Roger Thayer Stone Center For Latin American Studies

Tulane University

Latin American Resource Center

Summer 2017
Somos Nós: Brazil on the Move
June 20 – 23, 2017
University of Georgia, Athens, GA

The Stone Center for Latin American Studies, along with Vanderbilt University and the University of Georgia, will sponsor the fourth annual workshop on the culture and language of Brazil. Educators of any discipline and grade-level are welcome to apply to attend this 5-day institute. Throughout the week, participants will work to develop interdisciplinary curricula, which they can bring back to their schools to teach and share with colleagues. This year’s workshop will focus on the environment.

Check out these photos from the 2015 workshop held in New Orleans.

Check out LARC’s curriculum on Brazil and Portuguese to get ready for the workshop!

Teaching Cuban Culture & Society: A Summer Educator Institute in Cuba
June 17 – July 1, 2017
Havana, Cuba

THIS YEAR’S PROGRAM WAS A SUCCESS! IF YOU’D LIKE TO LEARN ABOUT THE ITINERARY OR RECOMMENDED TEACHING RESOURCES, PLEASE VISIT THE GOOGLE SITE.

This two-week program provides the unique opportunity to work on developing lesson plans while exploring the sights and sounds of a nation and country that remain obscured behind political rhetoric and misinformation. Recent economic changes on the island have provoked a series of social and cultural transformations that have left Cubans and the entire world wondering what could be next for the island and the Revolution. Don’t miss the chance to witness some of these challenges and triumphs firsthand and get the opportunity to bring your experience back to your students in the classroom.

The Stone Center for Latin American Studies is partnering with Primary Source to offer a unique summer study abroad program for K-12 teachers in Havana, Cuba in 2017. This two-week program provides the unique opportunity to work on developing lesson plans while exploring the sights and sounds of a country that remains obscured behind political rhetoric and misinformation. Recent economic changes on the island have provoked a series of social and cultural transformations that have left Cubans and the entire world wondering what could be next for the island and the revolution. Don’t miss the chance to witness some of these challenges and triumphs firsthand and get the opportunity to bring your experience back to your students in the classroom.

Tulane’s summer program is locally sponsored and supported by the National Union of Writers and Artists. Participants will stay within walking distance of the Malecón, the university, and several cultural venues. In addition to field trips in Havana, there will also be group excursions to the historic cities of Trinidad and Cienfuegos, the Che Guevara monument in Santa Clara, Playa Girón, and Viñales.

Conducted in English by Professor Carolina Caballero, Society and Culture of Cuba will explore current trends and issues in Cuban culture and society through readings, films, and lectures. The program includes a series of talks by prominent Cuban intellectuals and local field trips to important political and cultural sights throughout Havana.

PROGRAM COST: $3,500
The cost will include a shared room and two meals a day, medical insurance, airfare to/from Havana from Tampa, Florida*, airport transportation in Havana to/from residence, OFAC-licensed academic visa, and specialized tours and outings.

*Airfare to/from Tampa, Florida, a one-night hotel stay in Tampa, incidental costs, and extra meals and expenses are not included in the program cost. You are responsible for your own air flight to/from Tampa, FL.

PROGRAM APPLICATION:
Those interested in applying must be a K-12 educator or librarian. There is no Spanish language requirement for this program.

Please note: This program is only open to K-14 educators who are currently teaching, are pre-service teachers or are serving in a school or public library.

PROPOSED ITINERARY – 15 DAYS

Day 1 – U.S./HAVANA, CUBA
Depart from Tampa, FL, Upon arrival, enjoy dinner and a welcome reception followed by an informal walk and people watching on the Malecón.
Day 2 – HAVANA
Havana Vieja Tour with local preservation experts to discuss in depth the history of local landmarks, historical preservation efforts, and future plans. Visit arte corte a barber shop and hair-dressing school in the Santo Angel neighborhood developed to promote skills in the community and support the local economy and meet with local community leaders, students and elderly folks at the community center. Presentation on AfroCuban dance with musical expert Cari Diez; opportunity to interact with the musicians and staff.
Day 3 – HAVANA
Lecture with Professor Alfredo Prieto on Cuba Since the Special Period. Curriculum development workshop. Visit the Cuba Council of Churches to meet local people and participate in a seminar about the organization’s work in the areas of youth, agriculture, social welfare, and international communications.
Day 4 – HAVANA
Walking tour of Calle Obispo in the morning with Professor Rafael Hernández. Meet the instructors and students of La Colmenita, an after-school program that uses song and dance performance as a social development tool.
Day 5 – HAVANA
Presentation by Professor Isabel Rigol on current challenges facing Havana’s effort to preserve its architecture and heritage. Visit to the Escuelas Nacional de Arte and meet with students and faculty. Evening walk and visit to the Cañonazo at the Morro.
Day 6 – VINALES
Day trip to the UNESCO World Heritage site, Viñales for landscape and village exploration. Explore the mountainous magotes and visit and meet local tobacco farmers working in their fields and storehouses. At the Casa del Veguero we’ll have an introduction to tobacco farming and tobacco production. Visit with locals in the town of Viñales; lunch will be a community event shared with local families, followed by a visit to a children’s art center.
Day 7 – ALAMAR
Visit to an Organipónico (urban agrarian farm) in Alamar to explore sustainable farming in Cuba and learn about Cuban cuisine from local gardeners and Noel Pina, the manager of the garden. After lunch explore the community project Muraleando, where local artists have been changing a downtrodden neighborhood into a living work of art.
Day 8 – HAVANA/JAIMANITAS
Visit to Cementerio Colón and interact with the dozens of pilgrims who line up daily at the tomb of Amelia Goyri, said to grant miracles. Continue on to the Plaza de la Revolución. Lunch and afternoon visit to workshop of ceramic artist, José Fuster, who has turned his neighborhood into a unique, whimsical work of public art. Curriculum development in the evening.
Day 9 – SANTA CLARA, TRINIDAD
Travel to Trinidad via Santa Clara, a town founded by 175 people on July 15, 1689. It is the site of the last battle in the Cuban Revolution in 1958. Visit to the Che Mausoleum in Santa Clara. Also visit the historic sugar plantation of Manaca Iznaga before arriving in Trinidad.
Day 10 – TRINIDAD
Explore this UNESCO World Heritage site, founded on December 23, 1514 by Diego Velázquez de Cuellar. Trinidad was a central piece of Cuba’s sugar-based economy. Guided city tour with the city historian. Visit the Trinidad library to learn about the importance of libraries and debate questions of intellectual freedom with the staff. Meet with local entrepreneur David Alamar, owner of a private paladar (Davimart) to discuss cuentaproprismo in Cuba.
Day 11 – CIENFUEGOS
We will head to Cienfuegos, a town known for its architectural beauty which reveals its French colonial roots. Visit the Beny More School of Art that trains students in the visual and musical arts and is one of the top ten middle-level art schools in Cuba.
Day 12 – HAVANA
We will hear from children’s book author Olga Marta Pérez about the children’s/ youth Literacy Scene in Cuba today. In the afternoon, we will visit the Cuban Collection of the Museo Nacional de Bellas Artes accompanied by a curator.
Day 13 – PLAYA GIRON (Site of Bay of Pigs), Ciénega de Zapata, Playa Larga
Day excursion to the historic site of the Bay of Pigs, one of the landing sites for the 1961 US-backed invasion. Visit the Finca Fiesta Campesina farm, the Playa Girón museum, the Parque Ciénaga de Zapata, the Laguna del Tesoro, and the Taino Indian village.
Day 14 – HAVANA
Wrap-up curriculum workshop followed by a free afternoon ending in a celebratory dinner.
Day 15 – HAVANA/U.S.
Morning departure for the U.S.

View photos of the Summer 2015 and 2016 institute.

Check out the curricula developed by workshop participants.

Summer Institute Funding for Gulf South Teachers

Summer 2016

Teaching Cuban Culture & Society: A Summer Educator Institute in Cuba
Havana, Cuba | June 18 – July 2, 2016

The application deadline has now passed

  • 2016 Application
  • 15 days exploring the country and developing lesson plans for your classroom!
  • Program Cost is $3,900.00

This two-week program provides the unique opportunity to work on developing lesson plans while exploring the sights and sounds of a nation and country that remain obscured behind political rhetoric and misinformation. Recent economic changes on the island have provoked a series of social and cultural transformations that have left Cubans and the entire world wondering what could be next for the island and the Revolution. Don’t miss the chance to witness some of these challenges and triumphs firsthand and get the opportunity to bring your experience back to your students in the classroom.

The Stone Center for Latin American Studies is offering a unique summer study abroad program for K-12 teachers in Havana, Cuba in 2016. This two-week program provides the unique opportunity to work on developing lesson plans while exploring the sights and sounds of a nation and people that remain obscured behind political rhetoric and misinformation. Recent economic changes on the island have provoked a series of social and cultural transformations that have left Cubans and the entire world wondering what could be next for the island and the Revolution. Don’t miss the chance to witness some of these challenges and triumphs firsthand and get the opportunity to bring your experience back to your students in the classroom.

Tulane’s summer program is locally sponsored and supported by the National Union of Writers and Artists. Participants will stay within walking distance of the Malecón, the university, and several cultural venues. In addition to field trips in Havana, there will also be group excursions to the historic cities of Trinidad and Cienfuegos, the Che Guevara monument in Santa Clara, Playa Girón, and Viñales.

Conducted in English by Professor Carolina Caballero, Society and Culture of Cuba will explore current trends and issues in Cuban culture and society through readings, films, and lectures. The program includes a series of talks by prominent Cuban intellectuals and local field trips to important political and cultural sights throughout Havana.

  • If you would like to receive official undergraduate credit, cost is an extra $400. You must note this in your application.

PROGRAM COST:
The cost of the 2016 program is $3900 It will include a shared room and two meals a day, medical insurance, airfare to/from Havana from Tampa, Florida*, airport transportation in Havana to/from residence, OFAC-licensed academic visa, and specialized tours and outings.

*Airfare to/from Tampa, Florida, one-night hotel stay in Tampa, incidental costs, and extra meals and expenses are not included in the program cost. You are responsible for your own air flight to/from Tampa, FL.

PROGRAM APPLICATION:
Those interested in applying must be a K-12 educator or librarian. There is no Spanish language requirement for this program.

Please note: This program is only open to K-12 educators who are currently teaching, are pre-service teachers or are serving in a school or public library.

Complete applications (application form, copy of a sample lesson plan, copy of front page of passport, and two letters of recommendation) and a $500 non-refundable deposit are due by 5:00 p.m. on March 28, 2016. The $500 deposit is deposited upon acceptance into the program and the remaining program fee of $3400 will be due one month before departure (May 20, 2016).

The $500 deposit must be collected by check payable to “Tulane University” and the remaining program fee may be paid by credit card or check. Please note in your application if you are interested in receiving undergraduate Tulane credit ($400 extra).

You will be notified of your admission to the program by April 15th.

PROPOSED ITINERARY – 15 DAYS

  • Day 1 – U.S./HAVANA, CUBA
    Depart from Tampa, FL, Upon arrival, enjoy dinner and a welcome reception followed by an informal walk and people watching on the Malecón.
  • Day 2 – HAVANA
    Havana Vieja Tour with local preservation experts to discuss in depth the history of local landmarks, historical preservation efforts, and future plans. Visit arte corte a barber shop and hair-dressing school in the Santo Angel neighborhood developed to promote skills in the community and support the local economy and meet with local community leaders, students and elderly folks at the community center. Presentation on AfroCuban dance with musical expert Cari Diez; opportunity to interact with the musicians and staff.
  • Day 3 – HAVANA
    Lecture with Professor Alfredo Prieto on Cuba Since the Special Period. Curriculum development workshop. Visit the Cuba Council of Churches to meet local people and participate in a seminar about the organization’s work in the areas of youth, agriculture, social welfare, and international communications.
  • Day 4 – HAVANA
    Walking tour of Calle Obispo in the morning with Professor Rafael Hernández. Meet the instructors and students of La Colmenita, an after-school program that uses song and dance performance as a social development tool.
  • Day 5 – HAVANA
    Presentation by Professor Isabel Rigol on current challenges facing Havana’s effort to preserve its architecture and heritage. Visit to the Escuelas Nacional de Arte and meet with students and faculty. Evening walk and visit to the Cañonazo at the Morro.
  • Day 6 – VINALES
    Day trip to the UNESCO World Heritage site, Viñales for landscape and village exploration. Explore the mountainous magotes and visit and meet local tobacco farmers working in their fields and storehouses. At the Casa del Veguero we’ll have an introduction to tobacco farming and tobacco production. Visit with locals in the town of Viñales; lunch will be a community event shared with local families, followed by a visit to a children’s art center.
  • Day 7 – ALAMAR
    Visit to an Organipónico (urban agrarian farm) in Alamar to explore sustainable farming in Cuba and learn about Cuban cuisine from local gardeners and Noel Pina, the manager of the garden. After lunch explore the community project Muraleando, where local artists have been changing a downtrodden neighborhood into a living work of art.
  • Day 8 – HAVANA/JAIMANITAS
    Visit to Cementerio Colón and interact with the dozens of pilgrims who line up daily at the tomb of Amelia Goyri, said to grant miracles. Continue on to the Plaza de la Revolución. Lunch and afternoon visit to workshop of ceramic artist, José Fuster, who has turned his neighborhood into a unique, whimsical work of public art. Curriculum development in the evening.
  • Day 9 – SANTA CLARA, TRINIDAD
    Travel to Trinidad via Santa Clara, a town founded by 175 people on July 15, 1689. It is the site of the last battle in the Cuban Revolution in 1958. Visit to the Che Mausoleum in Santa Clara. Also visit the historic sugar plantation of Manaca Iznaga before arriving in Trinidad.
  • Day 10 – TRINIDAD
    Explore this UNESCO World Heritage site, founded on December 23, 1514 by Diego Velázquez de Cuellar. Trinidad was a central piece of Cuba’s sugar-based economy. Guided city tour with the city historian. Visit the Trinidad library to learn about the importance of libraries and debate questions of intellectual freedom with the staff. Meet with local entrepreneur David Alamar, owner of a private paladar (Davimart) to discuss cuentaproprismo in Cuba.
  • Day 11 – CIENFUEGOS
    We will head to Cienfuegos, a town known for its architectural beauty which reveals its French colonial roots. Visit the Beny More School of Art that trains students in the visual and musical arts and is one of the top ten middle-level art schools in Cuba.
  • Day 12 – HAVANA
    We will hear from children’s book author Olga Marta Pérez about the children’s/ youth Literacy Scene in Cuba today. In the afternoon, we will visit the Cuban Collection of the Museo Nacional de Bellas Artes accompanied by a curator.
  • Day 13 – PLAYA GIRON (Site of Bay of Pigs), Ciénega de Zapata, Playa Larga
    Day excursion to the historic site of the Bay of Pigs, one of the landing sites for the 1961 US-backed invasion. Visit the Finca Fiesta Campesina farm, the Playa Girón museum, the Parque Ciénaga de Zapata, the Laguna del Tesoro, and the Taino Indian village.
  • Day 14 – HAVANA
    Wrap-up curriculum workshop followed by a free afternoon ending in a celebratory dinner.
  • Day 15 – HAVANA/U.S.
    Morning departure for the U.S.

2016 Application

View these photos of the Summer 2015 institute.

Somos Nós: Infusing Brazil into the Classroom
June 12 – 16, 2016

Vanderbilt University, Nashville, TN

Registration Page

LARC, along with Vanderbilt and the University of Georgia, is sponsoring a workshop on Brazilian culture and teaching Portuguese. K-16 educators of any discipline and grade-level are welcome to apply to attend this 5 day institute. Throughout the week, educators will work to develop interdisciplinary curricula, which they can bring back to their schools to teach and share with colleagues.

For more information and to register, visit the registration page. Also, check out these photos from last year’s workshop held in New Orleans.

Registration Costs

Basic Package $120

  • Includes: Food (Breakfast & Lunch), Parking, Materials, Internet

Full Package $250

  • Includes: Food (Breakfast & Lunch), Parking, Materials, Internet, Accommodations (Double Room Occupancy) with Check-in June 12 and Check-out June 16

Deluxe Package $300

  • Includes: Food (Breakfast & Lunch), Parking, Materials, Internet, Accommodations (Single Room Occupancy) with Check-in June 12 and Check-out June 16

Summer 2015

Teaching Cuban Culture and Society: A Summer K-12 Teacher Institute in Cuba
Havana, Cuba | June 20 – July 4, 2015

Visit the event website for more information and a detailed itinerary.

The Stone Center for Latin American Studies is offering a unique summer study abroad program for K-12 teachers in Havana, Cuba in 2015. This two-week program provides the unique opportunity to work on developing lesson plans while exploring the sights and sounds of a nation and people that remain obscured behind political rhetoric and misinformation. Recent economic changes on the island have provoked a series of social and cultural transformations that have left Cubans and the entire world wondering what could be next for the island and the Revolution. Don’t miss the chance to witness some of these challenges and triumphs firsthand and get the opportunity to bring your experience back to your students in the classroom.

Tulane’s summer program is locally sponsored and supported by the National Union of Writers and Artists. Participants will stay in the Asociación Nacional de Agricultores Pequeños (ANAP) residence, which is within walking distance of the Malecón, the university, and several cultural venues. All participants will be enrolled in a Cuban society and culture course (taught in English) which will culminate in the development of classroom lessons by the group for use in the states to bring into your local classroom. In addition to field trips in Havana, there will also be group excursions to the historic cities of Trinidad and Cienfuegos, the Che Guevara monument in Santa Clara, Playa Girón, and Viñales.

Conducted in English by Professor Annie Gibson, Society and Culture of Cuba will explore current trends and issues in Cuban culture and society through readings, films, and lectures. The program includes a series of talks by prominent Cuban intellectuals and local field trips to important political and cultural sights throughout Havana. *If you would like to receive official undergraduate credit, cost is an extra $400. You must note this in your application.

PROGRAM COST:
The cost of the 2015 program is $3,900, which includes a shared room and two meals a day at the ANAP, medical insurance, airfare to/from Havana from Tampa, Florida*, airport transportation in Havana to/from residence, OFAC-licensed academic visa, and specialized tours and outings.

*Airfare to/from Tampa, Florida, one-night hotel stay in Tampa, incidental costs, and extra meals and expenses are not included in the program cost. You are responsible for your own air flight to/from Tampa, FL.

PROGRAM APPLICATION:
Those interested in applying must be a K-12 educator or librarian. There is no Spanish language requirement for this program.

Please note: This program is only open to K-12 educators who are currently teaching, are pre-service teachers or are serving in a school or public library.

Complete applications (application form, copy of a sample lesson plan, copy of front page of passport, and two letters of recommendation) and a $150 non-refundable deposit are due by 5:00 p.m. on March 30, 2015.

You will be notified of your admission to the program by April 10th.

ITINERARY – 15 DAYS

  • Day 1- U.S./HAVANA, CUBA
    Depart from Tampa, FL, Upon arrival, enjoy dinner and a welcome reception followed by an informal walk and people watching on the Malecón.
  • Day 2- HAVANA
    Havana Vieja Tour with local preservation experts to discuss in depth the history of local landmarks, historical preservation efforts, and future plans. Visit Arte Corte- a barber shop and hair-dressing school in the Santo Angel neighborhood developed to promote skills in the community and support the local economy and meet with local community leaders., students and elderly folks at the community center Visit the Callejón de Hamel for rumba music and meet with Centro Habana residents. Presentation on AfroCuban dance with musical expert Cari Diez; opportunity to interact with the musicians and staff.
  • Day 3- HAVANA
    Lecture with Professor Alfredo Prieto on Cuba Since the Special Period. Curriculum development workshop. Visit the Cuba Council of Churches to meet local people and participate in a seminar about the organization’s work in the areas of youth, agriculture, social welfare, and international communications.
  • Day 4- HAVANA
    Walking tour of Calle Obispo in the morning with Professor Rafael Hernández. Meet the instructors and students of La Colmenita, an after-school program that uses song and dance performance as a social development tool.
  • Day 5- HAVANA
    Presentation by Professor Isabel Rigol on “Current Challenges Facing Havana’s Effort to Preserve its Architecture and Heritage.” Visit to the Escuelas Nacional de Arte and meet with students and faculty. Evening walk and visit to the Cañonazo at the Morro.
  • Day 6- VINALES
    Day trip to the UNESCO World Heritage site, Viñales for landscape and village exploration. Explore the mountainous magotes and visit and meet local tobacco farmers working in their fields and storehouses. At the Casa del Veguero we’ll have an introduction to tobacco farming and tobacco production. Visit with locals in the town of Viñales; lunch will be a community event shared with local families, followed by a visit to a children’s art center.
  • Day 7- ALAMAR
    Visit to an Organopónico (urban agrarian farm) in Alamar to explore sustainable farming in Cuba and learn about Cuban cuisine from local gardeners and Noel Pina, the manager of the garden. After lunch explore the community project Muraleando, where local artists have been changing a downtrodden neighborhood into a living work of art.
  • Day 8- HAVANA/JAIMANITAS
    Visit to Cementerio Colón and interact with the dozens of pilgrims who line up daily at the tomb of Amelia Goyri, said to grant miracles. Continue on to the Plaza de la Revolución. Lunch and afternoon visit to workshop of ceramic artist, José Fuster, who has turned his neighborhood into a unique, whimsical work of public art. Curriculum development in the evening.
  • Day 9- SANTA CLARA, TRINIDAD
    Travel to Trinidad via Santa Clara, a town founded by 175 people on July 15, 1689. It is the site of the last battle in the Cuban Revolution in 1958. Visit to the Che Mausoleum in Santa Clara. Also visit the historic sugar plantation of Manaca Iznaga before arriving in Trinidad.
  • Day 10- TRINIDAD
    Explore this UNESCO World Heritage site, founded on December 23, 1514 by Diego Velázquez de Cuéllar. Trinidad was a central piece of Cuba’s sugar-based economy. Guided city tour with the city historian. Visit the Trinidad library to learn about the importance of libraries and debate questions of intellectual freedom with the staff. Meet with local entrepreneur David Alamar, owner of a private paladar (Davimart) to discuss cuentaproprismo in Cuba.
  • Day 11- CIENFUEGOS
    We will head to Cienfuegos, a town known for its architectural beauty which reveals its French colonial roots. Visit the Beny More School of Art that trains students in the visual and musical arts and is one of the top ten middle-level art schools in Cuba.
  • Day 12- HAVANA
    We will hear from children’s book author Olga Marta Pérez about the children’s/ youth Literacy Scene in Cuba today. In the afternoon, we will visit the Cuban Collection of the Museo Nacional de Bellas Artes accompanied by a curator.
  • Day 13- PLAYA GIRON (Site of Bay of Pigs), ciénaga de Zapata, Playa Larga
    Day excursion to the historic site of the Bay of Pigs, one of the landing sites for the 1961 US-backed invasion. Visit the Finca Fiesta Campesina farm, the Playa Girón museum, the Parque Ciénaga de Zapata, the Laguna del Tesoro, and the Taino Indian village.
  • Day 14- HAVANA
    Wrap-up curriculum workshop followed by a free afternoon ending in a celebratory dinner.
  • Day 15- HAVANA/U.S.
    Morning departure for the U.S.

APPLICATION FORM

Somos Nós: Teaching Afro-Brazilian Identity
New Orleans, LA | June 14 – June 18, 2015

Visit the event website for more information and a detailed schedule of events.

The Latin American Resource Center, the Center for Latin American Studies at Vanderbilt University, and the Latin American and Caribbean Studies Institute at the University of Georgia are presenting a K-12 teacher workshop on the Portuguese language and Brazilian Culture. The workshop will take place on the Tulane University Uptown Campus.

K-12 educators of any discipline and grade-level are welcome to apply to attend this 5 day institute. The focus of the institute is on the language, culture, and performance of Brazil. The workshop will include exposure to the Portuguese language, discussions with scholars of Brazilian culture and performance, viewings of Brazilian films, and performances by Brazilian groups. Throughout the week, educators will work to develop interdisciplinary curricula, which they can bring back to their schools to teach and share with colleagues. There is a specialized track to this institute in order to better support participants. There is a Portuguese Language track which consists of intensive morning language sessions for those interested in receiving a crash course in basic Portuguese. This track is open to participants with Spanish language background and little to no Portuguese training. While this track is meeting every morning, sessions for those interested in cultures of Brazil will take place. Please make sure to identify if you would like to be in the language track in your application form.

Registration Information
Participants have the option of registering under three affordable rates:

  • Basic Registration – $50 [includes all materials, parking permit for 5 days, internet access and registration to entire program with no lodging or meals.]
  • Full Registration – $250 [includes all above plus includes lodging (with linens) in a Tulane residence hall 4 nights, with 2 meals a day, and access to Tulane Reilly Fitness Center.]
  • Deluxe Registration – $300 [includes everything above plus guarantees a single room in the residence hall.]

The 2015 Summer K-12 Teacher Institute, Somos Nós: Teaching Afro-Brazilian Identity is a 20-hour program designed for K-12 teachers, librarians, or administrative staff. K-12 educators will benefit from this timely, interactive program on one of the world’s strongest and most influential economies in the world, Brazil. The program is sponsored by Tulane University, the University of Georgia, and Vanderbilt University through a U.S. Department of Education Title VI National Resource Center grant.

SUMMER 2013

Summer K-12 Teacher Institute in Athens, GA
Exploring Brazil: A Window into the Language & Culture of a Country on the Rise
June 9-13, 2013

The University of Georgia, Tulane University, and Vanderbilt University will collaborate to offer a Summer Institute on Brazilian Culture and Portuguese Language. K-12 educators of any discipline and grade-level are welcome to apply to attend this 4 day institute. The goal of this institute is to encourage and promote the teaching of Portuguese and the culture of Brazil through film, literature, service learning, and technology in any K-12 classroom. The institute will focus on the language, history, and geography of Brazil. Sessions will include Portuguese language instruction and participants will explore the culture, history, and geography of Brazil. Film screenings and other presentations will be incorporated into the institute to highlight contemporary and engaging cultural content for the K-12 classroom. During the week, educators will work in teams to develop interdisciplinary units that address applicable state learning standards, which they will bring back to their schools to teach and share with colleagues. Educators may receive a certificate of completion for 20 hours of professional development if desired.

Sponsored in part through a Portuguese Flagship Program at the University of Georgia and through a Title VI U.S. Department of Education National Resource Center grant on Latin America awarded to Tulane University’s Stone Center for Latin American Studies and Vanderbilt University’s Center for Latin American Studies.

For information on the itinerary, resources used during the institute, and resources for the classroom please visit the institute website.

SUMMER 2012

Summer K-12 Teacher Institute in Guatemala
Signs of Change: A Glimpse of Past and Present Cultural Landscapes of Guatemala
July 25 – August 3, 2012

Explore and learn about the diversity of Guatemala through the Tulane Summer Teacher Institute on the Maya. Tulane University invites you to travel to Guatemala to meet with artisan cooperatives and affiliated grassroots NGOs. Participants will travel to the colonial town of Antigua. In learning about Guatemalan culture, language, and history, teachers will visit a traditional highland market in Chichicastenango, explore the coffee farms of Finca La Azotea, hike around ancient Maya ruins of Tikal and relax around Lake Atitlán. Participants will experience a Kaqchikel Maya language class with Tulane’s annual summer intensive language course. They will also make a visit to a local school to meet with students and their teachers to learn more about identity in the indigenous community. Participants will gain the experience and learning necessary to teach about the Maya in their own classroom. This institute is designed to engage educators in the culture, language, and geography of the Maya through travel and curriculum development. All participants will bring home valuable resources to incorporate into their own curriculum project at the end of the trip.

For more information on resources used during the program, and other information please visit the institute website. Or view the itinerary here.

To see the Curricula developed from the institute please click here.

SUMMER 2011

Summer K-12 Teacher Institute in Jackson, MS
Through the Lens: Teaching about Latin America through Film
June 5 – June 10, 2011

The Latin American Resource Center and Vanderbilt’s Center for Latin American Studies will collaborate to offer a week-long institute on Latin America for high school teachers. The institute will be held on the campus of Millsaps College in Jackson, Mississippi. Teachers will study different aspects of Latin America through feature films and documentaries with specialized faculty from Tulane, Vanderbilt, and Millsaps. Enriching their knowledge of Latin America, teaches will develop curricula for increased coverage of Latin America in their school. Housing & per diem allowance for food as well as CEUs will be provided.

Learn more about the films screened at the institute and resources developed from the institute by clicking here.

SUMMER 2010

Summer K-12 Teacher Institute in New Orleans, LA
History, Tradition, and Economics of Carnival Culture
June 30 – July 2, 2010

The Latin American Resource Center presents a Summer Teacher Institute on Carnival. This institute will introduce participants to the tradition of carnival as celebrated throughout the Americas. Carnival is a festival traditionally held in Roman Catholic and Eastern Orthodox societies. The Brazilian Carnival is one of the best-known celebrations today, but many cities and regions worldwide celebrate with large, popular, and days-long events. This institute will explore a few key celebrations throughout the Americas such as in Brazil, Haiti, Cuba, and finally the famous Mardi Gras celebration dated back to French and Spanish colonial times here in New Orleans, LA. Aspects of carnival discussed in this institute will highlight the history, different traditions across countries as well as the economic impact of this celebration on the country. Teaching resources will be provided.

SUMMER 2009

Performance in Latin America: Exploring African Diaspora in the Americas
July 8-11, 2009
9:00 am – 5:00 pm
Greenleaf Conference Room, 100A Jones Hall
Tulane University

The Stone Center for Latin American Studies is proud to offer a summer workshop on performance in Latin America which will coincide with Tulane University’s New Orleans Dance Festival. This workshop will explore the African Diaspora in Latin America through performance as a means of cultural understanding and interpretation. The objective of the institute is for participants to increase their knowledge of the diversity of Latin America by exploring African Diaspora in Latin America. Teachers will act as participants and participant-observers as they learn about African culture in Latin America. Presenters will help teachers develop the skills necessary to work with their own local musicians and performers as cultural ambassadors in the classroom. They will also gain a greater understanding for the history, geography, and culture of Latin America. Teachers will develop lesson plans to be used in their classroom as well as collect and learn about additional resources from Title VI National Resource Centers. Dance from Latin America will be at the center of our discussion as we explore methods of integrating the arts into all disciplines.

Teachers of all disciplines will find this workshop particularly beneficial as a way to incorporate the richness of their local community into the classroom. Participation in this institute is free. In addition participants will receive a $500.00 stipend. Space is limited to 12 teachers. Deadline to apply is May 22.

For more information on our institute please read the Final Report or consult the curriculum which resulted from the summer workshop.

SUMMER 2008

Performance in Latin America: Retracing African Culture
July 10-12, 2008
9:00 am – 5:00 pm
Greenleaf Conference Room, 100A Jones Hall Tulane University

The Stone Center for Latin American Studies is proud to offer a summer workshop on performance in Latin America which will coincide with Tulane University’s New Orleans Dance Festival. This workshop will explore the African Diaspora in Latin America through performance as a means of cultural understanding and interpretation. Teachers will act as participants and participant-observers as they learn about African culture in Latin America. Presenters will help teachers develop the skills necessary to work with their own local musicians and performers as cultural ambassadors in the classroom. Teachers of Music, dance, Spanish and history will find this workshop particularly beneficial as a way to incorporate the richness of their local community into the classroom.

Read about this year’s institute or check out the the curricululm on performance and the African Diaspora in Latin America.

SUMMER 2007

Border Crossing: A Look at Migration in Latin America through Music and Film
July 12 – 15, 2007
Tulane University

This year’s summer institute offers a glimpse into the migration of people within Latin America through music and film. Musicians, scholars, and filmmakers will lead hands-on workshops which will explore the many issues behind migration. K-12 teachers from any discipline will follow the migration of communities and their music throughout Latin America tracing it through Africa, Haiti, Peru, Cuba, and eventually to New Orleans. Participants will also learn the importance of using film in a classroom discussion on immigration and migration movements. Resources, cultural packets, and curriculum packets are supplied as part of the institute. Designed to fit National and State standards.

Workshop Presenters:

  • Dr. Javier Leon, Music and Dance, Tulane University
  • Denise Woltering, LARC, Stone Center
  • Johnnie Scovel, New York musician and professor of Haitian/Cuban rhythms
  • Michael Skinkus, musician
  • John Sheedy, filmmaker

SUMMER 2005

Summer Institute on Performance in Latin America
June 16-18, 2005
Tulane University

This workshop will use performance and participant-observation as a means of fostering multicultural understanding, appreciation and interpretation in the classroom. Teachers will work with artist and scholars of understudied and underrepresented traditions in order to learn how active engagement with live performance can serve as an entry point to discussions on language, race, and cultural heritage. Our special guest will be the Afroperuvian music and dance troupe Teatro del Milenio whose performance we will use as a case study for modeling these integration strategies. At the same time, presenters will work with teacher practitioners on how to develop partnerships with local musicians and other performing artists so that the performative richness of one’s own community can be brought into the classroom. This workshop will be beneficial to dance, history, language, music and social studies teachers as well as teachers in other disciplines who are interested in incorporating an arts in education component to their curricula.

Co-sponsored by University of Florida Center for Latin American Studies, Florida International University Latin American and Caribbean Center, and University of Texas at Austin Latin American Studies Institute.

Presenters will include:

  • Teatro del Milenio from Lima, Peru
  • Graciela Barreto, Music Instructor, International School of Louisiana
  • Javier León, Ph.D., Assistant Professor, Tulane University, Department of Music.
  • Ramón Versage, Wooldridge Elementary School, Austin Independent School District
  • Diana F. Green, M.F.A., Arts In Education, Program Manager, Alabama State Council on the Arts

Session Overview:

Introduction to Institute, Presenters and Collaborators – Title VI Collaborators
During hour-long welcoming session participants and organizers will meet and share their experiences as teachers, artist and arts integrators. Educational outreach coordinators from University of Florida, Florida International University, University of Texas at Austin, and Tulane University will briefly discuss their Title VI Centers and the role each center plays in promoting the study of Latin America at K12 institutions.

INSIDE PERSCEPTIVES: Practical Applications of Addressing Culture Through Performance: A Case Study- Ramón Versage
This presentation will examine how the exploration of culture through performance has been put into practice in one classroom based on the author’s experience as a music educator with an ethnomusicologically informed perspective. Utilizing a vast array of performance types and styles, both live, including those of guest performers and of the students themselves and recorded, the classroom has become an environment in which to promote cultural understanding and tolerance and to study musical and extramusical aspects of culture, including musical practice, performance context, historical perspective, and issues of race, class, gender and language. The author’s experiences will serve as a basis to discuss how he has implemented this approach to performance and culture and to offer suggestions as to how teachers might develop these practices in their own classrooms.

INSIDE PERSCEPTIVES: Teaching as Art, and Art as Teaching – Graciela Barreto
To say that art can break cultural barriers can sound redundant, trite words; in reality, facts can demonstrate that indeed the miracle, this utopia, of breaking down cultural divisions, is possible. Education can help obtain them. A teacher, as in my case, centered in the daily work of teaching art, plants the seeds for creating a better world. Human beings that will have the capacity to recognize others as sisters an brothers and will recognize that we must respect the cultural, linguistic and religious traditions of others. This, then constitutes the true importance of this marvelous combination of education as art and art as education. A method to see the product of teaching in a context that makes possible that students of diverse backgrounds, can integrate themselves, and live in what we could call a “team“, the marvelous experience of the artistic creation.

Latin American Music and Performance: Using Latin American Socio-Cultural Content in an Arts in Education Curriculum – Javier Leon
Latin American music and performance often includes a tale of cultural and societial content which given the proper background, can translate into a meaningful and memorable classroom experience for the students. This workshop session will attempt to instruct participates on how to properly develop a presentation/unit outline when introducing content rich performance into the classroom. Participants will begin to work with their own performance groups to develop an outline that properly does justice to the artist performance.

Performance: Doorway to a Passion for Learning – Diana Green
Arts integration will be defined, explored and developed into written curriculum by applying opportunities presented through collaborations with Latin American performing artists and classroom teachers. Through the use of concept based curriculum design, which gives equal and significant attention to art and non-art subjects, artists and teachers will form partnerships that extend possibilities both for learning in the classroom and for creating performances. Artists and teachers discover greater passion for their professions. Students, as artists, gain ownership of their education and acquire a passion for learning.

Presenter Bios:

  • Natalie Arsenault is Outreach Coordinator at the Teresa Lozano Long Institute of Latin American Studies at the University of Texas at Austin. She holds an M.A. in Latin American Studies from the University of Florida, where she focused on Brazilian Literature. She has worked extensively on Latin American content-based activities with educators at all levels, including pre-service teachers, in-service teachers, and district-level curriculum coordinators throughout Texas and beyond. Her current projects include a series of curriculum units co-authored by Hemispheres, the international area studies outreach consortium at UT.
  • Graciela Barreto is the elementary music teacher for the International School of Louisiana, a Spanish and French immersion school in New Orleans. Graciela has a masters degree in music teaching from St. Petersburg University in Russia.
  • Diana F. Green received her B.A. and M.F.A. in dance from the University of California at Irvine. Her training included diverse styles in classical ballet, modern and jazz with a concentration in choreography and pedagogy. She is co-chair of the education committee for the Alabama Dance Council and has served on the Alabama Research for Arts Education Committee for the Alabama State Board of Education. Diana is currently designing an arts education initiative for the state of Alabama.
  • Brian Knighten is the Manager of Educational and Community Programs for the Stone Center for Latin American Studies at Tulane. Brian is also the World Music Director for WTUL New Orleans 91.5 FM and can be heard each Wednesday night, from 8-10pm.
  • Javier Leon is an Assistant Professor of Ethnomusicology in the Newcomb Department of Music. His area of focus is Afroperuvian Musicology, though he currently teaches courses on world music and Latin American music and identity.
  • Ramón Versage an elementary music teacher at Wooldridge Elementary School in the Austin Independent School District. He has a Bachelor of Music in music education from State University of New York College at Potsdam and a Master of Music in ethnomusicology from the University of Texas at Austin.
  • Charmille Walters is the Program Coordinator for the Intercultural Dance and Music Institute (INDAMI) and is also a teacher with Arts for Learning/Miami, currently working with grades 6-8 during an after school program.

SUMMER 2004

Brazilian Music and Dance Summer Institute
May 17-22, 2004
University of Florida

This summer, the Stone Center for Latin American Studies, University of Texas-Austin and the University of Florida, will offer a Brazilian Music Institute, May 17-22, 2004. The institute will provide unique opportunities for student and community artists, as well as choral teachers, to learn about Brazilian music and culture through a series of performance classes, lectures and workshops with experts in the field of Brazilian music. The week long institute features informative lectures on Brazilian music and its history, workshops focusing on vocal and guitar repertoire/technique, rehearsals, and performance showcases exploring the rich and diverse cultural/artistic traditions of Brazil. Additionally, on Saturday May 22, we will offer a workshop in Brazilian vocal and choral literature designed for choral instructors (appropriate for middle school, high school and community college). University of Florida CEUs (Continuing Education Units) will be available.

Participating Faculty Artists and Scholars

  • Gerard Béhague, University of Texas (Music History)
  • Larry Crook, University of Florida (Music History)
  • Christopher Dunn, Tulane University (Spanish and Portuguese)
  • Will Kesling, University of Florida (Choral)
  • José Rasteli, São Paulo, Brazil (Guitar)
  • Welson Tremura, University of Florida (Guitar and Voice)

In-service for teachers will include:

  • Workshops (hands-on) in both music and repertoire;
  • Informative classes in the history of Brazilian culture and its artistic traditions;
  • Sample curriculum guides, and multimedia materials resources information.

Schedule of Events (All activities will be held on the University of Florida campus in Gainesville, Florida)

Daily schedule: Monday through Friday (May 17 – 21)

  • 10:00-11:30 am–Brazilian Guitar technique and repertoire
  • 11:30 am — 12:50 pm–Lectures on Brazilian music
  • 2:00 — 3:30 pm–Brazilian vocal technique and repertoire

Saturday (May 22)

  • 10:00 — 12:00 am–Brazilian Choral Workshop
  • Early afternoon concluding performance with José Rasteli

There will also be several performances at night during the week featuring faculty and students.

Language, Culture, and Content Connections: Mexico and the Zapotec Culture
July 12-22, 2004
Iowa State University

In collaboration with the Center for Latin American and Caribbean Studies (University of Wisconsin, Milwaukee) and National K-12 Foreign Language Resource Center (Iowa State University) this institute will provide PK-12 Spanish teachers with experience developing content-related and culturally-rich thematic units, and will help them develop skills in teaching strategies, curriculum design, technology, and use of information sources on Mexico and the Zapotec culture.

  • Participants: experienced and practicing 1) PK-12 Spanish teachers; 2) methods professors at institutions of higher education who prepare pre-service and in-service teachers; and 3) supervisors of foreign language who provide professional development for teachers in their school or district.
  • Cost: All participants pay a registration fee of $100 upon acceptance that is non-refundable. Materials are provided for all participants. Five full scholarships (that include housing, meals, and transportation from the Des Moines airport) and fifteen partial scholarships are available. See cost breakdown and scholarship application forms at www.educ.iastate.edu/nflrc (and attached).
  • Credits: optional 1 to 3 semester level graduate credits are available at $280/credit hour plus $37 computer fee (subject to change)
  • Institute Leaders: Mari Haas, Options for Language Education, Santa Fe, New Mexico; Ruth Borgman, Columbia University, New York; Julie Kline, Center for Latin American and Caribbean Studies, University of Wisconsin-Milwaukee; and Valerie McGinley Marshall, Stone Center for Latin American Studies, Tulane University, New Orleans

This institute will offer daily Spanish immersion sessions on aspects of Mexican history and culture such as pre-Colombian origins, religion, astronomy, literature, and arts, geography and archaeological sites, and the view of the environment, the conquest and colonization, and Magical Realism in works by contemporary Oaxacan authors and artists that allude to the pre-Colombian roots. Participants will experience Spanish model lessons from existing thematic units that exemplify teaching strategies and learning activities appropriate for language lessons, including pair and small group work, stimulation of higher order cognitive skills, and integration of cultural information. Participants will apply the knowledge and understandings gained by forming pairs or small groups to develop curriculum units that address language, content, and culture, and incorporate national student standards and aspects of the history and culture of Mexico. Teachers will be invited to complete and field-test their units in their own classrooms and to create action research projects to examine more closely the impact of the new materials and strategies on student learning. Informed by the field-testing and action research, teachers will be encouraged to revise and finalize their units for sharing at professional conferences or publication on their school or district’s website.

To apply, use the forms available below or visit the institute website. Application deadline is April 30, 2004. Participants will be notified of their acceptance by mid-May 2004. All institutes will be held on the Iowa State University Campus, Ames, Iowa. Partial and full scholarships are available; to apply for a scholarship use the form on the website.

Printable Description
Scholarship Information
Institute Application

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Forum on Education Abroad Workshop: Health, Safety, Security, and Risk Management

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Forum on Education Abroad Workshop: Health, Safety, Security, and Risk Management
In conjunction with the AAPLAC Conference, Hosted by the Stone Center for Latin American Studies

The Standards of Good Practice workshop, with a focus on Health, Safety, Security and Risk Management (Standard 8) can provide you with the tools you need to do just that. After examining the data available (including The Forum’s Critical Incident Database), workshop participants will consider how this specific Standard works in conjunction with the other Standards to guide programs in developing a solid risk management plan. Participants will practice applying three different approaches to risk management as they discuss actual case studies from the field. This qualifies as a Forum Certification Workshop.

Registration Deadline: February 2, 2018
For registration and more info click here.

29th Annual AAPLAC Conference

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The Association for Academic Programs in Latin America and the Caribbean (AAPLAC) will hold its 29th Annual Conference in New Orleans, Louisiana, February 21-24, 2018, hosted by the Stone Center for Latin American Studies at Tulane University.

AAPLAC is an organization that facilitates and supports study abroad programming among Latin American, Caribbean and US institutions of higher learning and organizations dedicated to the promotion of cross-cultural, academic-based experiences.

This year’s theme, “Study Abroad: Meeting the Challenges of Cultural Engagement,” will include a variety of paper topics:

  • New Orleans after Katrina: The impact of the growing Hispanic population which came to help with rebuilding and has since stayed on
  • Interdisciplinary Institutional Content Assessment: How to best track what students are doing overseas and the benefits for our campuses
  • Global Partnerships through Peer Collaboration: How we can better work with institutions in Latin America and the Caribbean
  • Research Collaborations – U.S.-Latin America: Faculty led/student participation in on-site studies
  • Anglo-Hispanic Challenges: Cross-cultural understanding through experiential learning and study abroad
  • Strategic Partnerships: How we can enhance protocols between our schools in the US and those in Latin America and the Caribbean
  • Strengthening AAPLAC Relationships through Inter-Organization Mentoring: How we can enhance protocols amongst our schools in the US
  • Latina Empowerment: More women on study abroad programs: How we can take advantage of this bond between women of the North and the South
  • Rethinking Mobility: How is the student’s identity compromised/enhanced abroad?
  • Community-Based Partnerships: How students can learn as they engage with local communities in working type environments
  • Crossing Borders: The eternal quest for a global space as students interact with the other
  • Global Xenophobia on the Rise of Brexit/Trump? What is our role?
  • Cuba: Future U.S. Relations – Impact on Study Abroad

Our Call for Papers has now closed, but we encourage non-presenters and presenters alike to register for the conference. Any interested faculty, staff, and students from local and international universities, institutions, and study abroad providers are welcome. Registration is now open through February 1st.

A pre-conference workshop from the Forum on Education Abroad is also open to any conference participants. We encourage registration for this “Health, Safety, Security, & Risk Management (Standard 8)” workshop by February 2nd. Click here for registration and more information.

For questions, please contact Laura Wise Person at 862-8629 or lwise1@tulane.edu.

Latin American Graduate Oraganization (LAGO) 2018 Conference

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The Latin American Graduate Organization will be hosting its 2018 Latin American Studies Conference titled Thinking of the Future: Expanding the possible in the Americas (Pensando en el porvenir: Expandiendo lo posible en las Américas) February 23 – 25, 2018, at Tulane University, in New Orleans, Louisiana.

This year, the conference topic is meant to challenge academics and activists to move beyond critiques and recommendations of how to address modern days issues, and instead articulate a vision of and for the future.

The LAGO Conference welcomes all disciplines and all approaches, as long as the project attempts to grapple with the idea of building something better. This is a Latin American Studies Conference, but creative writers, journalists, artists, performers, organizers, lawyers and healthcare providers as well as graduate students and other academics are welcome. Proposals are accepted in Spanish, Portuguese, Haitian Creole, and English.

Please contact lago.tulane@gmail.com with questions. For more information, visit the official conference website.

Lecture: Congresses of Black Culture of the Americas (1977, 1980, 1982)

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Please join us for a work-in-progress talk titled “Congresos de la Cultura Negra de las Américas (1977, 1980, 1982): Contradicciones y resignificaciones en el campo conceptual de las negritudes y su impacto en la creación y la crítica literaria y artística,” by Silvia Valero, 2017-2018 Richard E. Greenleaf Fellow at the Latin American Library. The talk will be in Spanish and all will be invited for refreshments afterwards. Abstracts for the lecture in both Spanish and English below.

Congresos de la Cultura Negra de las Américas (1977, 1980, 1982): contradicciones y resignificaciones en el campo conceptual de las negritudes y su impacto en la creación y la crítica literaria y artística

Los Congresos de la Cultura Negra de las Américas, realizados en 1977 (Colombia), 1980 (Panamá) y 1982 (Brasil), fueron los primeros grandes intentos internacionales en América Latina por reunir académicos, intelectuales y escritores de diferentes lugares del mundo, con el objetivo de reflexionar y debatir acerca del aporte realizado por los pueblos de ascendencia africana a la historia y la cultura. Considerando que los organizadores fueron todos hombres de letras negros, me pregunto si, en el período de influencia de los Congresos, es posible establecer una retórica hegemónica en las letras en torno a conceptos claves como negritud, estéticas negras, afrodiáspora y panafricanismos similar a lo que ocurrió en los últimos 20 años con el movimiento afrodescendiente en América Latina.

Congresses of Black Culture of the Americas (1977, 1980, 1982): Contradictions and Resignifications in the Conceptual Field of Blackness and Its Impact on Creation and Literary and Artistic Criticism

The Congresses of Black Culture of the Americas, held in 1977 (Colombia), 1980 (Panama) and 1982 (Brazil), were the first major international attempts in Latin America to bring together academics, intellectuals and writers from different parts of the world, with the objective of reflecting and debating about the contribution made by people of African descent to history and culture. Considering that the organizers were all Black men of letters, I aim to explore if, in the period of influence of the Congresses, a hegemonic rhetoric was developed around key concepts such as Negritude, Black aesthetics, Pan-Africanisms, and Afro-Diaspora, similar to what occurred in the last 20 years with the Afro-descendant movement in Latin America.

Professor Fridman to present research from his recently published book, Freedom from Work

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Daniel Fridman is an Assistant Professor in the Department of Sociology at University of Texas, Austin. Professor Fridman will present research from his recently published Freedom from Work: Embracing Financial Self-Help in the United States and Argentina (Stanford University Press, 2016). Freedom from Work analyzes how people in the US and Argentina are taught to think about themselves as economic actors today. The author follows groups of fans of financial success best-sellers and associated practices, like seminars, and even a board game. Fridman uses ethnographic methods and in-depth interviews to unpack the core ideas and practices of financial self-help, which exhorts readers to endure a tough self-exploration and self-transformation in order to achieve “financial freedom.”

This talk is in partnership with the Tulane Altman Program. For more information please contact Professor Camilo Leslie at cleslie1@tulane.edu

Exploring Foods of the Columbian Exchange: K-12 Teacher Workshop

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Join us at the Southern Food and Beverage Museum for a fresh perspective on the Columbian Exchange. This workshop will engage educators with hands-on activities to provide a Louisiana perspective on the foods of this exchange. Learn from cultural historians and food experts about the impact the Columbian Exchange had on Louisiana. Participants will gain a unique experience of teaching about this topic through food with an engaging activity coordinated by faculty from Tulane University’s Teacher Certification Program.

The workshop is $10 and includes lunch, curricula, and a certificate of completion. The registration link will be available soon.

Registration is now open!

Sponsored by Tulane University’s Stone Center for Latin American Studies, and the Southern Food and Beverage Museum.