Professor gives advice for Latino curriculum

In an effort to expand the Latin American studies program, members of the Latino Curricular Transformation (LCT) project have invited professors from other universities with ethnic studies programs to give advice about how Tufts can reform its curriculum.

In the first of a series of three meetings with professors, LCT invited Charles Briggs, a professor of ethnic studies and head of the Latin American studies department at the University of California at San Diego (UCSD), to speak yesterday at the Latino Center before an audience of ten students and the Center's director, Rub?©n Salinas-Stern.

Briggs, who specializes in incorporating Latin American studies into university curriculums, spoke on how some of the same techniques used to develop the ethnic studies department at UCSD could be applied to Tufts.

In building the department, Briggs said, schools have a choice of two models. The first option is to combine small departments such as Native American studies, African American studies, and Latin American studies to save money on department administration and office space.

To build a strong ethnic studies program, however, Briggs suggested a second model, which involves directing smaller departments toward a common focus, such as globalization or development issues.

USCD chose a model which focuses on the meaning and consequences of race and applies that into each discipline within the department. USCD's ethnic studies department has faculty from the anthropology, sociology, literary studies, media studies, political science, and history departments.

Briggs said that if Tufts tries to hire very specific faculty positions, such as a Caribbean literature teacher, the "pool may be so small" that filling the position becomes difficult. However, if administrators "try to define [positions] slightly more broadly," departments usually benefit more, Briggs said.

Briggs also addressed the issue of faculty retention, which has historically been a problem at Tufts, especially with minority faculty. "[Professors] want to be at home. They don't want to be marginalized outside of the department. They want to be in a department that wants them," Briggs said.

The UCSD ethnic studies department has hired eight professors in the past two years, but Briggs cautioned against LST attempting to recreate USCD's success at Tufts. "There's no one model for every institution," and Tufts will have to tailor any expansions to fit the University's community and traditions, Briggs said.

One way the UCSD experience with ethnic studies differs from Tufts' is the enhanced role of Tufts undergraduates in the curricular transformation process. Because students are actually going through the curriculum, Briggs said, "students will be more capable than [administrators]" to guide the program.

UCSD uses several techniques to expand the audience of the ethnic studies department. The program makes joint hires with departments such as critical gender studies and urban studies. Courses are also cross-listed with other departments _ an "absolutely crucial" tool to reach students who do not have extra time in their schedules, Briggs said.

The department also hosts weekly speakers on campus and invites members of other departments, which may explain why ethnic studies is a "fairly popular minor" at UCSD, Briggs said. The introductory course to ethnic studies, which is open to all students, focuses on immigration, the methodology of ethnic studies, and social issues through the lens of ethnic studies.

While any attempt to increase ethnic studies deserves merit, Briggs said, "this is never an easy process."

"You've got to make your presence felt in a range of different strategies."

"It all depends on the people," Briggs said. The program needs "people who are committed to the study of ethnic studies and who have a sense of being part of something new and important."