Conexiones Ecuador

May 24-June 23, 2018

Cuadernito

Preparatory Workbook for Field Experience

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Introduction:

Conexiones students use a Cuaderno, or workbook, as the primary tool to engage with Ecuadorian culture and society. The Cuaderno prompts students to document the dynamic process of learning during their field experience. The Cuaderno is based on ethnographic and other qualitative field methods (what anthropologists and other social scientists use to study a new culture), providing tools for students to better understand and synthesize their experiences in the host country.

While the transformational nature of a study abroad is based on experiential learning within a new environment, developing background knowledge about our host country will deepen our ability to place our experiences in a broader context. The more students know about Ecuador at the beginning of the program, they more they will benefit from the unique opportunities it provides. We are aware that students often do not have very much previous knowledge about Ecuador, or even Latin America in general. Thus, we will use this Cuadernito as a short workbook of preparatory activities that will help you develop a stronger background understanding of the history, geography, economy, politics, and culture of Ecuador.

Please complete the Cuadernito by the start of the program. It is due May 25th at 5pm. Some of the activities should be completed here in this workbook. Other activities can be composed on a computer and posted to your Ecuador blog (see page 1).

***All readings and activities in the Cuadernito will be in English.

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I. Conexiones Blogs

We will use student blogs as a way to submit assignments, reflect upon the Field Experience, and synthesize what we are learning during our time in Ecuador. The reasoning behind this is two-fold: 1) there are some activities requiring longer written responses for which students might prefer to type rather than handwrite, and using a word processor will allow ease of composition and revision; 2) online submission will reduce the need to print and physically hand in assignments; and 3) students will feel ownership over the blog and hopefully use it on their own to document their experiences. You may also share your blog with parents or friends who are interested in what you are doing during your time in Ecuador.

Your first assignment is to create your blog.

There are many services that will host your site for free. We recommend WordPress.com or Blogger.com; both are free, easy to set up and post on, and they look good.

Set up your blog with whatever name you choose; once you have your blog set up, send the url to Marygold: marygoldwd@unm.edu. She will link to them through our course website https://conexionesecuador2018.wordpress.com so that the course blogs are easily accessible.

Also, write your blog’s url here:

______________________________________________________________________________

Your first post:

On your first blog post, write something about yourself that you want to share with the group, tell us what you hope to accomplish or experience during your Conexiones-Ecuador experience, and share if there are concerns or things you are nervous about in relation to our travel this summer.

Notes: 1) This blog is public, so only share what you are willing to make public.2) Feel free to use this blog as a place to reflect, share, or describe your experiences even

beyond the formal assignment for the Conexiones classes.3) Use informative titles to your blog posts – we will read and grade your assignments and

we need to be able to find each assignment amongst all the other posts that you make.4) We encourage you to upload images that you take during the program as well.

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II. Map #1: South America

Draw or trace a map of South America including the following features:o The Pacific and the Atlantic Oceanso All countries and capital citieso The Amazon Rivero The Andes Mountains

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III. Map #2: Ecuador

On the map of Ecuador, draw the following features: The Provinces Important cities Geographical regions Important mountains and rivers Where are we going? Trace our trip on the map.

IV. Exploring Music and ArtUse internet searches to explore the music and art of Ecuador, and then answer the following questions:

1) What is the “national genre of music” in Ecuador? Listen to some of this type of music and describe its main characteristics.

2) Julio Jaramillo is one of the most famous singers from Ecuador. Do a google search on him. What kind(s) of music did he sing?

3) Look up Julio Jaramillo on Spotify or You Tube. Listen to his music. Do you enjoy it? Why do you think he is one of the most popular singers of Ecuador?

4) Is there a typical style of Ecuadorian art? What are its features?

5) Search online for Oswaldo Guayasamín, a well-known Ecuadorian artist. How would you describe his art visually and in terms of themes?

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V Preparatory Readings, Research, and Presentation

Throughout the program, we will use the following categories to develop a deeper understanding of the society and culture in Ecuador:

History Geography & Environment Economy Race, Ethnicity, & Indigenous Politics Food & Agriculture

For each category, listed below are required readings and an assignment prompt intended to get you to synthesize the materials and begin developing a broad understanding of Ecuador before we arrive. Short essays can be posted on your personal Ecuador blog.

Many of the required readings come from The Ecuador Reader edited by Carlos De La Torre and Steve Striffler. Please purchase this text or borrow it from the library. This text is on reserve at Zimmerman Library. Additional readings will be posted on our course website: https://conexionesecuador2018.wordpress.com

Students will also be divided into groups and assigned a category that they will investigate and develop a more sophisticated expertise around. These groups will be responsible for presenting to the class an overview of the topic. Also listed under each category is a set of questions that could help your group direct your presentation. Presentations will be held on May 25th in Quito, and will be 15 minutes each. We may NOT have access to an overhead projector, but you will be informed of this well in advance of the presentation date.

Group Assignment ____________________________________________________________________

Other Members of your group, with email addresses

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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History Moates, A. Shiloh and B.C. Campbell. 2006. “Incursion, Fragmentation and Tradition:

Historical Ecology of Andean Cotacachi” in Robert Rhoades (ed) Development with Identity: community, Culture and Sustainability in the Andes. Cambridge, MA: CABI Publishing. 27-45.

Solomon, Frank. 2008. “Ancestors, Grave Robbers, and the Possible Antecedents of Cañari ‘Inca-ism’”, in Carlos de la Torre and Steve Striffler (eds) The Ecuador Reader: History, Culture, Politics. Durham, Duke University Press. 27-39.

Assignment: Sketch or map out a timeline of Ecuador’s important social-ecological history. Beginning in the pre-colonial period, what are the important events or changes that affected social and ecological life in the area that is now Ecuador?

Group presentation: What is the important history that each of us should know about Ecuador?

Notes on History of Ecuador

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Use this page for your timeline

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Geography and Environment Ofrias, Lindsay. 2017. “Ecuadorians Won’t Back Down in Fighting Chevron-Texaco

Over Amazon Oil Disaster”. Upside Down World, November 1. Url: http://upsidedownworld.org/archives/ecuador/ecuadoreans-wont-back-fighting-chevron-texaco-amazon-oil-disaster/

Ospina, Pablo. 2008. “The Galápagos: Environmental Pressures and Social Opportunities”, in The Ecuador Reader. 297-301.

Rachowiecki, Rob. 2008. “Mountaineering on the Equator: A Historical Perspective”, in The Ecuador Reader. 148-154.

Bates, Diane C. “Deforestation in Ecuador” in The Ecuador Reader. 257-266.

In 500 words: Describe Ecuador’s geography and related environment, and identify opportunities and challenges that this geography and environment presents.

Group presentation: What are the different geographical regions of Ecuador, what are their characteristics and environmental conditions, and what are the distinctive geographical features in each region?

Notes on Geography and Environment of Ecuador

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Economy Jokisch, Brad D. and David Kyle. 2008. “Ecuadorian International Migration” in The

Ecuador Reader. 350-358. Riofrancos, Thea. 2017. “Ecuador: Digging Free of Poverty” Upside Down World

September 27. Url; http://upsidedownworld.org/archives/ecuador/ecuador-digging-free-poverty/

Weismantel, Mary J. 2008. “Cities of Women” in The Ecuador Reader. 359-370. Colloredo-Mansfeld, Rudi. 2008. “Globalization from Below and the Political Turn

Among Otavalo’s Merchant Artisans” in The Ecuador Reader. 377-384.

In 500 words: How does globalization shape the economy of Ecuador?

Group presentation: Provide an overview of the economy of Ecuador. How do people there make a living? What are its primary products and exports? Present any important economic history as well.

Notes on Economy of Ecuador

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Race, Ethnicity & Indigenous Politics Franklin, Albert B. “Portrait of a People” in The Ecuador Reader. 159-162. Zimmerer, Karl. 2012. “The Indigenous Andean Concept of Kawsay, the Politics of

Knowledge and Development, and the Borderlands of Environmental Sustainability in Latin America”. Proceedings of the Modern Language Association of America 127(3): 600-606.

Jameson, Kenneth P. “The Indigenous Movement in Ecuador: The Struggle for a Plurinational State”. Latin American Perspectives 176(38-1): 63-73.

Whitten, Norman E., Jr. 2008 “Emerald Freedom: ‘With Pride in the Face of the Sun’” in The Ecuador Reader. 302-320.

Rahier, Jean Muteba. 2008. “National Identity and the First Black Miss Ecuador (1990-1995)” in The Ecuador Reader. 341-349.

In 500 words: Describe the role of race/ethnicity in Ecuadorian national identity, and how it is changing in recent decades.

Group presentation: Provide an overview of the different racial and ethnic groups of Ecuador (include information on how many there are, where they are located, and how many languages are spoken in Ecuador) and discuss how ethnic identities influence politics over the past 20 years.

Notes on Race, Ethnicity & Indigenous Politics of Ecuador

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Food & Agriculture Camacho, Juana. 2006. “Good to Eat, Good to Think: Food Culture and Biodiversity in

Cotacachi” in Robert Rhoades (ed) Development with Identity: community, Culture and Sustainability in the Andes. Cambridge, MA: CABI Publishing. 156-172.

Peña, Karla. 2017. “Will Lenin Moreno Champion Food Sovereignty in Ecuador in Ways Rafael Correa Didn’t?” Upside Down World, September 20. Url: http://upsidedownworld.org/archives/ecuador/will-lenin-moreno-champion-food-sovereignty-ecuador-ways-rafael-correa-didnt/

Striffler, Steve. 2008. “The United Fruit Company’s Legacy in Ecuador” in Carlos de la Torre and Steve Striffler (eds) The Ecuador Reader: History, Culture, Politics. Durham, Duke University Press. 238-249.

Lyons, Barry, with Angel Aranda and Dina Guevara. 2008. “Simple People” in Carlos de la Torre and Steve Striffler (eds) The Ecuador Reader: History, Culture, Politics. Durham, Duke University Press. 403-414.

In 500 words: How does the idea of food sovereignty fit into or break with Ecuador’s agricultural and food history?

Group presentation: What are the principal agricultural products of Ecuador, and how does this differ by geographical region? What is Ecuadorian food like and how does it differ by region?

Notes on Food & Agriculture of Ecuador

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VI. Great Books: Exploring Ecuador

Select a book about Ecuador, either from the following list of suggestions or a book that you find on your own (if the book is not listed below, please get approval for your selected book from Marygold via email, marygoldwd@unm.edu).

1) Read this book, write a short summary of the book on your blog, and then identify what you found was the most interesting knowledge about Ecuador you gained from this book. This book report should identify the title of the book, author, and summarize it in a way that someone who hasn’t read the book will know what it is about.

2) Be prepared to give a 5 minute overview of your book to the rest of the class. We will schedule these presentations during our Conexiones class time once we are in Cuenca.

Suggested books:

The Queen of Water, by Laura Resau and Maria Virginia Farinango – YA novel based on a true experience of an indigenous girl in highland Ecuador

The Villagers (Huasipungo), by Jorge Icaza – classic novel from one of Ecuador’s best known writers

The Mapmakers Wife: a True Tale of Love, Murder and Survival in the Amazon, by Robert Whitaker – fascinating account of an important scientific mission to Ecuador to measure the shape of the earth, the scientists that took part in this mission, and the people they met along the way

Measure of the Earth: The Enlightenment Expedition that Reshaped our World, by Larry D. Ferreiro

The Panama Hat Trail, by Tom Miller – account of how Ecuador came to produce Panama Hats.

Pachakutik: Indigenous Movements and Electoral Politics in Ecuador, by Mark Becker – a focus on indigenous politics over the past 20 years

Oil, Revolution, and Indigenous Citizenship in Ecuadorian Amazonia, by Flora Lu, Gabriela Valdivia, and Nestor Silva – focusing on how oil extraction impacts indigenous communities and how they are fighting back against it

Cañar: A Year in the Highlands of Ecuador, by Judy Blankenship – photographer Judy Blankenship lived in an Andean village for a year, documenting life and culture

Our House in the Clouds: Building a Second Life in the Andes of Ecuador, Judy Blankenship – Judy returns to highland Ecuador to build a house, where she lives now for half of each year.

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