School Of The Americas

DIVTransnational ethnography and history of the School of the Americas, analyzing the military, peasant, and activist cultures that are linked by this institution. /div

In the Bolivian jungle, Che Guevara is captured and held in a one-room schoolhouse. For two days neither the Bolivian President nor the U.S. State Department is able to decide Che's fate. The young schoolteacher of the village insists that she be given permission to speak to the famous revolutionary. Her conversations with Che - based on historical fact - are the heart of the play. "Jose Rivera's SCHOOL OF THE AMERICAS traces the last two days of the Argentine revolutionary's life. The story comes from historical fact: When a feckless attempt to start an insurrection in Bolivia led to his capture, Che really was held for two days in tiny La Higuera while authorities decided his fate and really did talk to a young villager named Julia Cortes. As imagined by Rivera, their conversations are sometimes predictable - America is 'the greatest enemy of mankind' - but also contain surprising introspection. Che calls himself 'a goddamn joke' and 'a small, failed, stupid man.' No doubt addressing the audience, he declares, 'Worship the struggle ... don't worship me.'" -Jeremy Carter, New York ..". Mr Rivera's intimate play is something of a bookend to his screenplay for The Motorcycle Diaries, a coming-of-age movie about a young pre-political Che. In SCHOOL OF THE AMERICAS politics serve only as a backdrop to a story about Che's encounter with a young teacher named Julia Cortes. Julia teaches at the schoolhouse where Che is being held, and after pleading with the Lieutenant to be let inside, she has a final conversation with the prisoner. Like COPENHAGEN and STUFF HAPPENS, this drama uses historical fact as a frame to pose intriguing questions about what might have happened ..." -Jason Zinoman, The New York Times"

Something is going wrong on many college campuses in the last few years. Rates of anxiety, depression, and suicide are rising. Speakers are shouted down. Students and professors say they are walking on eggshells and afraid to speak honestly. How did this happen? First Amendment expert Greg Lukianoff and social psychologist Jonathan Haidt show how the new problems on campus have their origins in three terrible ideas that have become increasingly woven into American childhood and education: what doesn’t kill you makes you weaker; always trust your feelings; and life is a battle between good people and evil people. These three Great Untruths are incompatible with basic psychological principles, as well as ancient wisdom from many cultures. They interfere with healthy development. Anyone who embraces these untruths—and the resulting culture of safetyism—is less likely to become an autonomous adult able to navigate the bumpy road of life. Lukianoff and Haidt investigate the many social trends that have intersected to produce these untruths. They situate the conflicts on campus in the context of America’s rapidly rising political polarization, including a rise in hate crimes and off-campus provocation. They explore changes in childhood including the rise of fearful parenting, the decline of unsupervised play, and the new world of social media that has engulfed teenagers in the last decade. This is a book for anyone who is confused by what is happening on college campuses today, or has children, or is concerned about the growing inability of Americans to live, work, and cooperate across party lines.

School of Assassins also tells the stories of the people of SOA Watch who have petitioned Congress to stop funding the SOA, and have been jailed for their protests against the school. With public awareness growing and more people demanding that the school be closed, grim lessons remain. The most outrageous is this: the members of SOA Watch have spent more time behind bars for their nonviolent protests against the "School of Assassins" than any of the murderers trained there.

Since its creation in 1963, United States Southern Command has been led by 30 senior officers representing all four of the armed forces. None has undertaken his leadership responsibilities with the cultural sensitivity and creativity demonstrated by Admiral Jim Stavridis during his tenure in command. Breaking with tradition, Admiral Stavridis discarded the customary military model as he organized the Southern Command Headquarters. In its place he created an organization designed not to subdue adversaries, but instead to build durable and enduring partnerships with friends. His observation that it is the business of Southern Command to launch "ideas not missiles" into the command's area of responsibility gained strategic resonance throughout the Caribbean and Central and South America, and at the highest levels in Washington, DC.

This volume examines the promotion and defense of democracy in the Americas. Taking the Inter-American Democratic Charter (IADC) of 2001 as a baseline, it charts the evolution of the issue over the past decade. Although it considers historical antecedents, the main focus of the book is on key instances of promotion and defense of democracy in the Western hemisphere since the adoption of the IADC. It analyzes democratic norms, norm enforcement mechanisms and how they work in practice. Special attention is paid to the 2009 Honduras coup, the issues raised by it and the debates that surrounded it, as this was the first instance in which a member state was suspended in accordance with the IADC. Three central themes guide the analysis: the nature of challenges to democracy in Latin America; the role of regional organizations as democracy promoters; and the transformation of Inter-American relations. The book unveils the key achievements and limitations of the OAS in the field and will be of great interest to students and scholars of democratization, US-Latin American relations, international relations of Latin-America and international organizations.

This interdisciplinary book explores human rights in the Americas from multiple perspectives and fields. Taking 1492 as a point of departure, the text explores Eurocentric historiographies of human rights and offer a more complete understanding of the genealogy of the human rights discourse and its many manifestations in the Americas. The essays use a variety of approaches to reveal the larger contexts from which they emerge, providing a cross-sectional view of subjects, countries, methodologies and foci explicitly dedicated toward understanding historical factors and circumstances that have shaped human rights nationally and internationally within the Americas. The chapters explore diverse cultural, philosophical, political and literary expressions where human rights discourses circulate across the continent taking into consideration issues such as race, class, gender, genealogy and nationality. While acknowledging the ongoing centrality of the nation, the volume promotes a shift in the study of the Americas as a dynamic transnational space of conflict, domination, resistance, negotiation, complicity, accommodation, dialogue, and solidarity where individuals, nations, peoples, institutions, and intellectual and political movements share struggles, experiences, and imaginaries. It will be of interest to all scholars and students of InterAmerican studies and those from all disciplines interested in Human Rights.

The U.S. Army School of the America has been training Latin American military students for the last 50 years. This report provides information on: how the Latin American political, military, and economic environment in which the School operates has changed in recent years; who the School's attendees are and how they are selected; how the School's curriculum has evolved; and who provides the instruction. Provides information on a recent U.S. Army study covering the School and a DoD initiative to strengthen civilian institutions involved in defense and security in Latin America.