Center for Latin American Caribbean Studies Center for Latin American Caribbean Studies
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Center for Latin American Caribbean Studies : Research Interests


  1. Eduardo Bonilla-Silva, Human Rights, Ideology, Latin America, Methodology, Phenotype, Political science, Puerto Rico, Race, Racism
  2. Michaeline A. Crichlow, Globalization, Development Studies, Postcoloniality, Nationalism/citizenship
  3. Susan Denman, Adult, Attitude to Health, Clinical Competence, Dengue, Diagnosis, Disease Outbreaks, Health Promotion, Influenza, Malaria, Patient Care Team, Severe Acute Respiratory Syndrome, Transients and Migrants
  4. Ariel Dorfman, Popular Culture and Globalization
  5. Laurent Dubois, Anthropology, History and Literature of the French Caribbean and the Atlantic World
  6. Fernando R. Fernholz, International Development Policy, Public Finance, Economic Growth and Development, Debt, Program and Project Appraisal, Privatization and Regulation
  7. John D. French, History, Labor, Political science
  8. Esther L. Gabara, Esther Gabara received her PhD from Stanford University in 2001. ...
  9. Gary Gereffi, Agriculture, Asia, Central America, Deindustrialization, Developing Countries, East Asia, Food Supply, Free trade, Globalization, Human capital, Humans, Industrial districts, Industry, Information technology, Knowledge economy, Labor, Latin America, Models, Econometric, Morocco, North America, South Asia, Sustainability, Textile Industry, Transaction costs
  10. Margaret R. Greer, Desire, Gender, Justice, Law, Mirror Neurons, Neurophysiology
  11. Deborah Jakubs, The social history of modern Latin America/Immigration/Social history of ...
  12. Deborah Jenson, French and Haitian Studies; Global Health; "Neurohumanities"
  13. Robin Kirk, Conflict management, Creative writing, Creative writing--Fiction, Creative writing--Juvenile literature, Denial of justice, Human Rights, Human rights advocacy, Human rights and globalization, Human rights movements, Human rights--America, Human rights--History--20th century, Human rights--Northern Ireland, Journalism, Online journalism, Truth commissions
  14. Pedro Lasch, I see my work as a consecutive set of acts ...
  15. J. Lorand Matory, Cultural anthropology of Africa and the African diaspora; African-inspired religions; transnationalism and the dynamism of ethnic identities; Black Ethnic Diversity in the US; the Culture of Higher Education
  16. Gilbert W. Merkx, Education
  17. Walter Mignolo, The constitution and transformation of the modern/colonial world. The de-colonial option as ethical, political and epistemic modes of re-existence. Decolonizing aesthetics and religion to liberate subjectiviy and spirituality
  18. Claudia Milian, Claudia Milian is Associate Professor of Romance Studies and Director ...
  19. Diane M. Nelson, Genocide, Guatemala, Reparations
  20. Jocelyn Olcott, I work on feminist history of modern Mexico. My first ...
  21. Liliana Paredes, Second Language Acquisition, Second Language Instruction, Linguistics, Sociolinguistics, Human Rights, Language and Identity
  22. Marcia Rego, Language and Nationalism, Lusophone Africa, Portuguese Colonialism, Ethnographic Writing, Anthropology of Body, Intercultural Contact
  23. Karen L. Remmer, Latin America, Democratization, Economic Policy and Performance, Military Governance
  24. José María Rodríguez García, Global Iberia/ Oceanic Americas; cosmopolitanism and autochthony; history of lyric ...
  25. Richard Rosa, 19th-21st Centuries Latin American and Caribbean Literatures and Cultures
  26. Peter Sigal, Anthropology, Cross-Cultural Comparison, Gender, Historiography, History, 16th Century, History, 17th Century, History, 18th Century, History, 19th Century, History, 20th Century, Internationality, Language, Latin America, Men's Health, queer theory, Queer Theory, Religion, Sexual Behavior, Sexuality, Social Change, Women's Health
  27. Magda Silva,

    My research focus on Critical Pedagogy, and Intercultural/Iintracultural learning. I apply these two pillars to all teaching material and projects I create as an educator of second language acquisition for the Portuguese Language Program.

    Critical Pedagogy applied to the teaching of a second language allows for a vast array of relevant critical topics. These issues surface at different moments and at different levels of intensity in class and can be carefully addressed as they emerge to help students be as successful as possible while they navigate both cultures with an open-mind and respectful demeanor.The student’s role as an intercultural and intracultural learner is well defined when topics arise that are intrinsically part of one country’s narrative but not innate to the other. The structure of the material  and/or the project I create allow for civil discussion so that participants can obtain full clarification, form opinions,  or perhaps most important, use that information to instigate thought. Participants’ understanding that a careful analysis of cultural characteristics will provide the groundwork for questioning the status quo, is key to this project. It will also instill the passionate nature of intellectual curiosity.

    The most prominent topics of discussion in my research are:

    1. The so-called “first world countries”

    2. White hegemonic power in the relationship of developing vs developed countries

    3. The assumptions that have shaped Brazilian view of America.

    4. Watch for patronizing and colonizing discourse when the players are seen as inferior/superior

    5. The discourse of Western culture and Eastern cultures. Is it possible to step out our own cultural sphere and comprehend “the other” ?

    6. English as a supreme language and dominant culture --- how do we promote an egalitarian conversation?

    7. Social stratification within a nation as well as between nations.

    8. Patriarchal power and male dominated societies

    9. Moral progress in feminism and gender issues in the last decades of the 20th century and beginning of the 21st century.

    10. Subliminal messages, mainstream media and independent media.

    11. Influence of media, the rise of a “culture industry” produced by the internet boom and the fall of TV for Millennials.

    Project ICONE: Language and Culture in Real Time

    I have designed a project specifically for the acquisition of Portuguese in the United States

    and English in Brazil. The key ambition of this project is to create a language/culture situation that is truly intercultural and enables participants (students and instructors) to reflect  on new cultural symbolisms and to reconstruct old ones.  I have created this project based on the concept of Critical Pedagogy which is the foundation of my teaching philosophy.

    The project is implemented through the use of technology. Students in the Duke Portuguese Language Program and students in the Center for English Studies at Universidade Federal do Para (UFPA), Brazil meet via live Skype sessions. I use technology to teach the language and culture of the two countries,  Portuguese and Brazilian culture at Duke University and English and American culture at UFPA.The sessions occur within the Portuguese classes  timeframe at Duke and as an extracurricular course at UFPA. The unique experience of being exposed in live conversation with an outside native speaker, thousands of miles away has produced phenomenal results as can be verified by the fast acquisition of fluency and growth in cultural reflections shown by our students.

    A vast array of relevant critical topics surface as participants become familiar with each other during the project. These critical topics are carefully addressed as they emerge to help students be as successful as possible while they navigate both cultures with an open-mind and respectful demeanor. These topics are included in regular class discussions, so that participants can obtain full clarification, form opinions,  or perhaps most importantly, use that information to instigate thought. Participants’ understanding that a careful analysis of cultural characteristics provides the groundwork for questioning the status quo, is key to this project. It also instills the passionate nature of intellectual curiosity. The topics that inspire critical thinking and challenging discussion vary from dealing with stereotypes, being aware of unilateral thinking, and avoiding a judgemental attitude. Some of the topics cited below (but not limited to) derive from a pedagogical foundation that instigates both their curiosity and their intellect.

    The structure of Project ICONE’s meetings must be simple and straightforward in order to allow students to focus on content and have a positive experience. Conversations start in English for the first 20 minutes and then switch to Portuguese the next 20 minutes. During this part students talk one-on-one. The final 10 minutes are off camera when students and instructors on each end wrap up with comments of that session. We comment on new words they have learned and taught, cultural traits they have shared, and most importantly, compare their ideas of a specific topic before the session and their first reaction on the same idea right after the session. The assessment continues in a take-home exam. Students write a composition describing the experience in-depth, articulating their thoughts, and using their newly acquired language structures. Duke and UFPA meet every Wednesdays and Fridays in the spring semester. I encourage students to extend their meetings outside class. This part is not mandatory, but it maximizes learning and students usually view it as a natural part of the project.

    I have developed a pedagogical material to help students prepare for meetings, use during the actual sessions, the class discussions, and the written assessment. The content of the coursepack is organized into chapters:

    • Chapter 1: Conversational topics with a wide variety of guiding questions to ease the conversations during the actual sessions and to prompt the written assessment

    • Chapter 2: The grammar that is to be explored during the sessions

    • Chapter 3: The take-home written assessment

    • Chapter 4: The project schedule and participants’ Skype address

    The course material and the experience provide the very essence of what a language/culture course should provide:

    • The surprising pleasure of understanding a native speaker

    • The rewarding pleasure of being understood in a foreign language

    • Visible improvement of students  language skills during each session

    • The learning of a foreign culture: the differences, similarities, and the novelties

    • The deconstruction of beliefs, the reconstruction of one’s own opinions, and the construction of a new perception of life

    This project has led both professors and students to develop original research and produce papers and conference presentation. Prof. Walkyria Silva  is writing an analysis of Projeto ICONE entitled “Motivation and Language in Real Life”, I am currently writing an article entitled “Project ICONE: Language and Culture in Real Time” which I presented in the ESL Conference in the University of Winnipeg, Canada in May 2015. Student Dayane Paixao  has presented a paper she wrote on the project in the UFPA Language Conference in April 2015.

    Project ICONE’s great potential as vital linguistic and cultural tool comes from my very specific cultural knowledge of the U.S and Brazil, decades of classroom experience and a drive for innovation and challenge. The project encompasses the work of a language professor, a writer, a coordinator, an administrator for logistics and finances all in one person, but it is worth every effort when the outcome goes from surprising pleasures to life changing ideas.

  28. Irene Silverblatt, Irene Silverblatt researches the cultural dimensions of power. She studies ...
  29. Melissa A. Simmermeyer, Spanish-language pedagogy, second-language instruction and assessment, second-language writing instruction and assessment, Spanish grammar instruction and assessment, 20th-century Latin American literature and culture, language-learning technologies
  30. Orin Starn, Anthropology
  31. Antonio Viego, Latino/a Literatures, Latino/a Studies, Critical Race Studies, and Gender & Sexuality
  32. Joshua Clough, My research currently focuses on the political networks, theoretical dialogs, ...
  33. Aude Dieude, Born in Paris, Aude Dieudé is bilingual in English and ...
  34. Caroline Garriott, Visual Culture, African Diaspora, Race, Politics, the Andes
  35. David Romine, My research currently focuses on Communist authors and intellectuals in ...

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