Roger Thayer Stone Center For Latin American Studies

Tulane University

Academic Programs

Doctoral Fellowships and Teaching

As a condition of their fellowships, doctoral students serve as Teaching Assistants or work an equivalent amount of hours as a Research and Project Associate (RPA) each semester during which they receive funding (see section on Center Service and Teaching). Teaching Assistants offer one course per semester: Latin American Studies 1010 in the Fall Semester and Latin American Studies 1020 in the Spring Semester. Both courses, though stand-alone courses in their own rights, represent a year-long introductory survey approach to the region based on an 8-thematic unit curriculum (4 units per semester). The Stone Center offers multiple sections of each of these introductory courses as lecture courses. The sections are taught during the weekday within the 8:00am – 5:00pm time period. Approximately half of the sections are offered according to the University’s standard 50 minute M-W-F lecture course structure and the other half according to its 75 minute T-TH lecture course structure. Most students find teaching these courses an important part of their professional preparation. For more information on teaching eligibility guidelines, please refer to the “Center Service and Teaching” section below, particularly the subsection on Teaching Assistantships.

The Stone Center has limits on the number of years doctoral students are eligible for financial aid. A student may not receive financial aid for more than four years. This means that the effective limit is two years for students entering the doctoral program with an M.A. degree in Latin American Studies from Tulane, two to three years for transfers from other Tulane departments, and four years for transfers from other universities. The only exception to this is the joint Ph.D. program in Latin American Studies and Art History where, because of the additional demands required to fulfill the requirements for both the Stone Center and the Department of Art, students may be eligible for up to five years of financial aid, depending on their individual circumstances.

Program Mission

Teaching in the Stone Center is considered a vital part of doctoral student’s preparation and often provides a crucial credential for securing later employment. The Center’s Assistant Director for Undergraduate Affairs serves as Undergraduate Teaching Coordinator and assists instructors in the preparation and teaching of courses. In addition to this training, Teaching Assistants are required to attend sessions on college teaching offered by the Dean of the College of Liberal Arts and Sciences.

Terms of Service

Ph.D. students with University Fellowships teach one class per semester or participate for 6 hours a week in the Research and Project Associates (RPA) program.

Teaching Eligibility

In general, assignment to teach is made according to the following eligibility guidelines:

  • Students who have earned a Master’s Degree in Latin American Studies at Tulane are eligible to teach in their first year as a Doctoral Candidate. All current Latin American Studies MA students intending to apply to the Ph.D. program must enroll in the Pedagogy and Professional Development seminar during the final Spring semester of their MA program.
  • Students who have earned a Master’s Degree in another discipline at Tulane, but whose disciplinary program had a predominant Latin American concentration, are not eligible to teach in their first year as a Doctoral Candidate unless they have taken the Pedagogy and Professional Development seminar in the Spring semester before beginning the Latin American Studies Ph.D. program. Students who are enrolled in a non-Latin American Studies M.A. program at Tulane, but who are considering applying to the Latin American Studies Ph.D. program, should consult with the Graduate Advisor at the Stone Center about enrolling in the Pedagogy and Professional Development seminar in the spring semester before they are hoping to begin the doctoral program.
  • Students who have earn a Master’s Degree at another university are eligible to teach only after completing two semesters in the Latin American Studies Doctoral Program and completing the Pedagogy and Professional Development seminar.

Please note that teaching for the Center is neither an obligation nor a right of admission to the program. Doctoral Students may not actually be given a teaching assignment immediately upon becoming eligible. Teaching assignments may vary in timing from one student to the next depending on a number of factors. Such factors include the student’s familiarity and comfort with the University environment and with the Latin American Studies program, section availability compared to the total pool of TA-eligible doctoral students, and the Graduate Advisor’s evaluation of a doctoral student’s readiness to teach at a particular moment in the student’s professional development. While the Center hopes and expects that its doctoral students will teach, we recognize that for certain students teaching may be neither appropriate nor advisable for a variety of reasons. Such determinations will be made through consultation with such students and with the best interests of the student and the overall Latin American Studies program in mind. Although every effort will be made to assign course sections with consideration for the TA’s own scheduling preferences and his or her own academic course schedule, TA’s are expected to be able to teach any section offered by the Stone Center.


The Stone Center’s Undergraduate Advisor maintains a file of syllabi used for the introductory Latin American Studies courses and works with our instructors to develop a syllabus adapted to their strengths and teaching styles. The syllabus is discussed in detail at regular TA meetings and training sessions, and is a central part of the Pedagogy and Professional Development seminar that all Ph.D. students are required to take.


Instructors are required to give mid-term and final examinations, but more frequent evaluation is extremely useful both for the instructor and the student. The university requires that a final examination be given at the time and in the place prescribed in the class schedule. Medical excuses must be presented within 24 hours after a final examination. At the end of classes for the semester the Registrar will send each instructor a notice of the final date to submit grades for classes.


Every Tulane course enrolling over five students must be evaluated by students at the end of the semester. This is an official University evaluation, which is coordinated by the Registrar’s Office and is administered online. Teaching Assistants should set aside a class period at the end of each semester of teaching, encourage students to bring their laptops to class, and have them complete the evaluation online in the classroom. The Undergraduate Advisor will review the evaluations and may use them as a basis for meeting with the Teaching Assistant and discussing areas of improvement.

Student Violations of Honor Code

The honor code is administered by Honor Boards and the Student Academic Judiciary Committee, both composed of students and faculty. The Honor Boards convene to hear cases when a violation of the Honor Code is alleged. The board considers the evidence, determines guilt or innocence, and recommends penalties.

The Honor Code states that in all work submitted for academic credit students are expected to represent themselves honestly. The presence of a student’s name on any work submitted in completion of an academic assignment is considered to be an assurance that the work and ideas are the result of the student’s own intellectual effort, stated in her or his own words and produced independently, unless clear and explicit acknowledgement of the sources for the work and ideas is included. This principle applies to papers, tests, homework assignments, artistic productions, laboratory reports, computer programs and other assignments. Students are expected to report to the instructor or associate dean any observed violations of the Honor Code. A copy of the complete Honor Code is available online or may be obtained form the office of the Dean of Liberal Arts.




All Events

Upcoming Events

Africana Studies Brown Bag Lecture with Prof. Dan Sharp

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Naná Vasconcelos: Afro-Brazilian Percussion in Paris and New York City

Dan Sharp is currently conducting research for a book that revolves around the 1980 album Saudades by Afro-Brazilian Naná Vasconcelos. The book will situate Naná‘s reimagining of percussion and voice in the context of his itinerant life in New York, Europe and Brazil in the 1970s and 1980s. Snacks provided!

New Worlds, Indigenous Technologies and European Cabinets of Curiosities

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“New Worlds, Indigenous Technologies and European Cabinets of Curiosities”
Lecture by Dr. Surekha Davies

In the early modern period, European perceptions of distant peoples shifted from curiosity and admiration to a growing conviction that Europe resided at the top of a cultural, technological, and racial hierarchy. Making knowledge about both humans and the natural world became increasingly visual pursuits. This paper explores descriptive methods and classificatory schemes for overseas artifacts through the close reading of inventories and catalogs of early modern curiosity cabinets. It argues that these texts were material and discursive objects that helped to constitute cultural hierarchy through typologies of objects. The processes of inventorying human variety also shaped European identities in relation to both classical antiquity and to the material antiquities of new worlds.

Dr. Surekha Davies is Assistant Professor of History at Western Connecticut State University. She writes on cultural encounters, visual and material culture, cartography, monster theory, collecting, and the history of mentalities. Her first book, Renaissance Ethnography and the Invention of the Human: New Worlds, Maps and Monsters (Cambridge University Press, 2016), won the 2016 Roland H. Bainton Prize in History from the Sixteenth Century Society & Conference, and the 2016 Morris D. Forkosch Prize from the Journal for the History of Ideas. Dr. Davies is currently working on a new book project, Collecting Artifacts in the Age of Empire, and is a Mellon longterm fellow at the Folger Shakespeare Library for 2017-18.

Why Marronage Still Matters: Lecture with Dr. Neil Roberts

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What is the opposite of freedom? Dr. Neil Roberts answers this question with definitive force: slavery, and from there he unveils powerful new insights on the human condition as it has been understood between these poles. Crucial to his investigation is the concept ofmarronage—a form of slave escape that was an important aspect of Caribbean and Latin American slave systems. Roberts examines the liminal and transitional space of slave escape to develop a theory of freedom as marronage, which contends that freedom is fundamentally located within this space.In this lecture, Roberts will explore how what he calls the “post-Western” concept and practice of marronage—of flight—bears on our world today.

This event is sponsored by the Kathryn B. Gore Chair in French Studies, Department of French and Italian.
For more information contact Ryan Joyce at or Fayçal Falaky at

Newcomb Art Museum to host María José de la Macorra and Eric Peréz for Gallery Talk

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Join us at the Newcomb Art Museum in welcoming Mexican artists María José de la Macorra and Eric Peréz for a noontime gallery talk as they discuss the current exhibition Clay in Transit: Contemporary Mexican Ceramics (which features works by María José de la Macorra) and the focus and process of their work. The talk is free and open to the public.

The Newcomb Art Museum is featuring two ceramic exhibitions entitled 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.

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

Bate Papo! Practice your Portuguese and enjoy some Brazilian treats: kibe

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Bate Papo! Try a bit of Brazil’s Middle Eastern flavor with these kibe treats. This event is sponsored by TULASO and the Stone Center for Latin American Studies. Admission is free. All levels welcome. For more information, please contact Megwen at

Loyola University to host talk by Ward Churchill on Indigenism in North America

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Loyola University is excited to welcome acclaimed activist-intellectual Ward Churchill, author of the new book Wielding Words like Weapons: Selected Essays in Indigenism, 1995–2005 and 30 Year Anniversary edition of Pacifism as Pathology: Reflections on the Role of Armed Struggle in North America.

Ward will give an explanation of indigenism, moving from there to the concepts of the Fourth World and the three-legged stool of classic, internal, and settler-state colonialism. He will discuss historical and ongoing genocide of North America’s native peoples and the systematic distortion of the political and legal history of U.S.-Indian relations.

A prolific American Indian scholar/activist, Ward Churchill is a founding member of the Rainbow Council of Elders, and longtime member of the leadership council of the American Indian Movement of Colorado. In addition to his numerous works on indigenous history, he has written extensively on U.S. foreign policy and the repression of political dissent, including the FBI’s COINTELPRO operations against the Black Panther Party and the American Indian Movement. Five of his more than 20 books have received human rights awards.

Please contact Nathan Henne ( for additional information.

Sponsored by
The Loyola Latin American Studies Program
The Office of Diversity and Inclusion at Loyola
The Department of Language and Cultures
The Department of English