Going academic: friends and methods

Over the last few days I have begun to make inroads at the Universidad de Guadalajara. I met Hugo, the History Professor with a literature background and friend of a former Spanish professor of mine who had led a 6-wk study abroad program of students from the University of Texas here. Hugo had also spent time in Austin teaching in the Department of Spanish and Portuguese and then a fellowship at the Benson Latin American Collection. At my professor's request, Hugo helped me immensely in finding a "home" for me at UDG and procuring a letter of support so that I could complete my Fulbright application. Fortunately, he was quite persistent in the whole process and cared about getting things done on my behalf. I don't think I could have done anything without him.

We met Tuesday at 1pm at Cafe D'Val on Moreno, just a few blocks from my house, then went to El Pargo (supposedly this is a Mexican fish found on the Pacific Coast, a kind of red snapper) for mariscos. It was a delicious meal - the best were the shrimp empanadas and then dessert (something like a creme brulee, but I cannot remember the name of it!). He said I should feel free to ask him whatever questions necessary, and asked about my research. He said he had previously worked up on Colotlán (which is not far from Tlatlenango), so knew Atolinga by name, and felt that the research was quite important. In addition to teaching Spanish to foreign students at an institute called CEPE (attached to UDG), he also teaches a undergraduate course on anthropological methods. In addition to talking with anthropologist friends in the US, I think I can consult with him in the future if I run into problems or barriers of some kind (in terms of methods).

Today at 1pm I met my contact, Sergio, a professor of Comparative Literature and the Department of Literary Studies at UDG and at the Catedra Julio Cortazar. He confirmed that I would be offering a brief course on Immigrant Voices in American Literature in the fall, then would collaborate with him on a Comparative Literature course in the spring. The building where he works -- the Catedra -- is absolutely splendid. It was funded originally by Gabriel Garcia Marquez and Carlos Fuentes, who still visit, especially in November during the Feria del libro (an event I am very much looking forward to attending). He asked if I wanted an office but I said it wasn't necessary, because I will be in and out so much. I can always work in the computer lab or in the library. He took me around the various offices and introduced me to colleagues, the director and administrative staff.

We then met Humberto in the DEL (Departamento de Estudios Literarios), who teaches courses on literature, intercultural issues, and Mexican identity (amongst many other subjects!) at UDG and ITESO (a reputable, private, Catholic university in Guadalajara). Since his research and teaching are all over the map (the sign of a true intellectual, perhaps? of course, if it is, then that justifies my own wide range of interests!), it was a fantastic opportunity to share my research ideas with him; he had all sorts of thoughts about social space and identity in Jalisco, reiterating what Prof Zamudio at UDG had told Fulbright fellows during his lecture in June--that it was a conservative state with an extremely repressive, religious history, and that people likewise tended on the conventional side. Humberto mentioned first that there are only Independence heroes from this area and no heroes of the Revolution (a significant difference since Independence, unlike the Mexican Revolution is today considered to have brought about a change in leadership but not one in the power structure) and second that one of two bishops in all of Mexico is located in Jalisco (the other in Mexico City); that this repressive history can also be seen in the history of the Cristero Rebellion (the church against the government following the Mexican Revolution, in 1929) -- in fact two of the canonized priests came from Tamastian near Atolinga (I will delve into that in a later post); that Jalisco receives incredible support from the Vatican because it remains a geopolitical center for the Catholic church, and that one of the largest groups of priests worldwide is educated here. Of course I will integrate this historical and political perspective into my writing about Atolinga. About that specific region of the state, he added that there was very little mestizaje there - that the colonial and colonized populations remained distinct. I will look more at this issue in my readings.

On a different topic, he also taught me a few new things about "norteamericanos" (Americans, as we call ourselves, but I'm never comfortable with that terminology), who apparently live in huge numbers in this region, especially retired folk who seek a temperate climate and a less expensive lifestyle than in the US. He believes this cultural presence has injected the city with a US outlook on things and changed it very physiognomy--its architecture, urban space (he told me a story about the space of the Cathedral... which I'll have to look up later) and even clothing (that people from the US had changed people's historical modesty, which, he said, dated back to Arabic influence on Spain). I am too much of a recien llegada (newcomer) to verify what he said but I will definitely try to test his hypothesis. He seemed to think this would be a great research topic.

I spoke with my friend K today, who is leaving soon for Mauritania to conduct dissertation research. She studies anthropology at the University of Indiana. We didn't talk long but she had so many good ideas for a method of doing research that would engage people in Atolinga. When I told her I may want to volunteer at a school there, she said that perhaps I could ask teachers (or do it myself) to have kids write on themes related to their community: their family, their horses or cows, their home, etc. With their permission, perhaps, we could also create a photo or a video project. I could distribute cameras for them to record their experiences. Eventually, if we also did this on the Monmouth side of things (with the help of teachers like Ana and Todd Franks), there could even be a traveling exhibit compiled from both perspectives. The exhibit could go to Monmouth after Agua Zarca. It could also be a way for people to gain a bit of income. Finally, we thought of creating a website where we would create interactive maps and identify places where people lived, as well as attractions such as names of rivers and regional landmarks (on both sides of the so-called border). When I go back in October, I would like to discuss this with teachers in AZ.