidelines, or requirements, please email:
Ryan Judd at rjudd@tulane.edu:mailto:rjudd@tulane.edu,
Roxanne Davilá at rdavila@tulane.edu:mailto:rdavila@tulane.edu, or
Charles Mignot at cmignot@tulane.edu:mailto:cmignot@tulane.edu.

Global Read Webinar Series: Diverse Social Justice Books for the High School Classroom

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Once a month, the World Area Book Awards (Américas Award, Africana Book Award, Middle East Outreach Book Award, South Asia Book Award) sponsor a free 60 minute webinar on a book recognized by one of the awards and facilitate a discussion with the author on how to incorporate the book into the classroom. The 2018 Spring Webinar Series focuses on social justice. We encourage educators to read the books with your colleagues, students, and community, and then join us to hear more from the author.

On Thursday, February 8, 2018, join us for a 60 minute webinar/chat focused on Margarita Engle’s recent book Lion Island: Cuba’s Warrior of Words. In this haunting yet hopeful novel in verse, award-winning author Margarita Engle tells the story of Antonio Chuffat, a young man of African, Chinese, and Cuban descent who became a champion of civil rights. The webinar will be available through Blackboard Collaborate. The book is appropriate for students in grades 8-12.