This material was created or adapted from material created by Notre Dame OCW faculty member, Timothy Matovina, Associate Professor, 2007. Copyright © 2008, Timothy Matovina.

Latino Theology and Christian Tradition

Spring 2007

El Buen Samaritano, Josué Sanchez Cerron, Peru, 1984, Used with permission.

Course Description

This course will examine the development of Latino religion and theology in the United States and how U.S. Latina and Latino theologians have articulated the meaning and implications for Christian living of core theological topics such as Christology, worship, evangelization, and social justice.

About the Professor

Timothy Matovina works in the area of Theology and Culture, with specialization in U.S. Catholic and U.S. Latino theology and religion. He also serves as the William and Anna Jean Cushwa Director of the Cushwa Center for the Study of American Catholicism. His most recent book is Guadalupe and Her Faithful: Latino Catholics in San Antonio, from Colonial Origins to the Present (Johns Hopkins, 2005). Other publications include Tejano Religion and Ethnicity (1995), The Alamo Remembered (1995) and, with Virgilio Elizondo, San Fernando Cathedral: Soul of the City (1998) and Mestizo Worship (1998). He has also edited or co-edited seven volumes, most recently Beyond Borders (2000), Presente! U.S. Latino Catholics from Colonial Origins to the Present (2000), Horizons of the Sacred: Mexican Traditions in U.S. Catholicism (2002), and The Treasure of Guadalupe (2006). In addition to his scholarly work, Matovina offers presentations and workshops on Latino ministry and theology throughout the United States.

Syllabus

THEO 20214--Latino Theology and Christian Tradition

University of Notre Dame, Spring 2007 MW 3:00-4:15
Dr. Timothy Matovina

Course Description

This course will examine the development of Latino religion and theology in the United States and how U.S. Latina and Latino theologians have articulated the meaning and implications for Christian living of core theological topics such as Christology, worship, evangelization, and social justice.

Course Objectives

The student will comprehend and critically evaluate how the Christian tradition has shaped U.S. Latinos' theologies, as well as how Latinos’ theological work has contributed to that wider tradition.

Learning Strategies

This course includes lectures, discussions, assigned readings, a midterm and final examination, two short essays, and group presentations.

Prerequisites

THEO 10001 - Foundations of Theology

Required Texts

Elizondo, Virgilio. Galilean Journey: The Mexican-American Promise. Maryknoll, NY: Orbis, 1983; revised and expanded edition, 2000.

Matovina, Timothy and Gary Riebe-Estrella, eds. Horizons of the Sacred: Mexican Traditions in U.S. Catholicism. Ithaca, NY: Cornell University Press, 2002.

Matovina, Timothy and Gerald E. Poyo, eds. ¡Presente! U.S. Latino Catholics from Colonial Origins to the Present. Maryknoll, NY: Orbis, 2000.

Formal Requirements 

Means of Assessment: A midterm and a final examination (60% of grade, 30% each), two short essays (20% of grade, 10% each), quizzes (10% of grade), and class participation (10% of grade) will assess the student’s comprehension, synthesis, and critical evaluation of lectures, discussions, and assigned readings. Attendance required.

Examinations: Tests will contain essay questions and may include some type of objective or short answer questions.

Short Essays: Each student will write short essays on two specified class readings (eligible readings are marked on the Readings page with an asterisk “*”). Both essays are to be 3-5 double-spaced pages in length. One of these essays will correspond with the student’s assigned group presentation, the other will be for an additional assigned reading. Signups for these essays and for group presentations will be distributed during the first two weeks of the semester.

After carefully examining the assigned reading, for each essay the student is asked to

1. Summarize the central points in the assigned reading (1-2 pages; not a complete restatement of every point in the article, but a brief summary which demonstrates the student has understood what the article’s central arguments are).
2. Critically assess the contents of the assigned reading. Which observations or conclusions in the article impress you the most and are the most significant for the study of Latino theology and religion? Which observations or conclusions in the article do you question or find to be less than convincing? Why?
3. Explore the wider significance of the assigned reading. What are the implications of this article for the wider study of U.S. Latino theology and religion? How does it relate to other readings or insights we have discussed in this course? How does it relate to other courses or readings which you’ve done?

NOTE: Outside research is not required for this assignment, but students are welcome to explore other published writings on a topic similar to the assigned reading for comparative purposes. If you elect to do this, however, please be sure that you stick to the topic of evaluating the assigned reading; use your comparative analysis with other published writings to sharpen your analysis of the assigned reading’s contents and scholarly significance.

Group Presentations: Each student will be part of a small group of 3-4 which will present a response to an assigned class reading for a designated day (eligible readings are marked on the syllabus above with an asterisk “*”). These presentations are to be a maximum of 10 minutes – you have approximately 3 minutes per person. Please do not simply summarize the contents of the reading; you can presume that your classmates already read the material. Rather, in your presentation concentrate on what aspects of the reading impressed you the most and are the most significant for the study of Latino theology and religion. In other words, what are the implications and contributions of this chapter/article for the wider study of Latino theology and religion? Group members should meet in advance to make sure that each group member presents a distinct insight about the reading without excessive repetition from the group as a whole. You may use a power point (or write notes on the blackboard), preferably 3-4 bullet points (one per person presenting) and perhaps some visual aids where pertinent. Please do not have group members merely read notes or quotations from a power point display. Engage your audience and, if you elect to employ a visual aid such as power point, use it to enhance the message you deliver rather than be the central focus of your presentation. Though the group is asked to work as a team, evaluations of this assignment will be based on each student’s paper submission and on the content in their portion of the group presentation (you will receive a single grade for the assignment which will be given to you when your paper submission is returned).

Quizzes: Quizzes on the assigned reading(s) and handouts will be given at the beginning of class on several occasions during the semester. These quizzes will contain objective and/or short essay questions that assess the student’s careful reading and knowledge of the assigned material for that day. A student who misses a quiz due to an unexcused absence or tardiness will receive a grade of zero (0) for that quiz; there is no penalty for missing a quiz due to an excused absence.

Class Participation: The class participation grade will be based on attendance and contribution to small group and general class discussions. Students are expected to prepare course readings for the day they are assigned and bring the book (or course packet) with the assigned reading(s) and handouts to class. Attendance is taken at the beginning of class; students who arrive late will be marked absent. Students with two or more unexcused absences during the semester will be penalized at least a full letter grade on their class participation grade.

Grading Scale: Course grades will be assigned on the following basis:    A    92-100  C+   80-82   A-   90-92 C     72-80   B+  88-90 C-    70-72   B    84-88 D     65-70   B-   82-84 F      0-65

At the discretion of the instructor, a grade curve may be applied at the end of the semester (not before). The curve would only be used to raise student grades, never to lower them.

Academic Honesty: A student will receive a grade of zero (0) on any examination completed in such a way as to violate the University Honor Code

This syllabus is my best judgment for the course calendar and assignments; it may need adjustment as we work together during the semester. I invite student comments on class assignments and procedures at any time during the term.

Welcome to the course!

Grading

Calendar