Suggested US semester credit hours: 3 credits Host Institution: Universidad Nacional de Cuyo Course length: Semester Delivery method: Face to face Language of Instruction: Spanish Regional Development Mendoza Universities Program Regional Development is an optional program for IFSA-Butler students studying at Universidad Nacional de Cuyo. All students meet together for the first few weeks of the course (Core Course), then students break-up into sections and focus on one of the following orientations: Economics, Human Rights, Gender or Childhood. The class is awarded 3 U.S. semester credit hours. STUDENT LEARNING OBJECTIVES Theoretical Identify and understand the fundamental concepts of development in a historical and contemporary perspective Analyze the most widespread theoretical perspectives on development issues Evaluate the internal and external conditions of development processes Project the trends of the phenomenon in alternative models of world order Relate development concepts to economic, human rights and gender of Argentina Practical Apply the theoretical concepts to the study of a general concrete case: Argentina (in its regional and global contexts) Apply the theoretical concepts to the study of a specific concrete case: Mendoza (in its national, regional and global contexts) Specific foci Development and human rights in Argentina Development and gender in Argentina Development and economy in Argentina
STRUCTURE AND CONTENTS General conceptual framework Introduction to development concept. The idea of progressive development: what should be understood by move along? The spiritual/the material. The idea of progress and industrialization: from important idea to main idea. Basic concepts. The problem of development in historical perspective: the Industrial Revolution and the concern about the causes and consequences of economic growth. Brief theoretical-conceptual discussion: differences between development and growth. Concept of economic development. Balanced versus unbalanced growth. Exo-directed vs endo-directed development. The historical roots of economic development (and underdevelopment): - W. Rostow's interpretation of development - The interpretation of Dependency Theory - The theory of the Wallerstein World System - The perspective of Dianne Holland (the theory of the earthworm) Measuring development: key indicators Development and culture Development and culture. General concept of culture. Culture and vision of the world. Economic features of a culture. Culture and development models. Cultural hypotheses. Economic development and western capitalism. Cultural values and economic growth. The case of Asia. Comparative exercise: identifying Latin American cultural values using the elements of the previous texts. The perspective of institutional economics. An analysis of the issues of governance and development. Argentina and development The models of Argentine development throughout history: - The model of the generation of the 80 - The crisis of 1929 and the Argentine decline - The model of Peronism (1946-1955) - The Frondizi model - Menem's neoliberal model - The crisis of 2001 - Current situation: 2007 Mendoza and the problem of development. Challenges and opportunities in the national, regional and global contexts. Evaluation methodology Class attendance Class participation Partial practical work Reading control Final monographic work (with teacher support)
Orientation 1: Economy Goals Cognitive goals Appreciate the relative size of the Argentine economy and detect its potentialities. Reflect on the economic asymmetry between the North and South American hemispheres. Interpret the evolution of the main macroeconomic variables during the last 15 years. Interpret the motives that led to the 2001 crisis. Know the profile and perspectives of the current macroeconomic model to adopt a critical position Procedural objectives Exercise expository and dialogic ability through participation in debates and exhibitions. Attitudinal goals Demonstrate responsibility and commitment to different proposed learning activities Contents Class 1 Presentation of the module. Evaluation of the students' previous perception about the current profile and socio-economic situation in Argentina. Discussion of perceptions and points of view. Class 2 General economic characterization of Argentina. Economic regions, comparative advantages and potentialities. Economic structure. International comparison of basic economic indicators. Class 3 Projection and discussion of the documentary "Deuda" by Jorge Lanata. Analysis of the outstanding topics. Class 4 Socioeconomic asymmetry between the northern and southern hemispheres. Analysis of its causes and presentation of scientific hypotheses. Analysis and discussion of its consequences. Class 5 Analysis of the evolution of the main macroeconomic variables during the last 15 years: Inflation, growth, unemployment, poverty and indigence. "Convertibility." The crisis of "Tequila." Causes and consequences of the fall of "Convertibility." The "Corralito" and the devaluation.
Class 6 Sectorial analysis: public accounts, debt and external sector. Class 7 Current socio-economic situation: analysis of public opinion, priority issues and perspectives. Class 8 Analysis of the current economic model implemented in Argentina: profile and perspectives. Class 9 Mendoza: Current Macroeconomic Profile and Perspectives: Gross Geographic Product. Sectorial analysis. Increase. Growth engines. Inflation and unemployment. Relative macroeconomic position. Exports. Main items and destinations. The wine industry: participation, composition, geographical distribution, exports and destinations. Threats, challenges and Macroeconomic perspectives. Orientation 2: Human Rights in Argentina Goals Open a space for critical reflection on the human rights issue as a historical construction. Relate the Argentine historical processes with the theoretical debates and debates about human rights, with special reference to the problem of "violence and exclusion of the other." Analyze journalistic articles, films and bibliography and investigate key issues for the consolidation of human rights in Argentina. Working Methodology The teacher will explain the topics making the general statements of the problem to be addressed. Topic debate from the reading, analysis of films and testimonies. The bibliography cited for each topic is not mandatory, but can be consulted by those who want to expand and deepen knowledge and accompany the theoretical development of the themes. Evaluation Evaluate the participation in class that demonstrates the reflection on the obligatory readings and the final work of those who choose this theme. First axis: Human rights-a historical construction Class 1 Theoretical introduction: Towards a critical notion of human rights. Argentina: History of rights and history of violence. Class 2 Case analysis: The question of "el indio": His condition during the Hispanic colonization. First genocide? Class 3 The question of the Indian at the end of the 19th century: "The conquest of the desert": Second genocide? Arguments and debates. Second axis: Dictatorships and human rights: violation and fight for human rights
Authoritarianism and democracy in Argentine history. Genealogies, convergences and divergences with previous and regional experiences. Class 4 The 60's: authoritarianism, social outbreaks and guerrilla. The impact of the Cuban Revolution. The Triple AAA. Operativo Independencia and the decree of "annihilation." The coup of 1976. Figures of war: war against subversion, Malvinas war. National Security Doctrine, State terrorism. The missing. Class 5 Repression in Mendoza: clandestine detention centers. Social and psychological effects of repression. Third axis: Human rights in democracy (1983-) Class 6 Human rights movements in democracy: Mothers, Grandmothers and Children. Subordination of military power to civil power: The Nunca Más and the theory of the two demons, the Judgment to the Juntas: Genocide or Dirty War? The Laws of impunity, the pardons. Class 7 Film: The Official Story. Analysis Guide Class 8 Recovery of political and democracy rights, and the decline of social rights (Poverty and exclusion) and civil (insecurity). Violence today. Orientation 3: Gender Studies General goals Analyze the link between gender and socio-cultural development. Know the socio-cultural development of women in Latin America. Understand the relationship between feminisms and the process of citizenship of women in Argentina. Twentieth century Specific goals Understand the distinction between sex and gender. Observe the relationship between gender and the possibilities of socio-cultural development of women in Latin America. Question certain capacities linked to the "feminine nature": vocation of service, greater sensitivity, maternity. Identify the process of formation of the first Argentine feminist organizations and their demands. Know the careers and contributions of outstanding women in national history. Reading and interpretation of specific texts.
Working Methodology Theoretical-practical classes. Interpretation and discussion of texts, guided analysis. It will seek to promote dialogue, discussion and participation, through specific resources (text analysis, questions, guided polemics among students) Evaluation Being a Seminar, the evaluation will consist of two instances: a) reading of Texts and registration of participation in classes and b) final exam Thematic contents Unit 1 Women's studies, gender studies. Gender as a category of analysis. The construction Of the female subalternity. Social images, controls and resistances. Unit 2 The condition of women in the colonies. Consolidation of patriarchy in Latin America. Protagonism of women in the Latin American civil wars. The position of women in the Latin American social storyline of the nineteenth century: the role of the state. Legal discrimination: development of sexist codes. The response of women: organization and resistance. Influence of international feminist movements. Unit 3 The emergence of feminism in Argentina. The struggle for social, civil and political rights. Feminism, feminisms. Education, philanthropy and feminism. Political maternalism and maternalists politics. Unit 4 The socialist feminism of Alicia Moreau de Justo. The first demands of citizenship in Argentina in the early twentieth century. Political position of Alicia Moreau in the face of the emergence of Peronism. Participation in the Permanent Assembly for human rights. The liberal feminism of Victoria Ocampo. Sur magazine and its cultural influence. The political position of Victoria Ocampo in the face of the emergence of Peronism. The political participation of Eva Perón. Law 13010 on the right to female suffrage. The entrance to the political intervention of women in Argentina. The formation of the Female Peronist Party. Women and politics after the first Peronism. Law of Quotas. Feminisms after the 60s. Orientation 4: Childhood Goals Know the situation of children in Latin America and in Argentina. Volunteer in some NGOs of the province Integrate academic learning with the service provided to the community. Value community participation as an effective way to solve social problems. Know the mission and work carried out by various entities and NGOs seeking a solution to the problem of childhood.
Activities Students who choose the Learning in Service with Children orientation will attend once a week to do volunteer work, administrative tasks or assistance in the care of children, in the following Institutions of the province: AVOME -Asociación de Voluntarios de Mendoza FEDEM -Federación de Entidades no Gubernamentales de Niñez y Adolescencia de Mendoza Fundación Brazos Abiertos Planning Class 1 - Presentation of material Class 2 - Childhood and adolescence in Latin America and Argentina. Current situation. Class 3 - Rights of children. Legal framework of children and adolescents in Argentina Class 4 - Childhood and education. Child Labor. Class 5 - Childhood and health. Malnutrition. Class 6 - Childhood and violence. Class 7 - Entities and NGOs related to Children. Corporate social responsibility. Class 8 - Children's theater play to be represented in organizations where work has been done with children. Class 9 - Evaluation. In all classes, part of the time will be devoted to sharing and reflecting on the experiences Practice of voluntary service. Evaluation Class participation Oral presentations of assignments Voluntary work The final evaluation will consist of a written work of 5 to 7 pages (Times New Roman 12, with 1,5 spacing) to be delivered to the teacher On the same day the work exhibition will be held in class for 10 minutes accompanied by a Power point of 6 to 8 slides There will be a small discussion and comments at the end of each exhibition by the teacher and the classmates ACADEMIC INTEGRITY Any academic endeavor must be based upon a foundation of honesty and integrity. Students are expected to abide by principles of academic integrity and must be willing to bear individual responsibility for their work while studying abroad. Any academic work (written or otherwise) submitted to fulfill an academic requirement must represent a student s original work. Any act of academic misconduct, such as cheating, fabrication, forgery, plagiarism, or facilitating academic dishonesty, will subject a student to disciplinary action. IFSA-Butler takes academic integrity very seriously. Students must not accept outside assistance without permission from the instructor. Additionally, students must document all sources according to the instructions of the professor. Should your instructor suspect you of plagiarism, cheating, or other forms of academic dishonesty, you may receive a failing grade for the course
and disciplinary action may result. The incident will be reported to the IFSA-Butler resident director as well as your home institution.