Sociology 455: Social Problems of Modern Ecuador
STUDY ABROAD
ECUADOR SUMMER 2010
(May 30th-June27th)
INTRODUCTORY READINGS: I strongly encourage you to complete (at least) one/two of these readings prior to traveling to Ecuador
2nd reading: CIA World Fact Book 2010
3rd reading: The Land and the People
4th reading: The oil era
A few questions to help guide your understanding and consumption of these introductory readings.
SPECIFIC COURSE READINGS: Click here to access the "General Reading Guide" which was also included in my initial email to you.
I. Economic & Political Instability
Berrios, R. (2006). Cost & benefit of Ecuador’s dollarization experience. Perspectives on global development and technology, 5, 1, 55-66.
This article presents factors influencing the dollarization of Ecuador’s currency in 2000. It also examines the social consequences of dollarization as a solution to economic (and other forms of) instability. Read this article in order to understand the social context of daily life in Ecuador—economic instability, associated political instability (or more recently “radical populism”), class (+ race, gender/sexuality, age—and other “distinguishing” social characteristics) differentiation and how such national crises affect. Consider, throughout the world, which countries are most affected by economic instability in global markets? Within those most peripheral countries, which “types” or groups of people are most affected by global as well as local market instability? How so, in what way(s)? Click this link to access reading questions for this article.
II. Motivations to Immigrate & the Experiences of Migrants
Jokisch, B., & Pribilsky, J. (2002). The panic to leave: Economic crisis and the “New Emigration” from Ecuador, International migration, 40, (4), 75-99.
The authors identify aspects of Ecuadorian society which serve as “push factors” encouraging Ecuadorians to seek life abroad in addition to “pull factors” influencing where Ecuadorians immigrate. They also consider the consequences of such immigration for the Ecuadorian community and family that remain. Thus, you should read this article in order to understand one “solution” to recent economic and political instability; in addition to understanding the consequences of such a solution. Reading questions for this article.
Lawson, V. (2000). Arguments within the geographies of movement: the theoretical potential of migrants’ stories, Progress in human geography, 24, (2), 173-189.
Lawson’s article presents the migrants experience using responses from qualitative interviews and observations. The focus is to discover rationales for internal migration as well as simply reflect the experiences of those migrants. Again, as Lawson presents the stories of migrants consider how the communities and families that remain are affected. In later readings and discussion we will consider how rural communities have experienced recent change in addition to considering the various effects of these changes by age, gender, and ethnicity. Reading questions for this article.
III. Urban Poverty, Crime, and Street Children/Families
Swanson, K. (2007). Revanchist urbanism heads south: The regulation of indigenous beggars and street vendors in Ecuador. Antipode, 708-728.
Rizzini, I., & Lusk, M.W. (1995). Children in the streets: Latin America’s lost generation, Children and youth services, 17, (3), 391-400.
You will likely see street children and street families on the streets of Quito daily. This is a very complex situation which we will attempt to explore and further understand during our visit to a local center for street children/families while in Quito. The Rizzini & Lusk article presents some rationales given for street work in addition to exploring the effects of life in the street. Swanson takes both a broader and narrower look at street life. First, she examines the reaction to street vendors and beggars in Quito and Guayaquil. Her she focuses not only on children but street families. However, as she explores the “clean up efforts” in Quito and Quayaquil prior to Ecuador serving host to the Miss Universe Pageant in 2004, she finds the “face” of street life is often indigenous leading to a racialization of public response to those on the street. Reading questions for the Swanson & Rizzini articles.
IV. Rural Poverty, Inequality, & Female Labor Force Participation
Bebbington, A, & Perreault, T. (1999). Social capital, development, and access to resources in highland Ecuador, Economic Geography, 75, (4), 395-418.
This is a fundamental article for understanding our discussions of inequality in Ecuador (or any society). The authors discuss access to “capital” as an essential process toward “human development.” Reading questions for this article.
Lanjouw, P (1999). Rural non-agrarian employment and poverty in Ecuador, Economic development and cultural change, 91-122.
Though the title suggests an exclusive focus on rural life and poverty, Lanjouw presents an examination of how poverty varies throughout the country. However, the main focus of the paper is to explore the solution of non-agrarian employment for the alleviation of rural poverty. He examines which type of non-agrarian employment (wage labor) exists in each of the three “zones” and how non-agrarian employment varies by gender. The final point considered are the social, cultural, and political factors predicting whether a rural Ecuadorian will obtain wage labor. Further, the article relates to the Lawson article on rationales for internal migration and the experiences of those migrants. Reading questions for this article.
Korovkin, T. (2003). Cut-flower exports, female labor, and community participation in Highland Ecuador, Latin American Perspectives, 31, (4), 18-42.
According to the 2010 CIA World Fact Book, cut-flowers are Ecuador’s 4 th most prosperous export commodity (Behind Oil, bananas, and shrimp). The Korovkin article is an excellent complement to the non-agrarian article as it specifically focuses on the involvement of women in wage-labor within rural communities. It allows for further examination of the “communal consequences” of both the migration of rural men and the involvement of rural women in wage labor. Reading Questions.
V. Globalization and Ethnic Identity
Meisch, L. (2002). Globalization and Otovalo life & Textiles and tourism move to the fore in Andean Entrepreneurs: Otovalo merchants and musicians in the global arena.
These selections from Andean Entrepreneurs illustrate the effects of globalization on the Otovalos. According to de la Torre, “Meisch shows how by combining ‘traditional values and practices and modern technology in order to preserve and market their ethnic identity’ Otavalos are not only coping with but sometimes thriving on globalization” (pg. 256). However, Meisch also illustrates that in creating wealth via globalization, symbols of social status have changed and some new status symbols poise points of conflict with “traditional” values. Reading Questions.
De la Torre, C. (2006). Ethnic movements and citizenship in Ecuador. Latin American Research Review, 41, (2), 247-259.
This article reviews/critiques 5 books which focus on the development of “civil capital” in Ecuador, defined as access to the right to work, right to vote, and due process rights associated with fair treatment in public spaces and in the “eyes of the law.” Further, while tracing the evolution of civil capital for ethnic minorities the author reveals the development of an “ethnic identity” in Ecuador, both among the indigenous and afro-Ecuadorians. Reading Questions
Johnson, E. (2007). Schooling, blackness, and national identity in Esmeraldas, Ecuador. Race, Ethnicity, and Education, 10, (1), 47-70.
This article presents qualitative observations among Ecuador’s largest Afro-Ecuadorian population, in Esmeraldas. The author explores how the “presentation of blackness” often has negative connotation even within the predominately afro-Ecuadorian community. Thus, she explores the origins of these negative connotations in school curriculum and interaction and representations and references to local and national blackness. She states: “My objective is to show the relationship between local context, educational practices and how students make sense of racial identity and discrimination” (pg. 50). Reading Questions