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| ECUADOR: DIVERSIDAD BIO-CULTURAL Y ECOTOURISMO SOSTENIBLE INDÍGENA EXPEDICIÓN AL CENTRO DEL MUNDO CUADERNO / LAII / S&P/ 2014 Profesores Enrique Lamadrid, Miguel Gandert, Michael Thomas, Santiago Vaquera-Vasquez Maestros Felipe Ruibal, Marián Giráldez-Elizo, Sam Johnson, Maria Elena Corral Asistentes Sage Vogel  TABLA DE CONTENIDOS I.LOGÍSTICA, FILOSOFÍA, CHOQUES PaginaA.MANIFESTO / ITINERARIOS1.Descripción del curso / Itinerarios 52.Tareas y proyectos 53.Evaluación 5B.EL CUADERNO1.Usando el cuaderno / diarios 62.Filosofía del programa 73.Preguntas, misterios, enigmas, adivinanzas 8C.EL CHOQUE CULTURAL1.Cómo identificarlo 92.Técnicas y grupos de apoyo 103.Exploración 10D.EXPLORACIONES FUNDAMENTALES1.Temas de justicia social 112.La diversidad biocultural 12II.VIAJES Y EXPLORACIONESA.SOBREVIVIENDO / SURVIVAL 13B.EXPLORACIONES (CUADERNITO SEPARADO) 131.Quito2.Manabí, Machalilla, Isla de la Plata3.Cuenca y Loja4.Los Saraguros5.Río Zamora y Nangaritza6.Ingapirca y el Camino del IncaIII.RESIDENCIA EN CUENCA – EXPLORACIONES CULTURALESA.LA CULTURA ECUATORIANA1.Cartografía 142.Explorando estereotipos 153.Idioma y cultura popular 154.Gastronomía 225.Los medios y la cultura pop 236.El arte y la cultura expresiva 25B.LA SOCIEDAD ECUATORIANA
1.La familia 302.Los hijos 313.Los estudiantes 314.Grupos y clases sociales 325.La economía y el mercado 326.Contaminación y el ambiente 357.Historia, política y gobierno 36
IV.VIAJES Y TRABAJO DE CAMPO 44A.Cuadernito de la Biodiversidad (separado)B.Fiestas del Solsticio 44
MANIFESTO / ITINERARIOS
Estudiantes will engage the cuaderno and document their fieldwork with:
Estudiantes will edit and present their findings in the following formats:
Based on participation in all the events: classes, lectures, fieldwork, field research, laboratory, and final seminar. All participants will choose an area of study and conduct field research that will be processed in multiple digital formats and presented in poster, power point, video and audio formats at the public forum on August 24, 2014. If you will not be in Albuquerque or on campus then, make arrangements to turn in your work before hand. NOTA 1: As the general level of Spanish language skills has increased, a larger section of this year’s Cuaderno is in Spanish. If beginning students have any doubts about information or field assignments, they should clarify them in Spanish class or with a compañero who can help them decipher. ¡¡AYÚDENSE!! NOTA 2: Because you will be finish up your Cuaderno work electronically, the many questions and topics are compressed here. Don't think that small spaces between topics and questions take small responses. Pick the areas you will excel in and expand as much as you want. EL CUADERNO
Engagement with the tasks in this workbook is essential to your success as a student in our EXPEDICIÓN al CENTRO del MUNDO. The Cuaderno is designed by students, for students. Documenting a learned fact or experience solidifies learning and enhances storage of that experience in memory. Keep a small notebook close by at all times to capture details you will later incorporate and develop in the Cuaderno. Writing in the Cuaderno is a way of announcing to ourselves that we have learned something and reminding ourselves that what we have learned is important: worth knowing and remembering. Each Cuaderno will be examined on a regular basis by your teachers, who will offer you suggestions and reactions. The Cuaderno is also your final project, to be turned in at the completion of the program. Many students find that they can make alterations to include “scrapbook” pages, mounted photo pages, and additional narrative pages. They then rebind the Cuaderno to hand in. We encourage you to customize, to make your work reflect your personality, your needs and your interests. Collaboration is encouraged, but your Cuaderno should bear the stamp of your individual style. We understand that students are different and have different goals and priorities. These emerge from the many differences in major fields of study, interests, values, and physical capacities that characterize our students. Some students will focus on breadth and do as much of all sections of the Cuaderno as possible. Many students, however, will focus more attention on some sections and less attention on others. What we expect is documentation of consistent engagement. If we note that coverage in some sections of your Cuaderno is “thin” then we will expect to find other sections with coverage in extraordinary depth. Culture Study Faculty will be making assignments for all students and Spanish Instructors may make Cuaderno assignments that will be required of students in their particular classes. What is crucial is that you become familiar with your Cuaderno. Look it over carefully so as to know where to record the things you learn. Your Cuaderno will be returned to you after final scrutiny and will provide a rich, enduring record of your experiences and growth. Use the Cuaderno to your advantage, have fun with it, and make it your own.
Create blank pages here or under separate cover to be used as a personal Journal of your experiences. Many travelers are excited by the idea of keeping a journal. The greatest pitfalls in this ambition are over-zealousness at the beginning and a narrative style that is difficult to sustain. Listing impressions, locations, and fleeting thoughts is often a more efficacious route. Jot things down. Get in the habit of it. DIMENSIONES DIGITALES: Documentación You will be trained in digital documentary technology to explore the Natural and Cultural history of Ecuador. The record of your work goes beyond the Cuaderno and onto websites and social media. Historically the Cuaderno began as a “hard copy” workbook with pages added scrapbook style for pictures and flat artifacts. Now you get it as a Word file to adapt and expand. You will create digital cuadernos complete with links, attached or embedded photos, photo essay, videos and or audio recording or collections. There will also be freestanding multimedia presentations and audio collages that will emerge. When finished, a hard copy can be printed out, supplemented by a flash drive with supplementary files in other formats like audio, video, and SoundSlides, which is the multimedia program you will learn. We are open to new collaborative formats like wikis or blogs for collaborative work. Work can be uploaded to sites such as flickr, tumblr, YouTube, Wordpress, Blogspot, etc.
It is our purpose as educators to encourage speculation and theory building. For most questions of genuine interest to human beings there is no one correct answer. Existence exceeds our ability to comprehend. Individually, we labor under the limitations of our intelligence, perspectives, and access to information. Collectively, although we have vast data banks and libraries that hold and order the knowledge we’ve accumulated, that knowledge barely scratches the mysteries of the universe we live in. We still do not understand, for example how a cell works or how the brain functions in language acquisition. Despite the unknown and mysterious nature of our existence, education proceeds as though there are right answers, set facts that students can simply learn on the basis of authority. Speculative and theorizing skills are ignored and people often proceed through their university studies with an impoverished reflective, speculative capacity. As you engage this workbook on the field trip, your “natural” approach will lead you to seek the “right” answers to questions. This is not our focus as educators. We want to encourage you to think critically, to challenge conventional wisdom. The most fundamental question one can face in engaging another culture is this: What am I seeing (sensing)? The next question is: What does it mean in context? If you answer too quickly, you will experience distortions. What looks like a parade, for example, may turn out to be a funeral, a holy procession or a postal workers or teachers' strike. One of the main purposes of this workbook, therefore, is to encourage you to consider situations and perspectives you’d not ordinarily consider. Cross-cultural experience should expand consciousness. We guarantee that engaging the questions and exercises suggested in this Cuaderno will provide you with experience and perspectives you’d not have attained if you simply followed your own agenda. Please don’t worry yourselves about the “right” answers. The “right” answer is the quest, the engagement with a mysterious world that yields up its secrets reluctantly. We encourage you to speculate. Instead of assuming there is an answer the instructors are “looking for” on every question, imagine that your discoveries and insights are valuable. An eternal question, for example, is “Why is it so hard to get change in Ecuador?” Instead of assuming there is a correct, causal explanation, think of as many alternative explanations as possible, speculate, think. Too often, answering a question too quickly halts inquiry. Our aim is to encourage, not limit, inquiry.
En el espacio que sigue, haga una lista de cinco preguntas, situaciones o tópicos de interés personal que quisiera explorar, clarificar o contestar durante el viaje. Hable con otros estudiantes y el profesor para desarrollar estrategias para estas exploraciones. Haga una documentación de sus investigaciones y nuevos conocimientos. 1) 2) 3) 4) 5) EL CHOQUE CULTURAL Read the wiki pages on culture shock and ethical tourism: http://conexionesnicaragua.wikispaces.com/Culture+Shock http://conexionesnicaragua.wikispaces.com/Ethical+Tourism Everyone entering another culture experiences culture shock. Culture shock is a response to another way of life. It can be subtle or intense. You will experience culture shock. Everyone does, even those who do not recognize it or deny it. We’ve found that culture shock harnessed is a powerful tool. It creates discomfort and motivation to learn. Each culture is a complete information system. One learns about culture by surviving culture shock and integrating the new perspective. Eventually a person begins to develop inter-cultural skills. At the same time, he or she comes to appreciate CULTURE and how it works for all humans. Emotionally, culture shock is transformed through support. One aggravating dimension of culture shock is that we are away from our usual sources of emotional support. In our expeditions we recognize that students need substitutes for their usual support systems. We form student support groups. Generally, the groups meet four times, once during the orientation classes at UNM, twice during the field session, and once during the final seminar session at UNM. The purpose of the groups is to provide a place for students to discuss their feelings in a safe, setting. Support allows students to retain emotional equilibrium. Here are some tips on support and how to give it.
As you encounter Ecuadorian culture you can expect to experience culture shock. You will assess situations incorrectly and behave in inappropriate ways. Ecuatorianos will react (laughter is a common reaction). As you recognize your mistake, you’ll feel amusement, shame, discomfort, frustration, sadness, or even anger. The magnitude of the feeling varies greatly and is not necessarily predictable. Some of the feelings may be uncomfortable. People deal with these feelings in different ways. Defensive reactions are common and include (1) Denial (2) Escape (often to English or alcohol) (3) Blaming others - peers, authority figures, Ecuador and Ecuadorian culture, etc. (4) Projection, thinking others are uncomfortable. (5) Justifying the feelings. (6) Identification with the other culture and one-sided criticism of one’s own culture. So, if you notice feelings that seem extreme, if you find yourself conducting an inner dialogue of denial, blame, evasion, etc., or if you find yourself acting out such feelings, you are probably experiencing culture shock. If a fellow student is having an emotional response that seems inappropriate, then that person may be experiencing culture shock.
When people are undergoing culture shock, what can be done? How can one person be helpful to another? The answer is simple. It is most helpful when one person is able to listen closely, without judgment, while someone else shares his or her feelings. Other support skills are secondary to the deep listening that is the heart of the matter. The attitude you have, however, towards a person that needs support can encourage that person to share. Expressions of willingness include such things as offering (“Do you want to talk about it?”), accepting (as in simple assent “yeah, I know.”), encouraging (“Tell me about it.”), observing (“You seem tense.”), exploring (“What led up to this?”), reflecting (“So then you felt X.”), clarifying (“Let’s see if I have it straight.”), and summarizing (So far you’ve told me X.”), etc. Such expressions signal a willingness to listen. Avoid judgments and don’t try to solve the person’s problem. SUPPORT GROUPS / GRUPOS DE APOYO Encourage people to accept and understand the feelings that go with culture contact. We are not encouraging people to become dependent on the group, far from it. We feel that support allows people to feel their courage and engage Ecuadorian people and culture in a clear and complete way. Support allows people to overcome emotional distress and learn Spanish more successfully. Attendance at support group meetings is absolutely required.
Write a few paragraphs that tell the story of THREE personal culture shock experiences. Describe the situation (when, where, who present, what circumstances). Describe your feelings. Explain how you recognized your reaction as culture shock. Describe how you coped with the situation and feelings. Elaborate with drawings and photos if possible. [OPTIONAL EXPERIMENT - an experiment in social perception: In pairs, walk around the busiest area in Cuenca in your most glaringly U.S. outfit possible. At the exact same time the next day, do the same, yet try to dress as traditionally Ecuadorian as possible. Report on how you felt, how you were treated, why you were reacted to in the way that you were, etc.] EXPLORACIONES FUNDAMENTALES TEMAS DE JUSTICIA SOCIAL
How was racism institutionalized in colonial times? What are the castas? Where did they come from? Name, discuss, and illustrate six different castas. Compare this idea to our racial makeup and opinions on race in the United States.
La historia política del Ecuador - How many constitutions has Ecuador had? How does this compare to how we change policy in the US? When was Ecuador's first constitution written? The first “liberal” constitution in Ecuador was written in 1986. Who was behind it? What changes were made for it to be called “liberal”? The constitution of 1998 initiates the term "Pluricultural" as a way of officially recognizing the cultural diversity of Ecuador, its history, and its legitimacy under the law. Another related concept is "Interculturalidad." How did CONAIE, Pachakutic, and Auauta Jatari influence the Constitution of 2008. What does CONAIE stand for? Who is involved? The Ecuadorian Constitution of 2008 has three distinct features:
How are these laws different or nor different from their legal parallels in the United States. i.e. Right to Buen Vivir and welfare in the US. How did the Constitution of 2008 figure in the legal actions taken against Texaco – Chevron?
What are the linkages between Biological Diversity and Cultural Diversity? (La gran pregunta) II VIAJES Y EXPLORACIONES SOBREVIVIENDO / SURVIVAL The essentials:
EXPLORACIONES (Cuadernito separado) QUITO MANABÍ, MACHALILLA, ISLA DE LA PLATA CUENCA Y LOJA LOS SARAGUROS RÍO ZAMORA Y NANGARITZA INGAPIRCA Y EL CAMINO DEL INCA III RESIDENCIA EN CUENCA – EXPLORACIONES CULTURALES LA CULTURA ECUATORIANA
First orientation to Cuenca. Write a short description of how to get to Universidad de Cuenca from your house. If you would prefer, you can draw a map instead. Obtain maps of Ecuador and Cuenca, and get to know them. Check in the hotels and papelerías: paper maps made with tourists and kids in mind can be especially helpful. Compare the maps you are able to find with Internet maps (ie. google and specialty maps). Different maps focus on different features. Maps of Ecuador may focus on natural features (volcanoes, lakes, forests, mountains, beaches (especially surfing beaches), harbors, rivers, etc.). Other Maps may focus on political divisions (states, municipal entities etc), population centers (villages towns and cities), or transportation (highways, harbors, ferries, river transport, etc.). Other maps may focus on natural resources, agricultural produce, industries, etc. Collect and study maps, they are a terrific source of information, particularly for students who learn more readily from images than from text. Prepare for our city tour by making a list of Cuenca's landmarks, you should locate on your maps. You’ll need to know where they are. Explore the local public transportation service. One way to do so is to simply pick a bus, hop on and take it to its end and then back to where you started. How much did it cost? Where did you end up? Can you make generalizations about who takes this bus line (school kids, working people…)? Write, draw, or take pictures. Ask people in your family about public transportation. Talk to bus drivers. Is there a printed schedule or route map? Make a map of your family’s house (ex. floor plan). Draw or include photos. Map of your neighborhood. Draw or include photos. Go to the Mercado (traditional market). Draw the layout or include photos. Make a map of the plaza. During colonial times, las Leyes de Indias determined the design of many public places. Draw or include photos. Community Mapping, A Small Group Activity This activity should be completed during the first days in Cuenca. We must initiate by exploring the community in which we will be residing. Creating a community map is a participatory process of creating a map or visual representation of the community. In the case of Expediciones al Ecuador, the aim of the mapping project is to get students familiar with their new community, as well as to have them map out what they think the most important places for the might be during their stay in Ecuador (where their peers reside, stores, internet cafes, museums, etc. The mapping project also allows students to gain an insider perspective of the community as well as to get bring the learning space out of the classroom and into Ecuadorian society.
Make a list of five American stereotypes about Ecuador and Ecuadorians. Use the following areas as guidance, and add more if you can: immigration, politics, gender roles, family life, media, physical appearance, religion, standard of living, etc. Where do these stereotypes come from? Después de dos semanas en Ecuador, ¿qué has aprendido de estos estereotipos?
Hablen con sus amigos ecuatorianos, tomen apuntes y escriban un resumen.
VOS, TÚ, Y USTED El uso de vos, tú o usted is muy importante porque indica la relación social y personal entre las personas. El uso de vos o tú puede indicar familiaridad, intimidad, una relación entre dos personas de la misma edad, o posición social en cuanto a las personas hablando. El uso de usted indica formalidad, cortesía, desconocimiento, deferencia o una posición social más baja. En algunos sitios como el Ecuador el vos puede reemplazar al tú. Es también distinto del vosotros, que se usa en España y es la forma plural de tú. En casi todo el mundo hispano, ustedes es la única forma de la segunda persona plural. Mucho más gente usa vos que vosotros. Vosotros aparece en libros de texto y en las escuelas Su familia, sus amigos y otros que conoces pueden llamarte tú. Pero en situaciones más familiares es mucho más probable que usen vos. La razón por la diferencia en el trato entre locales y extrangeros es la conociencia de los ecuatorianos de la variación entre su español y el español "estandard." 1. ¿Cuál forma se usa cuando se habla con Dios o un santo, como en una oración? 2. ¿Por qué a veces los padres hablan a sus hijos en la forma de usted? 3. En su familia, ¿cómo se hablan los hijos a sus papás (tú o usted o vos)? 4. Haga una lista de por lo menos cinco situaciones cuando ha observado alguien hablando en la forma de tú o vos con otra persona: IDENTIDAD DEL HABLADOR / RELACIÓN AL ESCUCHA / LO QUE DIJO 1) 2) 3) 4) 5) 5. Ahora concéntrese en observar cuando la gente usa la forma de tú o vos o la forma de usted cuando está hablando contigo Haga una lista de por lo menos cinco personas y como le hablan: ¿TÚ, VOS O USTED? / EL QUE HABLA / RELACIÓN A USTED / LO QUE DIJO 1) 2) 3) 4) 5) 6. La transición entre usted y tú en una relación es un momento muy importante que muchas veces pierde el hablante de inglés. Dé dos ejemplos de esta transición entre otra persona y usted. ¿Quién es? ¿Por cuánto tiempo lo conoció usted antes de la transición a tIú? ¿Cuáles fueron las circunstancias del cambio (dónde, cuándo, quién estuvo presente, qué estaba pasando)?
¿Qué significa "echar flores" o "dar un piropo?" Dé ejemplos de piropos comunes y/o gestos de la mano que los acompañan. PIROPO SIGNIFICADO CONOTACIÓN
Los gestos son un modo de comunicación no-verbal. Con los gestos, ¿cómo se dice lo siguente? (use dibujos o fotos).
RESPUESTAS a. Una viejita con solo un diente llama a toda la gente. b. Agua pasa por mi casa cate de mi corazón el que no me adivine es un burro cabezón. c. Alto, alto, como un pino pero pesa menos que un comino. d. ¿Qué cosa es que cuando más grande es menos se ve? e. Si los amarro se van si los suelto se quedan ¿que serán? f. En alto vive, en alto mora en alto teje la tejedora.
Haga una lista de 10 o más palabras en español de origen quichua (los quichuísmos) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Haga una lista de por lo menos 5 palabras en español de origen cañari y explique los significados. 1. 2. 3. 4. 5.
Colecte y escribe por lo menos cuatro brindis tradicionales. 1. 2. 3. 4.
Ecuador tiene mucha poesía pintada en las paredes. Hay poesía, crítica social, lemas políticos, declaraciones de amor, etc. Busque, tome fotos o dibuje cinco diferentes lemas escritas o pintadas en los muros de la ciudad (grafiti). ¿Cuáles son los orígenes de estas lemas y que significan? ¿Son de partidos políticos? ¿Quieren criticar algo o anunciar? 1. 2. 3. 4. 5.
Escribe la información de cinco diferentes carteles en lugares diferentes. Tome fotos y analice. Si es posible, róbese un cartel. 1. 2. 3. 4. 5.
Busque y analice cinco o más marcas comerciales diferentes en español. ¿Son de los Estados Unidos o productos importados de Europa u otros países latinoamericanos con nombres diferentes o son productos ecuatorianos? ¿Cuál es la lógica de estos nombres? (El ejemplo más famoso es el fracaso total del modelo "Nova" de Chevrolet. ¿Por qué no funciona en español? 1. 2. 3. 4. 5.
Observe los niños aprendiendo el español y haga una lista de las palabras que dicen, "baby talk." Usualmente estas palabras son repeticiones de sílabas sencillas. El habla de los niños varía en los diferentes lugares donde se habla el español. Por ejemplo, ¿qué son yayas o mimis en Nuevo México? ¿Cómo se dice en Cuenca? También haga una lista de apodos (nombres cortas de la gente) basados en la pronunciación incorrecta de los niños. (¿cuál es el apodo de Enrique?)
Colecte chistes diferentes en español en una grabadora. Transcriba los que le gusten más y apréndelos. Pregunte por chistes de Pepito o Don Cacahuate. También incluya:
Define and taste as many of the regional cuisines listed below as possible. Ask your family about other traditional foods.
Observe en la cocina de su familia la preparación de dos comidas fuertes y escribe las recetas (usen fotos si es posible). Frutas tropicales Describe (and, optionally photograph) and taste as many (at least 8) of the following fruits as you can. Also note how they are eaten (ie., peeled, cut, sectioned, seed(s) removed, swallowed or spit out, etc.) Not listed are tropical fruits familiar to American students – Oranges (naranjas), Pineapples (piñas), bananas (plátanos), limes (limones). Las comidas del día ¿Cuales son los características típicas – preparaciones, formalidad, convivencia, etc.? ¿Qué comidas se comen y en que manera
Otras comidas - ¿hay meriendas?
Compare y contraste los papeles y las funciones de los medios y la cultura pop en Ecuador y los Estados Unidos. Identifique los medios locales y regionales. Periodismo
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